The Use of Procedural Knowledge in Simple Addition and Subtraction Problems

ERIC Educational Resources Information Center

Fayol, Michel; Thevenot, Catherine

2012-01-01

In a first experiment, adults were asked to solve one-digit additions, subtractions and multiplications. When the sign appeared 150 ms before the operands, addition and subtraction were solved faster than when the sign and the operands appeared simultaneously on screen. This priming effect was not observed for multiplication problems. A second…

Longitudinal Mediators of Achievement in Mathematics and Reading in Typical and Atypical Development

PubMed Central

Barnes, Marcia A.; Raghubar, Kimberly P.; English, Lianne; Williams, Jeffrey M.; Taylor, Heather; Landry, Susan

2014-01-01

Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and which are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n = 30) and typically developing children (n = 35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations; phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency; and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. PMID:24269579

Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia

PubMed Central

Rosenberg-Lee, Miriam; Ashkenazi, Sarit; Chen, Tianwen; Young, Christina B.; Geary, David C.; Menon, Vinod

2014-01-01

Developmental dyscalculia (DD) is marked by specific deficits in processing numerical and mathematical information despite normal intelligence (IQ) and reading ability. We examined how brain circuits used by young children with DD to solve simple addition and subtraction problems differ from those used by typically developing (TD) children who were matched on age, IQ, reading ability, and working memory. Children with DD were slower and less accurate during problem solving than TD children, and were especially impaired on their ability to solve subtraction problems. Children with DD showed significantly greater activity in multiple parietal, occipito-temporal and prefrontal cortex regions while solving addition and subtraction problems. Despite poorer performance during subtraction, children with DD showed greater activity in multiple intra-parietal sulcus (IPS) and superior parietal lobule subdivisions in the dorsal posterior parietal cortex as well as fusiform gyrus in the ventral occipito-temporal cortex. Critically, effective connectivity analyses revealed hyper-connectivity, rather than reduced connectivity, between the IPS and multiple brain systems including the lateral fronto-parietal and default mode networks in children with DD during both addition and subtraction. These findings suggest the IPS and its functional circuits are a major locus of dysfunction during both addition and subtraction problem solving in DD, and that inappropriate task modulation and hyper-connectivity, rather than under-engagement and under-connectivity, are the neural mechanisms underlying problem solving difficulties in children with DD. We discuss our findings in the broader context of multiple levels of analysis and performance issues inherent in neuroimaging studies of typical and atypical development. PMID:25098903

Brain hyper-connectivity and operation-specific deficits during arithmetic problem solving in children with developmental dyscalculia.

PubMed

Rosenberg-Lee, Miriam; Ashkenazi, Sarit; Chen, Tianwen; Young, Christina B; Geary, David C; Menon, Vinod

2015-05-01

Developmental dyscalculia (DD) is marked by specific deficits in processing numerical and mathematical information despite normal intelligence (IQ) and reading ability. We examined how brain circuits used by young children with DD to solve simple addition and subtraction problems differ from those used by typically developing (TD) children who were matched on age, IQ, reading ability, and working memory. Children with DD were slower and less accurate during problem solving than TD children, and were especially impaired on their ability to solve subtraction problems. Children with DD showed significantly greater activity in multiple parietal, occipito-temporal and prefrontal cortex regions while solving addition and subtraction problems. Despite poorer performance during subtraction, children with DD showed greater activity in multiple intra-parietal sulcus (IPS) and superior parietal lobule subdivisions in the dorsal posterior parietal cortex as well as fusiform gyrus in the ventral occipito-temporal cortex. Critically, effective connectivity analyses revealed hyper-connectivity, rather than reduced connectivity, between the IPS and multiple brain systems including the lateral fronto-parietal and default mode networks in children with DD during both addition and subtraction. These findings suggest the IPS and its functional circuits are a major locus of dysfunction during both addition and subtraction problem solving in DD, and that inappropriate task modulation and hyper-connectivity, rather than under-engagement and under-connectivity, are the neural mechanisms underlying problem solving difficulties in children with DD. We discuss our findings in the broader context of multiple levels of analysis and performance issues inherent in neuroimaging studies of typical and atypical development. © 2014 John Wiley & Sons Ltd.

Subtraction of Positive and Negative Numbers: The Difference and Completion Approaches with Chips

ERIC Educational Resources Information Center

Flores, Alfinio

2008-01-01

Diverse contexts such as "take away," comparison," and "completion" give rise to subtraction problems. The take-away interpretation of subtraction has been explored using two-colored chips to help students understand addition and subtraction of integers. This article illustrates how the difference and completion (or missing addend) interpretations…

Young children's use of derived fact strategies for addition and subtraction

PubMed Central

Dowker, Ann

2014-01-01

Forty-four children between 6;0 and 7;11 took part in a study of derived fact strategy use. They were assigned to addition and subtraction levels on the basis of calculation pretests. They were then given Dowker's (1998) test of derived fact strategies in addition, involving strategies based on the Identity, Commutativity, Addend +1, Addend −1, and addition/subtraction Inverse principles; and test of derived fact strategies in subtraction, involving strategies based on the Identity, Minuend +1, Minuend −1, Subtrahend +1, Subtrahend −1, Complement and addition/subtraction Inverse principles. The exact arithmetic problems given varied according to the child's previously assessed calculation level and were selected to be just a little too difficult for the child to solve unaided. Children were given the answer to a problem and then asked to solve another problem that could be solved quickly by using this answer, together with the principle being assessed. The children also took the WISC Arithmetic subtest. Strategies differed greatly in difficulty, with Identity being the easiest, and the Inverse and Complement principles being most difficult. The Subtrahend +1 and Subtrahend −1 problems often elicited incorrect strategies based on an overextension of the principles of addition to subtraction. It was concluded that children may have difficulty with understanding and applying the relationships between addition and subtraction. Derived fact strategy use was significantly related to both calculation level and to WISC Arithmetic scaled score. PMID:24431996

Longitudinal mediators of achievement in mathematics and reading in typical and atypical development.

PubMed

Barnes, Marcia A; Raghubar, Kimberly P; English, Lianne; Williams, Jeffrey M; Taylor, Heather; Landry, Susan

2014-03-01

Longitudinal studies of neurodevelopmental disorders that are diagnosed at or before birth and are associated with specific learning difficulties at school-age provide one method for investigating developmental precursors of later-emerging academic disabilities. Spina bifida myelomeningocele (SBM) is a neurodevelopmental disorder associated with particular problems in mathematics, in contrast to well-developed word reading. Children with SBM (n=30) and typically developing children (n=35) were used to determine whether cognitive abilities measured at 36 and 60 months of age mediated the effect of group on mathematical and reading achievement outcomes at 8.5 and 9.5 years of age. A series of multiple mediator models showed that: visual-spatial working memory at 36 months and phonological awareness at 60 months partially mediated the effect of group on math calculations, phonological awareness partially mediated the effect of group on small addition and subtraction problems on a test of math fluency, and visual-spatial working memory mediated the effect of group on a test of math problem solving. Groups did not differ on word reading, and phonological awareness was the only mediator for reading fluency and reading comprehension. The findings are discussed with reference to theories of mathematical development and disability and with respect to both common and differing cognitive correlates of math and reading. Copyright © 2013 Elsevier Inc. All rights reserved.

The representation of multiplication and division facts in memory.

PubMed

De Brauwer, Jolien; Fias, Wim

2011-01-01

Recently, using a training paradigm, Campbell and Agnew (2009) observed cross-operation response time savings with nonidentical elements (e.g., practice 3 + 2, test 5 - 2) for addition and subtraction, showing that a single memory representation underlies addition and subtraction performance. Evidence for cross-operation savings between multiplication and division have been described frequently (e.g., Campbell, Fuchs-Lacelle, & Phenix, 2006) but they have always been attributed to a mediation strategy (reformulating a division problem as a multiplication problem, e.g., Campbell et al., 2006). Campbell and Agnew (2009) therefore concluded that there exists a fundamental difference between addition and subtraction on the one hand and multiplication and division on the other hand. However, our results suggest that retrieval savings between inverse multiplication and division problems can be observed. Even for small problems (solved by direct retrieval) practicing a division problem facilitated the corresponding multiplication problem and vice versa. These findings indicate that shared memory representations underlie multiplication and division retrieval. Hence, memory and learning processes do not seem to differ fundamentally between addition-subtraction and multiplication-division.

Perceiving fingers in single-digit arithmetic problems.

PubMed

Berteletti, Ilaria; Booth, James R

2015-01-01

In this study, we investigate in children the neural underpinnings of finger representation and finger movement involved in single-digit arithmetic problems. Evidence suggests that finger representation and finger-based strategies play an important role in learning and understanding arithmetic. Because different operations rely on different networks, we compared activation for subtraction and multiplication problems in independently localized finger somatosensory and motor areas and tested whether activation was related to skill. Brain activations from children between 8 and 13 years of age revealed that only subtraction problems significantly activated finger motor areas, suggesting reliance on finger-based strategies. In addition, larger subtraction problems yielded greater somatosensory activation than smaller problems, suggesting a greater reliance on finger representation for larger numerical values. Interestingly, better performance in subtraction problems was associated with lower activation in the finger somatosensory area. Our results support the importance of fine-grained finger representation in arithmetical skill and are the first neurological evidence for a functional role of the somatosensory finger area in proficient arithmetical problem solving, in particular for those problems requiring quantity manipulation. From an educational perspective, these results encourage investigating whether different finger-based strategies facilitate arithmetical understanding and encourage educational practices aiming at integrating finger representation and finger-based strategies as a tool for instilling stronger numerical sense.

Perceiving fingers in single-digit arithmetic problems

PubMed Central

Berteletti, Ilaria; Booth, James R.

2015-01-01

In this study, we investigate in children the neural underpinnings of finger representation and finger movement involved in single-digit arithmetic problems. Evidence suggests that finger representation and finger-based strategies play an important role in learning and understanding arithmetic. Because different operations rely on different networks, we compared activation for subtraction and multiplication problems in independently localized finger somatosensory and motor areas and tested whether activation was related to skill. Brain activations from children between 8 and 13 years of age revealed that only subtraction problems significantly activated finger motor areas, suggesting reliance on finger-based strategies. In addition, larger subtraction problems yielded greater somatosensory activation than smaller problems, suggesting a greater reliance on finger representation for larger numerical values. Interestingly, better performance in subtraction problems was associated with lower activation in the finger somatosensory area. Our results support the importance of fine-grained finger representation in arithmetical skill and are the first neurological evidence for a functional role of the somatosensory finger area in proficient arithmetical problem solving, in particular for those problems requiring quantity manipulation. From an educational perspective, these results encourage investigating whether different finger-based strategies facilitate arithmetical understanding and encourage educational practices aiming at integrating finger representation and finger-based strategies as a tool for instilling stronger numerical sense. PMID:25852582

An Analysis of Kindergarten and First Grade Children's Addition and Subtraction Problem Solving Modeling and Accuracy.

ERIC Educational Resources Information Center

Shores, Jay H.; Underhill, Robert G.

A study was undertaken of the effects of formal education and conservation of numerousness on addition and subtraction problem types. Thirty-six kindergarten and 36 first-grade subjects randomly selected from one area of a school district were administered measures of conservation, problem-solving success, and modeling ability. Following factor…

Functional neuroanatomy of arithmetic and word reading and its relationship to age

PubMed Central

Evans, Tanya M.; Flowers, D. Lynn; Luetje, Megan M.; Napoliello, Eileen; Eden, Guinevere F.

2016-01-01

Arithmetic and written language are uniquely human skills acquired during early schooling and used daily. While prior studies have independently characterized the neural bases for arithmetic and reading, here we examine both skills in a single study to capture their shared and unique cognitive mechanisms, as well as the role of age/experience in modulating their neural representations. We used functional MRI in 7- to 29-year-olds who performed single-digit subtraction, single-digit addition, and single-word reading. Using a factorial design, we examined the main effects of Task (subtraction, addition, reading) and Age (as a continuous variable), and their interactions. A main effect of Task revealed preferential activation for subtraction in bilateral intraparietal sulci and supramarginal gyri, right insula, inferior frontal gyrus, and cingulate. The right middle temporal gyrus and left superior temporal gyrus were preferentially active for both addition and reading, and left fusiform gyrus was preferentially active for reading. A main effect of Age revealed increased activity in older participants in right angular gyrus, superior temporal sulcus, and putamen, and less activity in left supplementary motor area, suggesting a left frontal to right temporo-parietal shift of activity with increasing age/experience across all tasks. Interactions for Task by Age were found in right hippocampus and left middle frontal gyrus, with older age invoking greater activity for addition and at the same time less activity for subtraction and reading. Together, in a study conducted in the same participants using similar task and acquisition parameters, the results reveal the neural substrates of these educationally relevant cognitive skills in typical participants in the context of age/experience. PMID:27566261

Is It Counting, or Is It Adding?

ERIC Educational Resources Information Center

Eisenhardt, Sara; Fisher, Molly H.; Thomas, Jonathan; Schack, Edna O.; Tassell, Janet; Yoder, Margaret

2014-01-01

The Common Core State Standards for Mathematics (CCSSI 2010) expect second grade students to "fluently add and subtract within 20 using mental strategies" (2.OA.B.2). Most children begin with number word sequences and counting approximations and then develop greater skill with counting. But do all teachers really understand how this…

Functional anatomy of autobiographical memory recall deficits in depression

PubMed Central

Young, K. D.; Erickson, K.; Nugent, A. C.; Fromm, S. J.; Mallinger, A. G.; Furey, M. L.; Drevets, W. C.

2012-01-01

Background Major depressive disorder (MDD) is associated with deficits in recalling specific autobiographical memories (AMs). Extensive research has examined the functional anatomical correlates of AM in healthy humans, but no studies have examined the neurophysiological underpinnings of AM deficits in MDD. The goal of the present study was to examine the differences in the hemodynamic response between patients with MDD and controls while they engage in AM recall. Method Participants (12 unmedicated MDD patients; 14 controls) underwent functional magnetic resonance imaging (fMRI) scanning while recalling AMs in response to positive, negative and neutral cue words. The hemodynamic response during memory recall versus performing subtraction problems was compared between MDD patients and controls. Additionally, a parametric linear analysis examined which regions correlated with increasing arousal ratings. Results Behavioral results showed that relative to controls, the patients with MDD had fewer specific (p=0.013), positive (p=0.030), highly arousing (p=0.036) and recent (p=0.020) AMs, and more categorical (p<0.001) AMs. The blood oxygen level-dependent (BOLD) response in the parahippocampus and hippocampus was higher for memory recall versus subtraction in controls and lower in those with MDD. Activity in the anterior insula was lower for specific AM recall versus subtraction, with the magnitude of the decrement greater in MDD patients. Activity in the anterior cingulate cortex was positively correlated with arousal ratings in controls but not in patients with MDD. Conclusions We replicated previous findings of fewer specific and more categorical AMs in patients with MDD versus controls. We found differential activity in medial temporal and prefrontal lobe structures involved in AM retrieval between MDD patients and controls as they engaged in AM recall. These neurophysiological deficits may underlie AM recall impairments seen in MDD. PMID:21798113

Virtual and concrete manipulatives: a comparison of approaches for solving mathematics problems for students with autism spectrum disorder.

PubMed

Bouck, Emily C; Satsangi, Rajiv; Doughty, Teresa Taber; Courtney, William T

2014-01-01

Students with autism spectrum disorder (ASD) are included in general education classes and expected to participate in general education content, such as mathematics. Yet, little research explores academically-based mathematics instruction for this population. This single subject alternating treatment design study explored the effectiveness of concrete (physical objects that can be manipulated) and virtual (3-D objects from the Internet that can be manipulated) manipulatives to teach single- and double-digit subtraction skills. Participants in this study included three elementary-aged students (ages ranging from 6 to 10) diagnosed with ASD. Students were selected from a clinic-based setting, where all participants received medically necessary intensive services provided via one-to-one, trained therapists. Both forms of manipulatives successfully assisted students in accurately and independently solving subtraction problem. However, all three students demonstrated greater accuracy and faster independence with the virtual manipulatives as compared to the concrete manipulatives. Beyond correctly solving the subtraction problems, students were also able to generalize their learning of subtraction through concrete and virtual manipulatives to more real-world applications.

Dereverberation and denoising based on generalized spectral subtraction by multi-channel LMS algorithm using a small-scale microphone array

NASA Astrophysics Data System (ADS)

Wang, Longbiao; Odani, Kyohei; Kai, Atsuhiko

2012-12-01

A blind dereverberation method based on power spectral subtraction (SS) using a multi-channel least mean squares algorithm was previously proposed to suppress the reverberant speech without additive noise. The results of isolated word speech recognition experiments showed that this method achieved significant improvements over conventional cepstral mean normalization (CMN) in a reverberant environment. In this paper, we propose a blind dereverberation method based on generalized spectral subtraction (GSS), which has been shown to be effective for noise reduction, instead of power SS. Furthermore, we extend the missing feature theory (MFT), which was initially proposed to enhance the robustness of additive noise, to dereverberation. A one-stage dereverberation and denoising method based on GSS is presented to simultaneously suppress both the additive noise and nonstationary multiplicative noise (reverberation). The proposed dereverberation method based on GSS with MFT is evaluated on a large vocabulary continuous speech recognition task. When the additive noise was absent, the dereverberation method based on GSS with MFT using only 2 microphones achieves a relative word error reduction rate of 11.4 and 32.6% compared to the dereverberation method based on power SS and the conventional CMN, respectively. For the reverberant and noisy speech, the dereverberation and denoising method based on GSS achieves a relative word error reduction rate of 12.8% compared to the conventional CMN with GSS-based additive noise reduction method. We also analyze the effective factors of the compensation parameter estimation for the dereverberation method based on SS, such as the number of channels (the number of microphones), the length of reverberation to be suppressed, and the length of the utterance used for parameter estimation. The experimental results showed that the SS-based method is robust in a variety of reverberant environments for both isolated and continuous speech recognition and under various parameter estimation conditions.

Distinct representations of subtraction and multiplication in the neural systems for numerosity and language

PubMed Central

Prado, Jérôme; Mutreja, Rachna; Zhang, Hongchuan; Mehta, Rucha; Desroches, Amy S.; Minas, Jennifer E.; Booth, James R.

2010-01-01

It has been proposed that recent cultural inventions such as symbolic arithmetic recycle evolutionary older neural mechanisms. A central assumption of this hypothesis is that the degree to which a pre-existing mechanism is recycled depends upon the degree of similarity between its initial function and the novel task. To test this assumption, we investigated whether the brain region involved in magnitude comparison in the intraparietal sulcus (IPS), localized by a numerosity comparison task, is recruited to a greater degree by arithmetic problems that involve number comparison (single-digit subtractions) than by problems that involve retrieving facts from memory (single-digit multiplications). Our results confirmed that subtractions are associated with greater activity in the IPS than multiplications, whereas multiplications elicit greater activity than subtractions in regions involved in verbal processing including the middle temporal gyrus and inferior frontal gyrus that were localized by a phonological processing task. Pattern analyses further indicated that the neural mechanisms more active for subtraction than multiplication in the IPS overlap with those involved in numerosity comparison, and that the strength of this overlap predicts inter-individual performance in the subtraction task. These findings provide novel evidence that elementary arithmetic relies on the co-option of evolutionary older neural circuits. PMID:21246667

How number line estimation skills relate to neural activations in single digit subtraction problems

PubMed Central

Berteletti, I.; Man, G.; Booth, J.R.

2014-01-01

The Number Line (NL) task requires judging the relative numerical magnitude of a number and estimating its value spatially on a continuous line. Children's skill on this task has been shown to correlate with and predict future mathematical competence. Neurofunctionally, this task has been shown to rely on brain regions involved in numerical processing. However, there is no direct evidence that performance on the NL task is related to brain areas recruited during arithmetical processing and that these areas are domain-specific to numerical processing. In this study, we test whether 8- to 14-year-old's behavioral performance on the NL task is related to fMRI activation during small and large single-digit subtraction problems. Domain-specific areas for numerical processing were independently localized through a numerosity judgment task. Results show a direct relation between NL estimation performance and the amount of the activation in key areas for arithmetical processing. Better NL estimators showed a larger problem size effect than poorer NL estimators in numerical magnitude (i.e., intraparietal sulcus) and visuospatial areas (i.e., posterior superior parietal lobules), marked by less activation for small problems. In addition, the direction of the activation with problem size within the IPS was associated to differences in accuracies for small subtraction problems. This study is the first to show that performance in the NL task, i.e. estimating the spatial position of a number on an interval, correlates with brain activity observed during single-digit subtraction problem in regions thought to be involved numerical magnitude and spatial processes. PMID:25497398

Patterns of problem-solving in children's literacy and arithmetic.

PubMed

Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie; Stiller, James

2009-11-01

Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years I and 2 on the arithmetic (addition and subtraction) than literacy-based tasks (reading and spelling). However, across all four tasks, the children showed a tendency to move from less sophisticated procedural-based strategies, which included phonological strategies for reading and spelling and counting-all and finger modellingfor addition and subtraction, to more efficient retrieval methods from Years I to 2. Distinct patterns in children's problem-solving skill were identified on the literacy and arithmetic tasks using two separate cluster analyses. There was a strong association between these two profiles showing that those children with more advanced problem-solving skills on the arithmetic tasks also showed more advanced profiles on the literacy tasks. The results highlight how different-aged children show flexibility in their use of problem-solving strategies across literacy and arithmetical contexts and reinforce the importance of studying variations in children's problem-solving skill across different educational contexts.

SCOPE (Standardized Curriculum-Oriented Pupil Evaluation) Mathematics. Test Book Grade Five.

ERIC Educational Resources Information Center

Northwest Territories Dept. of Education, Yellowknife. Programs and Evaluation Branch.

The SCOPE Mathematics Achievement Test booklet for grade 5 presents 11 mathematical concepts with instructions for students to take the test with little or no teacher direction. Testing items include: writing number words; reading and writing numerals in sequence from 0.001 to 100,000; adding and subtracting whole numbers; multiplying up to four…

Operational momentum in large-number addition and subtraction by 9-month-olds.

PubMed

McCrink, Koleen; Wynn, Karen

2009-08-01

Recent studies on nonsymbolic arithmetic have illustrated that under conditions that prevent exact calculation, adults display a systematic tendency to overestimate the answers to addition problems and underestimate the answers to subtraction problems. It has been suggested that this operational momentum results from exposure to a culture-specific practice of representing numbers spatially; alternatively, the mind may represent numbers in spatial terms from early in development. In the current study, we asked whether operational momentum is present during infancy, prior to exposure to culture-specific representations of numbers. Infants (9-month-olds) were shown videos of events involving the addition or subtraction of objects with three different types of outcomes: numerically correct, too large, and too small. Infants looked significantly longer only at those incorrect outcomes that violated the momentum of the arithmetic operation (i.e., at too-large outcomes in subtraction events and too-small outcomes in addition events). The presence of operational momentum during infancy indicates developmental continuity in the underlying mechanisms used when operating over numerical representations.

Dual-tracer background subtraction approach for fluorescent molecular tomography

PubMed Central

Holt, Robert W.; El-Ghussein, Fadi; Davis, Scott C.; Samkoe, Kimberley S.; Gunn, Jason R.; Leblond, Frederic

2013-01-01

Abstract. Diffuse fluorescence tomography requires high contrast-to-background ratios to accurately reconstruct inclusions of interest. This is a problem when imaging the uptake of fluorescently labeled molecularly targeted tracers in tissue, which can result in high levels of heterogeneously distributed background uptake. We present a dual-tracer background subtraction approach, wherein signal from the uptake of an untargeted tracer is subtracted from targeted tracer signal prior to image reconstruction, resulting in maps of targeted tracer binding. The approach is demonstrated in simulations, a phantom study, and in a mouse glioma imaging study, demonstrating substantial improvement over conventional and homogenous background subtraction image reconstruction approaches. PMID:23292612

Mini-Mental State Exam performance of older African Americans: effect of age, gender, education, hypertension, diabetes, and the inclusion of serial 7s subtraction versus "world" backward on score.

PubMed

Hawkins, Keith A; Cromer, Jennifer R; Piotrowski, Andrea S; Pearlson, Godfrey D

2011-11-01

The Mini-Mental State Exam (MMSE) is a clinically ubiquitous yet incompletely standardized instrument. Though the test offers considerable examiner leeway, little data exist on the normative consequences of common administration variations. We sought to: (a) determine the effects of education, age, gender, health status, and a common administration variation (serial 7s subtraction vs. "world" spelled backward) on MMSE score within a minority sample, (b) provide normative data stratified on the most empirically relevant bases, and (c) briefly address item failure rates. African American citizens (N = 298) aged 55-87 living independently in the community were recruited by advertisement, community recruitment, and word of mouth. Total score with "world" spelled backward exceeded total score with serial 7s subtraction across all levels of education, replicating findings in Caucasian samples. Education is the primary source of variance on MMSE score, followed by age. In this cohort, women out-performed men when "world" spelled backward was included, but there was no gender effect when serial 7s subtraction was included in MMSE total score. To ensure an appropriate interpretation of MMSE scores, reports, whether clinical or in publications of research findings, should be explicit regarding the administration method. Stratified normative data are provided.

The Effects of Schema-Broadening Instruction on Second Graders’ Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study

PubMed Central

Fuchs, Lynn S.; Zumeta, Rebecca O.; Schumacher, Robin Finelli; Powell, Sarah R.; Seethaler, Pamela M.; Hamlett, Carol L.; Fuchs, Douglas

2010-01-01

The purpose of this study was to assess the effects of schema-broadening instruction (SBI) on second graders’ word-problem-solving skills and their ability to represent the structure of word problems using algebraic equations. Teachers (n = 18) were randomly assigned to conventional word-problem instruction or SBI word-problem instruction, which taught students to represent the structural, defining features of word problems with overarching equations. Intervention lasted 16 weeks. We pretested and posttested 270 students on measures of word-problem skill; analyses that accounted for the nested structure of the data indicated superior word-problem learning for SBI students. Descriptive analyses of students’ word-problem work indicated that SBI helped students represent the structure of word problems with algebraic equations, suggesting that SBI promoted this aspect of students’ emerging algebraic reasoning. PMID:20539822

Cognitive precursors of arithmetic development in primary school children with cerebral palsy.

PubMed

Van Rooijen, M; Verhoeven, L; Smits, D W; Dallmeijer, A J; Becher, J G; Steenbergen, B

2014-04-01

The aim of this study was to examine the development of arithmetic performance and its cognitive precursors in children with CP from 7 till 9 years of age. Previous research has shown that children with CP are generally delayed in arithmetic performance compared to their typically developing peers. In children with CP, the developmental trajectory of the ability to solve addition- and subtraction tasks has, however, rarely been studied, as well as the cognitive factors affecting this trajectory. Sixty children (M=7.2 years, SD=.23 months at study entry) with CP participated in this study. Standardized tests were administered to assess arithmetic performance, word decoding skills, non-verbal intelligence, and working memory. The results showed that the ability to solve addition- and subtraction tasks increased over a two year period. Word decoding skills were positively related to the initial status of arithmetic performance. In addition, non-verbal intelligence and working memory were associated with the initial status and growth rate of arithmetic performance from 7 till 9 years of age. The current study highlights the importance of non-verbal intelligence and working memory to the development of arithmetic performance of children with CP. Copyright © 2014 Elsevier Ltd. All rights reserved.

Automatic background updating for video-based vehicle detection

NASA Astrophysics Data System (ADS)

Hu, Chunhai; Li, Dongmei; Liu, Jichuan

2008-03-01

Video-based vehicle detection is one of the most valuable techniques for the Intelligent Transportation System (ITS). The widely used video-based vehicle detection technique is the background subtraction method. The key problem of this method is how to subtract and update the background effectively. In this paper an efficient background updating scheme based on Zone-Distribution for vehicle detection is proposed to resolve the problems caused by sudden camera perturbation, sudden or gradual illumination change and the sleeping person problem. The proposed scheme is robust and fast enough to satisfy the real-time constraints of vehicle detection.

A new registration method with voxel-matching technique for temporal subtraction images

NASA Astrophysics Data System (ADS)

Itai, Yoshinori; Kim, Hyoungseop; Ishikawa, Seiji; Katsuragawa, Shigehiko; Doi, Kunio

2008-03-01

A temporal subtraction image, which is obtained by subtraction of a previous image from a current one, can be used for enhancing interval changes on medical images by removing most of normal structures. One of the important problems in temporal subtraction is that subtraction images commonly include artifacts created by slight differences in the size, shape, and/or location of anatomical structures. In this paper, we developed a new registration method with voxel-matching technique for substantially removing the subtraction artifacts on the temporal subtraction image obtained from multiple-detector computed tomography (MDCT). With this technique, the voxel value in a warped (or non-warped) previous image is replaced by a voxel value within a kernel, such as a small cube centered at a given location, which would be closest (identical or nearly equal) to the voxel value in the corresponding location in the current image. Our new method was examined on 16 clinical cases with MDCT images. Preliminary results indicated that interval changes on the subtraction images were enhanced considerably, with a substantial reduction of misregistration artifacts. The temporal subtraction images obtained by use of the voxel-matching technique would be very useful for radiologists in the detection of interval changes on MDCT images.

Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information.

PubMed

Wang, Amber Y; Fuchs, Lynn S; Fuchs, Douglas

2016-12-01

The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working memory capacity, and processing speed; in the spring, they were tested on a word-problem measure that included items with versus without irrelevant information. Significant predictors common to both forms of word problems were initial arithmetic and word problem-solving skill as well as language and working memory. Nonverbal reasoning predicted word problems with irrelevant information, but not word problems without irrelevant information. Findings are discussed in terms of implications for intervention and future research.

Children's Understanding of Addition and Subtraction Concepts

ERIC Educational Resources Information Center

Robinson, Katherine M.; Dube, Adam K.

2009-01-01

After the onset of formal schooling, little is known about the development of children's understanding of the arithmetic concepts of inversion and associativity. On problems of the form a+b-b (e.g., 3+26-26), if children understand the inversion concept (i.e., that addition and subtraction are inverse operations), then no calculations are needed…

Primary Numberplay: "InterActivities" for the Discovery of Mathematics Concepts. User's Guide.

ERIC Educational Resources Information Center

Sullivan, W. Edward

This document plus diskette product provides nine interactive puzzles and games that both teach and provide practice with simple addition and subtraction concepts. The activities address these skills through carrying in addition and regrouping in subtraction. The activities address cognitive skills such as problem solving, planning, visual pattern…

Children's mathematical performance: five cognitive tasks across five grades.

PubMed

Moore, Alex M; Ashcraft, Mark H

2015-07-01

Children in elementary school, along with college adults, were tested on a battery of basic mathematical tasks, including digit naming, number comparison, dot enumeration, and simple addition or subtraction. Beyond cataloguing performance to these standard tasks in Grades 1 to 5, we also examined relationships among the tasks, including previously reported results on a number line estimation task. Accuracy and latency improved across grades for all tasks, and classic interaction patterns were found, for example, a speed-up of subitizing and counting, increasingly shallow slopes in number comparison, and progressive speeding of responses especially to larger addition and subtraction problems. Surprisingly, digit naming was faster than subitizing at all ages, arguing against a pre-attentive processing explanation for subitizing. Estimation accuracy and speed were strong predictors of children's addition and subtraction performance. Children who gave exponential responses on the number line estimation task were slower at counting in the dot enumeration task and had longer latencies on addition and subtraction problems. The results provided further support for the importance of estimation as an indicator of children's current and future mathematical expertise. Copyright © 2015 Elsevier Inc. All rights reserved.

Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information

PubMed Central

Fuchs, Lynn S.; Fuchs, Douglas

2016-01-01

The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working memory capacity, and processing speed; in the spring, they were tested on a word-problem measure that included items with versus without irrelevant information. Significant predictors common to both forms of word problems were initial arithmetic and word problem-solving skill as well as language and working memory. Nonverbal reasoning predicted word problems with irrelevant information, but not word problems without irrelevant information. Findings are discussed in terms of implications for intervention and future research. PMID:28190942

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training

PubMed Central

Boonen, Anton J. H.; de Koning, Björn B.; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME. PMID:26925012

Word Problem Solving in Contemporary Math Education: A Plea for Reading Comprehension Skills Training.

PubMed

Boonen, Anton J H; de Koning, Björn B; Jolles, Jelle; van der Schoot, Menno

2016-01-01

Successfully solving mathematical word problems requires both mental representation skills and reading comprehension skills. In Realistic Math Education (RME), however, students primarily learn to apply the first of these skills (i.e., representational skills) in the context of word problem solving. Given this, it seems legitimate to assume that students from a RME curriculum experience difficulties when asked to solve semantically complex word problems. We investigated this assumption under 80 sixth grade students who were classified as successful and less successful word problem solvers based on a standardized mathematics test. To this end, students completed word problems that ask for both mental representation skills and reading comprehension skills. The results showed that even successful word problem solvers had a low performance on semantically complex word problems, despite adequate performance on semantically less complex word problems. Based on this study, we concluded that reading comprehension skills should be given a (more) prominent role during word problem solving instruction in RME.

The posterior semantic asymmetry (PSA): An early brain electrical signature of semantic activation from written words.

PubMed

Koppehele-Gossel, Judith; Schnuerch, Robert; Gibbons, Henning

2018-06-06

This study replicates and extends the findings of Koppehele-Gossel, Schnuerch, and Gibbons (2016) of a posterior semantic asymmetry (PSA) in event-related brain potentials (ERPs), which closely tracks the time course and degree of semantic activation from single visual words. This negativity peaked 300 ms after word onset, was derived by subtracting right- from left-side activity, and was larger in a semantic task compared to two non-semantic control tasks. The validity of the PSA in reflecting the effort to activate word meaning was again attested by a negative correlation between the meaning-specific PSA increase and verbal intelligence, even after controlling for nonverbal intelligence. Extending prior work, current source density (CSD) transformation was used. CSD results were consistent with a left temporo-parietal cortical origin of the PSA. Moreover, no PSA was found for pictorial material, suggesting that the component reflects early semantic processing specific to verbal stimuli. Copyright © 2018 Elsevier Inc. All rights reserved.

The Compressible Stokes Flows with No-Slip Boundary Condition on Non-Convex Polygons

NASA Astrophysics Data System (ADS)

Kweon, Jae Ryong

2017-03-01

In this paper we study the compressible Stokes equations with no-slip boundary condition on non-convex polygons and show a best regularity result that the solution can have without subtracting corner singularities. This is obtained by a suitable Helmholtz decomposition: {{{u}}={{w}}+nablaφ_R} with div w = 0 and a potential φ_R. Here w is the solution for the incompressible Stokes problem and φ_R is defined by subtracting from the solution of the Neumann problem the leading two corner singularities at non-convex vertices.

Children's Understanding of the Relation between Addition and Subtraction: Inversion, Identity, and Decomposition.

ERIC Educational Resources Information Center

Bryant, Peter; Rendu, Alison; Christie, Clare

1999-01-01

Examined whether 5- and 6-year-olds understand that addition and subtraction cancel each other and whether this understanding is based on identity or quantity of addend and subtrahend. Found that children used inversion principle. Six- to eight-year-olds also used inversion and decomposition to solve a + b - (B+1) problems. Concluded that…

Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?

PubMed Central

Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and pre-algebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other domain and whether intervention in either or both domains contributes to pre-algebraic knowledge. Participants were 1102 children in 127 2nd-grade classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation intervention, word-problem intervention, and business-as-usual control. Intervention, which lasted 17 weeks, was designed to provide research-based linkages between arithmetic calculations or arithmetic word problems (depending on condition) to pre-algebraic knowledge. Multilevel modeling suggested calculation intervention improved calculation but not word-problem outcomes; word-problem intervention enhanced word-problem but not calculation outcomes; and word-problem intervention provided a stronger route than calculation intervention to pre-algebraic knowledge. PMID:25541565

[The backgroud sky subtraction around [OIII] line in LAMOST QSO spectra].

PubMed

Shi, Zhi-Xin; Comte, Georges; Luo, A-Li; Tu, Liang-Ping; Zhao, Yong-Heng; Wu, Fu-Chao

2014-11-01

At present, most sky-subtraction methods focus on the full spectrum, not the particular location, especially for the backgroud sky around [OIII] line which is very important to low redshift quasars. A new method to precisely subtract sky lines in local region is proposed in the present paper, which sloves the problem that the width of Hβ-[OIII] line is effected by the backgroud sky subtraction. The exprimental results show that, for different redshift quasars, the spectral quality has been significantly improved using our method relative to the original batch program by LAMOST. It provides a complementary solution for the small part of LAMOST spectra which are not well handled by LAMOST 2D pipeline. Meanwhile, This method has been used in searching for candidates of double-peaked Active Galactic Nuclei.

Dissociating functional brain networks by decoding the between-subject variability

PubMed Central

Seghier, Mohamed L.; Price, Cathy J.

2009-01-01

In this study we illustrate how the functional networks involved in a single task (e.g. the sensory, cognitive and motor components) can be segregated without cognitive subtractions at the second-level. The method used is based on meaningful variability in the patterns of activation between subjects with the assumption that regions belonging to the same network will have comparable variations from subject to subject. fMRI data were collected from thirty nine healthy volunteers who were asked to indicate with a button press if visually presented words were semantically related or not. Voxels were classified according to the similarity in their patterns of between-subject variance using a second-level unsupervised fuzzy clustering algorithm. The results were compared to those identified by cognitive subtractions of multiple conditions tested in the same set of subjects. This illustrated that the second-level clustering approach (on activation for a single task) was able to identify the functional networks observed using cognitive subtractions (e.g. those associated with vision, semantic associations or motor processing). In addition the fuzzy clustering approach revealed other networks that were not dissociated by the cognitive subtraction approach (e.g. those associated with high- and low-level visual processing and oculomotor movements). We discuss the potential applications of our method which include the identification of “hidden” or unpredicted networks as well as the identification of systems level signatures for different subgroupings of clinical and healthy populations. PMID:19150501

The calculating hemispheres: studies of a split-brain patient.

PubMed

Funnell, Margaret G; Colvin, Mary K; Gazzaniga, Michael S

2007-06-11

The purpose of the study was to investigate simple calculation in the two cerebral hemispheres of a split-brain patient. In a series of four experiments, the left hemisphere was superior to the right in simple calculation, confirming the previously reported left hemisphere specialization for calculation. In two different recognition paradigms, right hemisphere performance was at chance for all arithmetic operations, with the exception of subtraction in a two-alternative forced choice paradigm (performance was at chance when the lure differed from the correct answer by a magnitude of 1 but above chance when the magnitude difference was 4). In a recall paradigm, the right hemisphere performed above chance for both addition and subtraction, but performed at chance levels for multiplication and division. The error patterns in that experiment suggested that for subtraction and addition, the right hemisphere does have some capacity for approximating the solution even when it is unable to generate the exact solution. Furthermore, right hemisphere accuracy in addition and subtraction was higher for problems with small operands than with large operands. An additional experiment assessed approximate and exact addition in the two hemispheres for problems with small and large operands. The left hemisphere was equally accurate in both tasks but the right hemisphere was more accurate in approximate addition than in exact addition. In exact addition, right hemisphere accuracy was higher for problems with small operands than large, but the opposite pattern was found for approximate addition.

Attentional bias induced by solving simple and complex addition and subtraction problems.

PubMed

Masson, Nicolas; Pesenti, Mauro

2014-01-01

The processing of numbers has been shown to induce shifts of spatial attention in simple probe detection tasks, with small numbers orienting attention to the left and large numbers to the right side of space. Recently, the investigation of this spatial-numerical association has been extended to mental arithmetic with the hypothesis that solving addition or subtraction problems may induce attentional displacements (to the right and to the left, respectively) along a mental number line onto which the magnitude of the numbers would range from left to right, from small to large numbers. Here we investigated such attentional shifts using a target detection task primed by arithmetic problems in healthy participants. The constituents of the addition and subtraction problems (first operand; operator; second operand) were flashed sequentially in the centre of a screen, then followed by a target on the left or the right side of the screen, which the participants had to detect. This paradigm was employed with arithmetic facts (Experiment 1) and with more complex arithmetic problems (Experiment 2) in order to assess the effects of the operation, the magnitude of the operands, the magnitude of the results, and the presence or absence of a requirement for the participants to carry or borrow numbers. The results showed that arithmetic operations induce some spatial shifts of attention, possibly through a semantic link between the operation and space.

Tracking speech comprehension in space and time.

PubMed

Pulvermüller, Friedemann; Shtyrov, Yury; Ilmoniemi, Risto J; Marslen-Wilson, William D

2006-07-01

A fundamental challenge for the cognitive neuroscience of language is to capture the spatio-temporal patterns of brain activity that underlie critical functional components of the language comprehension process. We combine here psycholinguistic analysis, whole-head magnetoencephalography (MEG), the Mismatch Negativity (MMN) paradigm, and state-of-the-art source localization techniques (Equivalent Current Dipole and L1 Minimum-Norm Current Estimates) to locate the process of spoken word recognition at a specific moment in space and time. The magnetic MMN to words presented as rare "deviant stimuli" in an oddball paradigm among repetitive "standard" speech stimuli, peaked 100-150 ms after the information in the acoustic input, was sufficient for word recognition. The latency with which words were recognized corresponded to that of an MMN source in the left superior temporal cortex. There was a significant correlation (r = 0.7) of latency measures of word recognition in individual study participants with the latency of the activity peak of the superior temporal source. These results demonstrate a correspondence between the behaviorally determined recognition point for spoken words and the cortical activation in left posterior superior temporal areas. Both the MMN calculated in the classic manner, obtained by subtracting standard from deviant stimulus response recorded in the same experiment, and the identity MMN (iMMN), defined as the difference between the neuromagnetic responses to the same stimulus presented as standard and deviant stimulus, showed the same significant correlation with word recognition processes.

Solving Word Problems using Schemas: A Review of the Literature

PubMed Central

Powell, Sarah R.

2011-01-01

Solving word problems is a difficult task for students at-risk for or with learning disabilities (LD). One instructional approach that has emerged as a valid method for helping students at-risk for or with LD to become more proficient at word-problem solving is using schemas. A schema is a framework for solving a problem. With a schema, students are taught to recognize problems as falling within word-problem types and to apply a problem solution method that matches that problem type. This review highlights two schema approaches for 2nd- and 3rd-grade students at-risk for or with LD: schema-based instruction and schema-broadening instruction. A total of 12 schema studies were reviewed and synthesized. Both types of schema approaches enhanced the word-problem skill of students at-risk for or with LD. Based on the review, suggestions are provided for incorporating word-problem instruction using schemas. PMID:21643477

Never forget a name: white matter connectivity predicts person memory

PubMed Central

Metoki, Athanasia; Alm, Kylie H.; Wang, Yin; Ngo, Chi T.; Olson, Ingrid R.

2018-01-01

Through learning and practice, we can acquire numerous skills, ranging from the simple (whistling) to the complex (memorizing operettas in a foreign language). It has been proposed that complex learning requires a network of brain regions that interact with one another via white matter pathways. One candidate white matter pathway, the uncinate fasciculus (UF), has exhibited mixed results for this hypothesis: some studies have shown UF involvement across a range of memory tasks, while other studies report null results. Here, we tested the hypothesis that the UF supports associative memory processes and that this tract can be parcellated into subtracts that support specific types of memory. Healthy young adults performed behavioral tasks (two face-name learning tasks, one word pair memory task) and underwent a diffusion-weighted imaging scan. Our results revealed that variation in UF microstructure was significantly associated with individual differences in performance on both face-name tasks, as well as the word association memory task. A UF sub-tract, functionally defined by its connectivity between face-selective regions in the anterior temporal lobe and orbitofrontal cortex, selectively predicted face-name learning. In contrast, connectivity between the fusiform face patch and both anterior face patches had no predictive validity. These findings suggest that there is a robust and replicable relationship between the UF and associative learning and memory. Moreover, this large white matter pathway can be subdivided to reveal discrete functional profiles. PMID:28646241

Influence of the large-small split effect on strategy choice in complex subtraction.

PubMed

Xiang, Yan Hui; Wu, Hao; Shang, Rui Hong; Chao, Xiaomei; Ren, Ting Ting; Zheng, Li Ling; Mo, Lei

2018-04-01

Two main theories have been used to explain the arithmetic split effect: decision-making process theory and strategy choice theory. Using the inequality paradigm, previous studies have confirmed that individuals tend to adopt a plausibility-checking strategy and a whole-calculation strategy to solve large and small split problems in complex addition arithmetic, respectively. This supports strategy choice theory, but it is unknown whether this theory also explains performance in solving different split problems in complex subtraction arithmetic. This study used small, intermediate and large split sizes, with each split condition being further divided into problems requiring and not requiring borrowing. The reaction times (RTs) for large and intermediate splits were significantly shorter than those for small splits, while accuracy was significantly higher for large and middle splits than for small splits, reflecting no speed-accuracy trade-off. Further, RTs and accuracy differed significantly between the borrow and no-borrow conditions only for small splits. This study indicates that strategy choice theory is suitable to explain the split effect in complex subtraction arithmetic. That is, individuals tend to choose the plausibility-checking strategy or the whole-calculation strategy according to the split size. © 2016 International Union of Psychological Science.

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners.

PubMed

Powell, Sarah R; Fuchs, Lynn S; Cirino, Paul T; Fuchs, Douglas; Compton, Donald L; Changas, Paul C

2015-07-01

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2 nd -grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge.

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of the present study was enhancing word-problem and calculation achievement in ways that support pre-algebraic thinking among 2nd-grade students at risk for mathematics difficulty. Intervention relied on a multi-tier support system (i.e., responsiveness-to-intervention or RTI) in which at-risk students participate in general classroom instruction and receive supplementary small-group tutoring. Participants were 265 students in 110 classrooms in 25 schools. Teachers were randomly assigned to 3 conditions: calculation RTI, word-problem RTI, and business-as-usual control. Intervention lasted 17 weeks. Multilevel modeling indicated that calculation RTI improved calculation but not word-problem outcomes; word-problem RTI enhanced proximal word-problem outcomes as well as performance on some calculation outcomes; and word-problem RTI provided a stronger route than calculation RTI to pre-algebraic knowledge. PMID:26097244

Culturally and Linguistically Responsive Schema Intervention: Improving Word Problem Solving for English Language Learners with Mathematics Difficulty

ERIC Educational Resources Information Center

Driver, Melissa K.; Powell, Sarah R.

2017-01-01

Word problems are prevalent on high-stakes assessments, and success on word problems has implications for grade promotion and graduation. Unfortunately, English Language Learners (ELLs) continue to perform significantly below their native English-speaking peers on mathematics assessments featuring word problems. Little is known about the…

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty.

PubMed

Powell, Sarah R; Fuchs, Lynn S

2010-05-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3(rd)-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably.

Embedding Number-Combinations Practice Within Word-Problem Tutoring

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas

2012-01-01

Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Results from randomized-control trials indicated that embedding the counting strategies for number combinations produces superior word-problem and number-combination outcomes for students with MLD beyond tutoring programs that focus exclusively on number combinations or word problems. PMID:22661880

Embedding Number-Combinations Practice Within Word-Problem Tutoring.

PubMed

Powell, Sarah R; Fuchs, Lynn S; Fuchs, Douglas

2010-09-01

Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also learn counting strategies for answering number combinations that they cannot retrieve from memory. Results from randomized-control trials indicated that embedding the counting strategies for number combinations produces superior word-problem and number-combination outcomes for students with MLD beyond tutoring programs that focus exclusively on number combinations or word problems.

Individual differences in children's understanding of inversion and arithmetical skill.

PubMed

Gilmore, Camilla K; Bryant, Peter

2006-06-01

Background and aims. In order to develop arithmetic expertise, children must understand arithmetic principles, such as the inverse relationship between addition and subtraction, in addition to learning calculation skills. We report two experiments that investigate children's understanding of the principle of inversion and the relationship between their conceptual understanding and arithmetical skills. A group of 127 children from primary schools took part in the study. The children were from 2 age groups (6-7 and 8-9 years). Children's accuracy on inverse and control problems in a variety of presentation formats and in canonical and non-canonical forms was measured. Tests of general arithmetic ability were also administered. Children consistently performed better on inverse than control problems, which indicates that they could make use of the inverse principle. Presentation format affected performance: picture presentation allowed children to apply their conceptual understanding flexibly regardless of the problem type, while word problems restricted their ability to use their conceptual knowledge. Cluster analyses revealed three subgroups with different profiles of conceptual understanding and arithmetical skill. Children in the 'high ability' and 'low ability' groups showed conceptual understanding that was in-line with their arithmetical skill, whilst a 3rd group of children had more advanced conceptual understanding than arithmetical skill. The three subgroups may represent different points along a single developmental path or distinct developmental paths. The discovery of the existence of the three groups has important consequences for education. It demonstrates the importance of considering the pattern of individual children's conceptual understanding and problem-solving skills.

Does Early Algebraic Reasoning Differ as a Function of Students’ Difficulty with Calculations versus Word Problems?

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.

2014-01-01

According to national mathematics standards, algebra instruction should begin at kindergarten and continue through elementary school. Most often, teachers address algebra in the elementary grades with problems related to solving equations or understanding functions. With 789 2nd- grade students, we administered (a) measures of calculations and word problems in the fall and (b) an assessment of pre-algebraic reasoning, with items that assessed solving equations and functions, in the spring. Based on the calculation and word-problem measures, we placed 148 students into 1 of 4 difficulty status categories: typically performing, calculation difficulty, word-problem difficulty, or difficulty with calculations and word problems. Analyses of variance were conducted on the 148 students; path analytic mediation analyses were conducted on the larger sample of 789 students. Across analyses, results corroborated the finding that word-problem difficulty is more strongly associated with difficulty with pre-algebraic reasoning. As an indicator of later algebra difficulty, word-problem difficulty may be a more useful predictor than calculation difficulty, and students with word-problem difficulty may require a different level of algebraic reasoning intervention than students with calculation difficulty. PMID:25309044

Accurate ω-ψ Spectral Solution of the Singular Driven Cavity Problem

NASA Astrophysics Data System (ADS)

Auteri, F.; Quartapelle, L.; Vigevano, L.

2002-08-01

This article provides accurate spectral solutions of the driven cavity problem, calculated in the vorticity-stream function representation without smoothing the corner singularities—a prima facie impossible task. As in a recent benchmark spectral calculation by primitive variables of Botella and Peyret, closed-form contributions of the singular solution for both zero and finite Reynolds numbers are subtracted from the unknown of the problem tackled here numerically in biharmonic form. The method employed is based on a split approach to the vorticity and stream function equations, a Galerkin-Legendre approximation of the problem for the perturbation, and an evaluation of the nonlinear terms by Gauss-Legendre numerical integration. Results computed for Re=0, 100, and 1000 compare well with the benchmark steady solutions provided by the aforementioned collocation-Chebyshev projection method. The validity of the proposed singularity subtraction scheme for computing time-dependent solutions is also established.

How Can One Learn Mathematical Word Problems in a Second Language? A Cognitive Load Perspective

ERIC Educational Resources Information Center

Moussa-Inaty, Jase; Causapin, Mark; Groombridge, Timothy

2015-01-01

Language may ordinarily account for difficulties in solving word problems and this is particularly true if mathematical word problems are taught in a language other than one's native language. Research into cognitive load may offer a clear theoretical framework when investigating word problems because memory, specifically working memory, plays a…

Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty?

PubMed

Powell, Sarah R; Fuchs, Lynn S; Fuchs, Douglas; Cirino, Paul T; Fletcher, Jack M

2009-01-01

This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of missing information in the number sentence representing the word problem (first, second, or third position). Students were assessed on 14 word problems near the beginning of third grade. Consistent with the hypothesis that mathematical cognition differs as a function of MD subtype, problem type affected problem difficulty differentially for MDRD versus MD-only students; however, the position of missing information in word problems did not. Implications for MD subtyping and for instruction are discussed.

Math, monkeys, and the developing brain.

PubMed

Cantlon, Jessica F

2012-06-26

Thirty thousand years ago, humans kept track of numerical quantities by carving slashes on fragments of bone. It took approximately 25,000 y for the first iconic written numerals to emerge among human cultures (e.g., Sumerian cuneiform). Now, children acquire the meanings of verbal counting words, Arabic numerals, written number words, and the procedures of basic arithmetic operations, such as addition and subtraction, in just 6 y (between ages 2 and 8). What cognitive abilities enabled our ancestors to record tallies in the first place? Additionally, what cognitive abilities allow children to rapidly acquire the formal mathematics knowledge that took our ancestors many millennia to invent? Current research aims to discover the origins and organization of numerical information in humans using clues from child development, the organization of the human brain, and animal cognition.

Performance improvement of continuous-variable quantum key distribution with an entangled source in the middle via photon subtraction

NASA Astrophysics Data System (ADS)

Guo, Ying; Liao, Qin; Wang, Yijun; Huang, Duan; Huang, Peng; Zeng, Guihua

2017-03-01

A suitable photon-subtraction operation can be exploited to improve the maximal transmission of continuous-variable quantum key distribution (CVQKD) in point-to-point quantum communication. Unfortunately, the photon-subtraction operation faces solving the improvement transmission problem of practical quantum networks, where the entangled source is located in the third part, which may be controlled by a malicious eavesdropper, instead of in one of the trusted parts, controlled by Alice or Bob. In this paper, we show that a solution can come from using a non-Gaussian operation, in particular, the photon-subtraction operation, which provides a method to enhance the performance of entanglement-based (EB) CVQKD. Photon subtraction not only can lengthen the maximal transmission distance by increasing the signal-to-noise rate but also can be easily implemented with existing technologies. Security analysis shows that CVQKD with an entangled source in the middle (ESIM) from applying photon subtraction can well increase the secure transmission distance in both direct and reverse reconciliations of the EB-CVQKD scheme, even if the entangled source originates from an untrusted part. Moreover, it can defend against the inner-source attack, which is a specific attack by an untrusted entangled source in the framework of ESIM.

Children's understanding of the addition/subtraction complement principle.

PubMed

Torbeyns, Joke; Peters, Greet; De Smedt, Bert; Ghesquière, Pol; Verschaffel, Lieven

2016-09-01

In the last decades, children's understanding of mathematical principles has become an important research topic. Different from the commutativity and inversion principles, only few studies have focused on children's understanding of the addition/subtraction complement principle (if a - b = c, then c + b = a), mainly relying on verbal techniques. This contribution aimed at deepening our understanding of children's knowledge of the addition/subtraction complement principle, combining verbal and non-verbal techniques. Participants were 67 third and fourth graders (9- to 10-year-olds). Children solved two tasks in which verbal reports as well as accuracy and speed data were collected. These two tasks differed only in the order of the problems and the instructions. In the looking-back task, children were told that sometimes the preceding problem might help to answer the next problem. In the baseline task, no helpful preceding items were offered. The looking-back task included 10 trigger-target problem pairs on the complement relation. Children verbally reported looking back on about 40% of all target problems in the looking-back task; the target problems were also solved faster and more accurately than in the baseline task. These results suggest that children used their understanding of the complement principle. The verbal and non-verbal data were highly correlated. This study complements previous work on children's understanding of mathematical principles by highlighting interindividual differences in 9- to 10-year-olds' understanding of the complement principle and indicating the potential of combining verbal and non-verbal techniques to investigate (the acquisition of) this understanding. © 2016 The British Psychological Society.

Recording high quality speech during tagged cine-MRI studies using a fiber optic microphone.

PubMed

NessAiver, Moriel S; Stone, Maureen; Parthasarathy, Vijay; Kahana, Yuvi; Paritsky, Alexander; Paritsky, Alex

2006-01-01

To investigate the feasibility of obtaining high quality speech recordings during cine imaging of tongue movement using a fiber optic microphone. A Complementary Spatial Modulation of Magnetization (C-SPAMM) tagged cine sequence triggered by an electrocardiogram (ECG) simulator was used to image a volunteer while speaking the syllable pairs /a/-/u/, /i/-/u/, and the words "golly" and "Tamil" in sync with the imaging sequence. A noise-canceling, optical microphone was fastened approximately 1-2 inches above the mouth of the volunteer. The microphone was attached via optical fiber to a laptop computer, where the speech was sampled at 44.1 kHz. A reference recording of gradient activity with no speech was subtracted from target recordings. Good quality speech was discernible above the background gradient sound using the fiber optic microphone without reference subtraction. The audio waveform of gradient activity was extremely stable and reproducible. Subtraction of the reference gradient recording further reduced gradient noise by roughly 21 dB, resulting in exceptionally high quality speech waveforms. It is possible to obtain high quality speech recordings using an optical microphone even during exceptionally loud cine imaging sequences. This opens up the possibility of more elaborate MRI studies of speech including spectral analysis of the speech signal in all types of MRI.

Cognitive and Linguistic Predictors of Mathematical Word Problems with and without Irrelevant Information

ERIC Educational Resources Information Center

Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas

2016-01-01

The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working…

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty

PubMed Central

Powell, Sarah R.; Fuchs, Lynn S.

2010-01-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates equal-sign instruction can alter how typically-developing students use the equal sign, but no study has examined effects for students with mathematics difficulty (MD) or how equal-sign instruction contributes to word-problem skill for students with or without MD. The present study assessed the efficacy of equal-sign instruction within word-problem tutoring. Third-grade students with MD (n = 80) were assigned to word-problem tutoring, word-problem tutoring plus equal-sign instruction (combined) tutoring, or no-tutoring control. Combined tutoring produced better improvement on equal sign tasks and open equations compared to the other 2 conditions. On certain forms of word problems, combined tutoring but not word-problem tutoring alone produced better improvement than control. When compared at posttest to 3rd-grade students without MD on equal sign tasks and open equations, only combined tutoring students with MD performed comparably. PMID:20640240

Using Self-Generated Drawings to Solve Arithmetic Word Problems.

ERIC Educational Resources Information Center

Van Essen, Gerard; Hamaker, Christiaan

1990-01-01

Results are presented from two intervention studies which investigate whether encouraging elementary students to generate drawings of arithmetic word problems facilitates problem-solving performance. Findings indicate that fifth graders (N=50) generated many drawings of word problems and improved problem solutions after the intervention, whereas…

Multiple brain networks underpinning word learning from fluent speech revealed by independent component analysis.

PubMed

López-Barroso, Diana; Ripollés, Pablo; Marco-Pallarés, Josep; Mohammadi, Bahram; Münte, Thomas F; Bachoud-Lévi, Anne-Catherine; Rodriguez-Fornells, Antoni; de Diego-Balaguer, Ruth

2015-04-15

Although neuroimaging studies using standard subtraction-based analysis from functional magnetic resonance imaging (fMRI) have suggested that frontal and temporal regions are involved in word learning from fluent speech, the possible contribution of different brain networks during this type of learning is still largely unknown. Indeed, univariate fMRI analyses cannot identify the full extent of distributed networks that are engaged by a complex task such as word learning. Here we used Independent Component Analysis (ICA) to characterize the different brain networks subserving word learning from an artificial language speech stream. Results were replicated in a second cohort of participants with a different linguistic background. Four spatially independent networks were associated with the task in both cohorts: (i) a dorsal Auditory-Premotor network; (ii) a dorsal Sensory-Motor network; (iii) a dorsal Fronto-Parietal network; and (iv) a ventral Fronto-Temporal network. The level of engagement of these networks varied through the learning period with only the dorsal Auditory-Premotor network being engaged across all blocks. In addition, the connectivity strength of this network in the second block of the learning phase correlated with the individual variability in word learning performance. These findings suggest that: (i) word learning relies on segregated connectivity patterns involving dorsal and ventral networks; and (ii) specifically, the dorsal auditory-premotor network connectivity strength is directly correlated with word learning performance. Copyright © 2015 Elsevier Inc. All rights reserved.

Does understanding relational terminology mediate effects of intervention on compare word problems?

PubMed

Schumacher, Robin F; Fuchs, Lynn S

2012-04-01

The purpose of this study was to assess whether understanding relational terminology (i.e., more, less, and fewer) mediates the effects of intervention on compare word problems. Second-grade classrooms (N=31) were randomly assigned to one of three conditions: researcher-designed word-problem intervention, researcher-designed calculation intervention, or business-as-usual (teacher-designed) control. Students in word-problem intervention classrooms received instruction on the compare problem type, which included a focus on understanding relational terminology within compare word problems. Analyses, which accounted for variance associated with classroom clustering, indicated that (a) compared with the calculation intervention and business-as-usual conditions, word-problem intervention significantly increased performance on all three subtypes of compare problems and on understanding relational terminology, and (b) the intervention effect was fully mediated by students' understanding of relational terminology for one subtype of compare problems and partially mediated by students' understanding of relational terminology for the other two subtypes. Copyright © 2011 Elsevier Inc. All rights reserved.

Three-M in Word Problem Solving

ERIC Educational Resources Information Center

Hajra, Sayonita Ghosh; Kofman, Victoria

2018-01-01

We describe three activities that help undergraduates (pre-service teachers) to develop scientific vocabulary on measurable attributes and units of measurement. Measurable attributes are important features in understanding a word problem and solving the problem. These activities help students comprehend word problems better by identifying…

Dynamic Assessment of Algebraic Learning in Predicting Third Graders’ Development of Mathematical Problem Solving

PubMed Central

Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Craddock, Caitlin F.; Hamlett, Carol L.

2008-01-01

Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting 3rd graders’ development of mathematics problem solving. In the fall, 122 3rd-grade students were assessed on language, nonverbal reasoning, attentive behavior, calculations, word-problem skill, and DA. On the basis of random assignment, students received 16 weeks of validated instruction on word problems or received 16 weeks of conventional instruction on word problems. Then, students were assessed on word-problem measures proximal and distal to instruction. Structural equation measurement models showed that DA measured a distinct dimension of pretreatment ability and that proximal and distal word-problem measures were needed to account for outcome. Structural equation modeling showed that instruction (conventional vs. validated) was sufficient to account for math word-problem outcome proximal to instruction; by contrast, language, pretreatment math skill, and DA were needed to forecast learning on word-problem outcomes more distal to instruction. Findings are discussed in terms of responsiveness-to-intervention models for preventing and identifying learning disabilities. PMID:19884957

Effects of rumenic acid rich conjugated linoleic acid supplementation on cognitive function and handgrip performance in older men and women.

PubMed

Jenkins, Nathaniel D M; Housh, Terry J; Miramonti, Amelia A; McKay, Brianna D; Yeo, Noelle M; Smith, Cory M; Hill, Ethan C; Cochrane, Kristen C; Cramer, Joel T

2016-11-01

The purpose of this study was to investigate the effects of 8weeks at 6g per day of RAR CLA versus placebo on cognitive function and handgrip performance in older men and women. Sixty-five (43 women, 22 men) participants (mean±SD; age=72.4±5.9yrs; BMI=26.6±4.2kg·m -2 ) were randomly assigned to a RAR CLA (n=30: 10 men, 20 women) or placebo (PLA; high oleic sunflower oil; n=35: 12 men, 23 women) group in double-blind fashion and consumed 6g·d -1 of their allocated supplement for 8weeks. Before (Visit 1) and after supplementation (Visit 2), subjects completed the Serial Sevens Subtraction Test (S 7 ), Trail Making Test Part A (TM A ) and Part B (TM B ), and Rey's Auditory Verbal Learning Test (RAVLT) to measure cognitive function. The RAVLT included 5, 15-item auditory word recalls (R 1-5 ), an interference word recall (R B ), a 6th word recall (R 6 ), and a 15-item visual word recognition trial (R R ). For handgrip performance, subjects completed maximal voluntary isometric handgrip strength (MVIC) testing before (MVIC PRE ) and after (MVIC POST ) a handgrip fatigue test at 50% MVIC PRE . Hand joint discomfort was measured during MVIC PRE , MVIC POST , and the handgrip fatigue test. There were no treatment differences (p>0.05) for handgrip strength, handgrip fatigue, or cognitive function as measured by the Trail Making Test and Serial Seven's Subtraction Test in men or women. However, RAR CLA supplementation improved cognitive function as indicated by the RAVLT R 5 in men. A qualitative examination of the mean change scores suggested that, compared to PLA, RAR CLA supplementation was associated with a small improvement in joint discomfort in both men and women. Longer-term studies are needed to more fully understand the potential impact of RAR CLA on cognitive function and hand joint discomfort in older adults, particularly in those with lower cognitive function. Copyright © 2016 Elsevier Inc. All rights reserved.

Collaborative memory in a serial combination procedure.

PubMed

Ditta, Annie Stanfield; Steyvers, Mark

2013-01-01

This article describes a new approach for studying collaborative memory that examines people's editing processes for naturally occurring memory errors. In this approach, memories of individuals are combined via a chaining method in which each participant indirectly receives information from the previous participant. Participants were asked to individually study word lists and recall as many words as possible in an online setting. Once a participant completed the recall task, his/her answers were provided for the next participant as suggested answers for their own recall. However, that participant was allowed to add or subtract words from the provided list of suggested answers. The final answer of the group was an aggregate of recalled words based on the answer given by the last participant in the chain. Results showed that participants displayed a very high accuracy of recall throughout the chain, although they were not able to replicate the entire study list or eliminate all errors by the end of the chain. This procedure has the advantage that it allows examination of the memory-editing processes individuals utilise when they communicate information indirectly, independent from social factors that arise in face-to-face group memory settings.

Pupils' over-reliance on linearity: a scholastic effect?

PubMed

Van Dooren, Wim; De Bock, Dirk; Janssens, Dirk; Verschaffel, Lieven

2007-06-01

From upper elementary education on, children develop a tendency to over-use linearity. Particularly, it is found that many pupils assume that if a figure enlarges k times, the area enlarges k times too. However, most research was conducted with traditional, school-like word problems. This study examines whether pupils also over-use linearity if non-linear problems are embedded in meaningful, authentic performance tasks instead of traditional, school-like word problems, and whether this experience influences later behaviour. Ninety-three sixth graders from two primary schools in Flanders, Belgium. Pupils received a pre-test with traditional word problems. Those who made a linear error on the non-linear area problem were subjected to individual interviews. They received one new non-linear problem, in the S-condition (again a traditional, scholastic word problem), D-condition (the same word problem with a drawing) or P-condition (a meaningful performance-based task). Shortly afterwards, pupils received a post-test, containing again a non-linear word problem. Most pupils from the S-condition displayed linear reasoning during the interview. Offering drawings (D-condition) had a positive effect, but presenting the problem as a performance task (P-condition) was more beneficial. Linear reasoning was nearly absent in the P-condition. Remarkably, at the post-test, most pupils from all three groups again applied linear strategies. Pupils' over-reliance on linearity seems partly elicited by the school-like word problem format of test items. Pupils perform much better if non-linear problems are offered as performance tasks. However, a single experience does not change performances on a comparable word problem test afterwards.

Error Analysis for Arithmetic Word Problems--A Case Study of Primary Three Students in One Singapore School

ERIC Educational Resources Information Center

Cheng, Lu Pien

2015-01-01

In this study, ways in which 9-year old students from one Singapore school solved 1-step and 2-step word problems based on the three semantic structures were examined. The students' work and diagrams provided insights into the range of errors in word problem solving for 1- step and 2-step word problems. In particular, the errors provided some…

Case Studies on the Symbolism of Difference-Finding Problems in First Grade.

ERIC Educational Resources Information Center

Hasegawa, Junichi

2002-01-01

Discusses a class on subtraction or difference-finding, problems such as "There are eight white flowers and five red flowers, how many more white flowers are there than red flowers?" used in the teaching of Japanese first grade children. Describes three instances of introductory teaching of "difference-finding" problems in the…

Brain Activation during Addition and Subtraction Tasks In-Noise and In-Quiet

PubMed Central

Abd Hamid, Aini Ismafairus; Yusoff, Ahmad Nazlim; Mukari, Siti Zamratol-Mai Sarah; Mohamad, Mazlyfarina

2011-01-01

Background: In spite of extensive research conducted to study how human brain works, little is known about a special function of the brain that stores and manipulates information—the working memory—and how noise influences this special ability. In this study, Functional magnetic resonance imaging (fMRI) was used to investigate brain responses to arithmetic problems solved in noisy and quiet backgrounds. Methods: Eighteen healthy young males performed simple arithmetic operations of addition and subtraction with in-quiet and in-noise backgrounds. The MATLAB-based Statistical Parametric Mapping (SPM8) was implemented on the fMRI datasets to generate and analyse the activated brain regions. Results: Group results showed that addition and subtraction operations evoked extended activation in the left inferior parietal lobe, left precentral gyrus, left superior parietal lobe, left supramarginal gyrus, and left middle temporal gyrus. This supported the hypothesis that the human brain relatively activates its left hemisphere more compared with the right hemisphere when solving arithmetic problems. The insula, middle cingulate cortex, and middle frontal gyrus, however, showed more extended right hemispheric activation, potentially due to the involvement of attention, executive processes, and working memory. For addition operations, there was extensive left hemispheric activation in the superior temporal gyrus, inferior frontal gyrus, and thalamus. In contrast, subtraction tasks evoked a greater activation of similar brain structures in the right hemisphere. For both addition and subtraction operations, the total number of activated voxels was higher for in-noise than in-quiet conditions. Conclusion: These findings suggest that when arithmetic operations were delivered auditorily, the auditory, attention, and working memory functions were required to accomplish the executive processing of the mathematical calculation. The respective brain activation patterns appear to be modulated by the noisy background condition. PMID:22135581

Tapering the sky response for angular power spectrum estimation from low-frequency radio-interferometric data.

PubMed

Choudhuri, Samir; Bharadwaj, Somnath; Roy, Nirupam; Ghosh, Abhik; Ali, Sk Saiyad

2016-06-11

It is important to correctly subtract point sources from radio-interferometric data in order to measure the power spectrum of diffuse radiation like the Galactic synchrotron or the Epoch of Reionization 21-cm signal. It is computationally very expensive and challenging to image a very large area and accurately subtract all the point sources from the image. The problem is particularly severe at the sidelobes and the outer parts of the main lobe where the antenna response is highly frequency dependent and the calibration also differs from that of the phase centre. Here, we show that it is possible to overcome this problem by tapering the sky response. Using simulated 150 MHz observations, we demonstrate that it is possible to suppress the contribution due to point sources from the outer parts by using the Tapered Gridded Estimator to measure the angular power spectrum C ℓ of the sky signal. We also show from the simulation that this method can self-consistently compute the noise bias and accurately subtract it to provide an unbiased estimation of C ℓ .

Developmental dissociation in the neural responses to simple multiplication and subtraction problems

PubMed Central

Prado, Jérôme; Mutreja, Rachna; Booth, James R.

2014-01-01

Mastering single-digit arithmetic during school years is commonly thought to depend upon an increasing reliance on verbally memorized facts. An alternative model, however, posits that fluency in single-digit arithmetic might also be achieved via the increasing use of efficient calculation procedures. To test between these hypotheses, we used a cross-sectional design to measure the neural activity associated with single-digit subtraction and multiplication in 34 children from 2nd to 7th grade. The neural correlates of language and numerical processing were also identified in each child via localizer scans. Although multiplication and subtraction were undistinguishable in terms of behavior, we found a striking developmental dissociation in their neural correlates. First, we observed grade-related increases of activity for multiplication, but not for subtraction, in a language-related region of the left temporal cortex. Second, we found grade-related increases of activity for subtraction, but not for multiplication, in a region of the right parietal cortex involved in the procedural manipulation of numerical quantities. The present results suggest that fluency in simple arithmetic in children may be achieved by both increasing reliance on verbal retrieval and by greater use of efficient quantity-based procedures, depending on the operation. PMID:25089323

Pictorial Representations of Simple Arithmetic Problems Are Not Always Helpful: A Cognitive Load Perspective

ERIC Educational Resources Information Center

van Lieshout, Ernest C. D. M.; Xenidou-Dervou, Iro

2018-01-01

At the start of mathematics education children are often presented with addition and subtraction problems in the form of pictures. They are asked to solve the problems by filling in corresponding number sentences. One type of problem concerns the representation of an increase or a decrease in a depicted amount. A decrease is, however, more…

The Problems Posed and Models Employed by Primary School Teachers in Subtraction with Fractions

ERIC Educational Resources Information Center

Iskenderoglu, Tuba Aydogdu

2017-01-01

Students have difficulties in solving problems of fractions in almost all levels, and in problem posing. Problem posing skills influence the process of development of the behaviors observed at the level of comprehension. That is why it is very crucial for teachers to develop activities for student to have conceptual comprehension of fractions and…

Word Problems: A "Meme" for Our Times.

ERIC Educational Resources Information Center

Leamnson, Robert N.

1996-01-01

Discusses a novel approach to word problems that involves linear relationships between variables. Argues that working stepwise through intermediates is the way our minds actually work and therefore this should be used in solving word problems. (JRH)

Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention.

PubMed

Powell, Sarah R; Cirino, Paul T; Malone, Amelia S

2017-07-01

We identified child-level predictors of responsiveness to 2 types of mathematics (calculation and word-problem) intervention among 2nd-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We assigned classrooms randomly assigned to calculation intervention, word-problem intervention, or business-as-usual control. Intervention lasted 17 weeks. Path analyses indicated that scores on working memory and language comprehension assessments moderated responsiveness to calculation intervention. No moderators were identified for responsiveness to word-problem intervention. Across both intervention groups and the control group, attentive behavior predicted both outcomes. Initial calculation skill predicted the calculation outcome, and initial language comprehension predicted word-problem outcomes. These results indicate that screening for calculation intervention should include a focus on working memory, language comprehension, attentive behavior, and calculations. Screening for word-problem intervention should focus on attentive behavior and word problems.

The Performance of Chinese Primary School Students on Realistic Arithmetic Word Problems

ERIC Educational Resources Information Center

Xin, Ziqiang; Lin, Chongde; Zhang, Li; Yan, Rong

2007-01-01

Compared with standard arithmetic word problems demanding only the direct use of number operations and computations, realistic problems are harder to solve because children need to incorporate "real-world" knowledge into their solutions. Using the realistic word problem testing materials developed by Verschaffel, De Corte, and Lasure…

Using Technology to Meet the Developmental Needs of Deaf Students To Improve Their Mathematical Word Problem Solving Skills.

ERIC Educational Resources Information Center

Kelly, Ronald R.

2003-01-01

Presents "Project Solve," a web-based problem-solving instruction and guided practice for mathematical word problems. Discusses implications for college students for whom reading and comprehension of mathematical word problem solving are difficult, especially learning disabled students. (Author/KHR)

Confining potential in momentum space

NASA Technical Reports Server (NTRS)

Norbury, John W.; Kahana, David E.; Maung, Khin Maung

1992-01-01

A method is presented for the solution in momentum space of the bound state problem with a linear potential in r space. The potential is unbounded at large r leading to a singularity at small q. The singularity is integrable, when regulated by exponentially screening the r-space potential, and is removed by a subtraction technique. The limit of zero screening is taken analytically, and the numerical solution of the subtracted integral equation gives eigenvalues and wave functions in good agreement with position space calculations.

The Impossibility of "Real-Life" Word Problems (According to Bakhtin, Lacan, Zizek and Baudrillard)

ERIC Educational Resources Information Center

Gerofsky, Susan

2010-01-01

In recent years a great deal of work on mathematical word problems has focused on efforts to bring more of "real life" into the problems themselves and students' uptake of these problems. Following on from earlier studies of the word problem as a pedagogical and literary genre, the author argues that we cannot unproblematically assume an ability…

Procedural versus Content-Related Hints for Word Problem Solving: An Exploratory Study

ERIC Educational Resources Information Center

Kock, W. D.; Harskamp, E. G.

2016-01-01

For primary school students, mathematical word problems are often more difficult to solve than straightforward number problems. Word problems require reading and analysis skills, and in order to explain their situational contexts, the proper mathematical knowledge and number operations have to be selected. To improve students' ability in solving…

Patterns of Problem-Solving in Children's Literacy and Arithmetic

ERIC Educational Resources Information Center

Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie; Stiller, James

2009-01-01

Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years 1 and 2 on the…

Attentional Cuing in Math Word Problems for Girls At-Risk for ADHD and Their Peers in General Education Settings

ERIC Educational Resources Information Center

Kercood, Suneeta; Zentall, Sydney S.; Vinh, Megan; Tom-Wright, Kinsey

2012-01-01

The purpose of this theoretically-based study was to examine the effects of yellow-highlighting "relevant" words and units within math word problems. Initial differences were documented between 10 girls at-risk for ADHD and 10 comparisons on the performance of group and individual assessments of math computations and word problems, as had…

The effects of using diagramming as a representational technique on high school students' achievement in solving math word problems

NASA Astrophysics Data System (ADS)

Banerjee, Banmali

Methods and procedures for successfully solving math word problems have been, and continue to be a mystery to many U.S. high school students. Previous studies suggest that the contextual and mathematical understanding of a word problem, along with the development of schemas and their related external representations, positively contribute to students' accomplishments when solving word problems. Some studies have examined the effects of diagramming on students' abilities to solve word problems that only involved basic arithmetic operations. Other studies have investigated how instructional models that used technology influenced students' problem solving achievements. Still other studies have used schema-based instruction involving students with learning disabilities. No study has evaluated regular high school students' achievements in solving standard math word problems using a diagramming technique without technological aid. This study evaluated students' achievement in solving math word problems using a diagramming technique. Using a quasi-experimental experimental pretest-posttest research design, quantitative data were collected from 172 grade 11 Hispanic English language learners (ELLS) and African American learners whose first language is English (EFLLs) in 18 classes at an inner city high school in Northern New Jersey. There were 88 control and 84 experimental students. The pretest and posttest of each participating student and samples of the experimental students' class assignments provided the qualitative data for the study. The data from this study exhibited that the diagramming method of solving math word problems significantly improved student achievement in the experimental group (p<.01) compared to the control group. The study demonstrated that urban, high school, ELLs benefited from instruction that placed emphasis on the mathematical vocabulary and symbols used in word problems and that both ELLs and EFLLs improved their problem solving success through careful attention to the creation and labeling of diagrams to represent the mathematics involved in standard word problems. Although Learnertype (ELL, EFLL), Classtype (Bilingual and Mixed), and Gender (Female, Male) were not significant indicators of student achievement, there was significant interaction between Treatment and Classtype at the level of the Bilingual students ( p<.01) and between Treatment and Learnertype at the level of the ELLs (p<.01).

Teaching Integer Operations Using Ring Theory

ERIC Educational Resources Information Center

Hirsch, Jenna

2012-01-01

A facility with signed numbers forms the basis for effective problem solving throughout developmental mathematics. Most developmental mathematics textbooks explain signed number operations using absolute value, a method that involves considering the problem in several cases (same sign, opposite sign), and in the case of subtraction, rewriting the…

Evidence of conscious and subconscious olfactory information processing during word encoding: a magnetoencephalographic (MEG) study.

PubMed

Walla, Peter; Hufnagl, Bernd; Lehrner, Johann; Mayer, Dagmar; Lindinger, Gerald; Deecke, Lüder; Lang, Wilfried

2002-11-01

The present study was meant to distinguish between unconscious and conscious olfactory information processing and to investigate the influence of olfaction on word information processing. Magnetic field changes were recorded in healthy young participants during deep encoding of visually presented words whereby some of the words were randomly associated with an odor. All recorded data were then split into two groups. One group consisted of participants who did not consciously perceive the odor during the whole experiment whereas the other group did report continuous conscious odor perception. The magnetic field changes related to the condition 'words without odor' were subtracted from the magnetic field changes related to the condition 'words with odor' for both groups. First, an odor-induced effect occurred between about 200 and 500 ms after stimulus onset which was similar in both groups. It is interpreted to reflect an activity reduction during word encoding related to the additional olfactory stimulation. Second, a later effect occurred between about 600 and 900 ms after stimulus onset which differed between the two groups. This effect was due to higher brain activity related to the additional olfactory stimulation. It was more pronounced in the group consisting of participants who consciously perceived the odor during the whole experiment as compared to the other group. These results are interpreted as evidence that the later effect is related to conscious odor perception whereas the earlier effect reflects unconscious olfactory information processing. Furthermore, our study provides evidence that only the conscious perception of an odor which is simultaneously presented to the visual presentation of a word reduces its chance to be subsequently recognized.

Teaching Fifth Grade Mathematical Concepts: Effects of Word Problems Used with Traditional Methods.

ERIC Educational Resources Information Center

Coy, Jessica

The view of the researcher is that students in the upper elementary to middle school range need to increase their problem-solving skills by making logical deductions and organizing and structuring their thoughts through the use of word problems. Giving children a daily word problem challenged and introduced them to the lesson. This activity…

A Joint Probabilistic Classification Model of Relevant and Irrelevant Sentences in Mathematical Word Problems

ERIC Educational Resources Information Center

Cetintas, Suleyman; Si, Luo; Xin, Yan Ping; Zhang, Dake; Park, Joo Young; Tzur, Ron

2010-01-01

Estimating the difficulty level of math word problems is an important task for many educational applications. Identification of relevant and irrelevant sentences in math word problems is an important step for calculating the difficulty levels of such problems. This paper addresses a novel application of text categorization to identify two types of…

Process Inquiry: Analysis of Oral Problem-Solving Skills in Mathematics of Engineering Students

ERIC Educational Resources Information Center

Trance, Naci John C.

2013-01-01

This paper presents another effort in determining the difficulty of engineering students in terms of solving word problems. Students were presented with word problems in algebra. Then, they were asked to solve the word problems orally; that is, before they presented their written solutions, they were required to explain how they understood the…

The relation between children’s constructive play activities, spatial ability, and mathematical word problem-solving performance: a mediation analysis in sixth-grade students

PubMed Central

Oostermeijer, Meike; Boonen, Anton J. H.; Jolles, Jelle

2014-01-01

The scientific literature shows that constructive play activities are positively related to children’s spatial ability. Likewise, a close positive relation is found between spatial ability and mathematical word problem-solving performances. The relation between children’s constructive play and their performance on mathematical word problems is, however, not reported yet. The aim of the present study was to investigate whether spatial ability acted as a mediator in the relation between constructive play and mathematical word problem-solving performance in 128 sixth-grade elementary school children. This mediating role of spatial ability was tested by utilizing the current mediation approaches suggested by Preacher and Hayes (2008). Results showed that 38.16% of the variance in mathematical word problem-solving performance is explained by children’s constructive play activities and spatial ability. More specifically, spatial ability acted as a partial mediator, explaining 31.58% of the relation between constructive play and mathematical word problem-solving performance. PMID:25101038

Evaluation of the SPAR thermal analyzer on the CYBER-203 computer

NASA Technical Reports Server (NTRS)

Robinson, J. C.; Riley, K. M.; Haftka, R. T.

1982-01-01

The use of the CYBER 203 vector computer for thermal analysis is investigated. Strengths of the CYBER 203 include the ability to perform, in vector mode using a 64 bit word, 50 million floating point operations per second (MFLOPS) for addition and subtraction, 25 MFLOPS for multiplication and 12.5 MFLOPS for division. The speed of scalar operation is comparable to that of a CDC 7600 and is some 2 to 3 times faster than Langley's CYBER 175s. The CYBER 203 has 1,048,576 64-bit words of real memory with an 80 nanosecond (nsec) access time. Memory is bit addressable and provides single error correction, double error detection (SECDED) capability. The virtual memory capability handles data in either 512 or 65,536 word pages. The machine has 256 registers with a 40 nsec access time. The weaknesses of the CYBER 203 include the amount of vector operation overhead and some data storage limitations. In vector operations there is a considerable amount of time before a single result is produced so that vector calculation speed is slower than scalar operation for short vectors.

Grade 8 Spanish Math Skills Sharpeners and La Calculadora. Hojas de ejercicios (Calculator Unit. Exercise Sheets.)

ERIC Educational Resources Information Center

Milwaukee Public Schools, WI.

This workbook contains "skill sharpening" math problems presented in Spanish. These problems have been designed as supplementary work for students at the eighth grade level. Functions and topics such as addition, subtraction, division, multiplication, decimals, scientific notation (exponents), fractions, symmetry, angles, the metric…

A Comparison of Class-Wide Taped Problems and Cover, Copy, and Compare for Enhancing Mathematics Fluency

ERIC Educational Resources Information Center

Poncy, Brian C.; Skinner, Christopher H.; McCallum, Elizabeth

2012-01-01

An adapted alternating treatments design was used to compare the effects of class-wide applications of Taped Problems (TP) and Cover, Copy, and Compare (CCC) procedures designed to enhance subtraction fact fluency in an intact third-grade classroom. During the TP procedure, a tape provided an auditory prompt (i.e., the problem), followed by a…

The Association between Mathematical Word Problems and Reading Comprehension

ERIC Educational Resources Information Center

Vilenius-Tuohimaa, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2008-01-01

This study aimed to investigate the interplay between mathematical word problem skills and reading comprehension. The participants were 225 children aged 9-10 (Grade 4). The children's text comprehension and mathematical word problem-solving performance was tested. Technical reading skills were investigated in order to categorise participants as…

Using the Relational Paradigm: Effects on Pupils' Reasoning in Solving Additive Word Problems

ERIC Educational Resources Information Center

Polotskaia, Elena; Savard, Annie

2018-01-01

Pupils' difficulties in solving word problems continue to attract attention: while researchers highlight the importance of relational reasoning and modelling, school curricula typically use short word problems to develop pupils' knowledge of arithmetic operations and calculation strategies. The Relational Paradigm attributes the leading role in…

Bilingual College Writers' Collaborative Writing of Word Problems

ERIC Educational Resources Information Center

Esquinca, Alberto

2011-01-01

Numerous researchers have studied bilingual students' performance on word problems given that reading and writing these requires that they draw on linguistic and mathematical knowledge (Barwell, 2009a, 2009b). Some researchers have studied how bilinguals write word problems in the second language, but few have considered how bilinguals use their…

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

ERIC Educational Resources Information Center

Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

2015-01-01

Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers.

PubMed

Bae, Young Seh; Chiang, Hsu-Min; Hickson, Linda

2015-07-01

This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman's rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD.

The effect of problem structure on problem-solving: an fMRI study of word versus number problems.

PubMed

Newman, Sharlene D; Willoughby, Gregory; Pruce, Benjamin

2011-09-02

It has long been thought that word problems are more difficult to solve than number/equation problems. However, recent findings have begun to bring this broadly believed idea into question. The current study examined the processing differences between these two types of problems. The behavioral results presented here failed to show an overwhelming advantage for number problems. In fact, there were more errors for the number problems than the word problems. The neuroimaging results reported demonstrate that there is significant overlap in the processing of what, on the surface, appears to be completely different problems that elicit different problem-solving strategies. Word and number problems rely on a general network responsible for problem-solving that includes the superior posterior parietal cortex, the horizontal segment of the intraparietal sulcus which is hypothesized to be involved in problem representation and calculation as well as the regions that have been linked to executive aspects of working memory such as the pre-SMA and basal ganglia. While overlap was observed, significant differences were also found primarily in language processing regions such as Broca's and Wernicke's areas for the word problems and the horizontal segment of the intraparietal sulcus for the number problems. Copyright © 2011 Elsevier B.V. All rights reserved.

Intentional forgetting reduces color-naming interference: evidence from item-method directed forgetting.

PubMed

Lee, Yuh-Shiow; Lee, Huang-Mou; Fawcett, Jonathan M

2013-01-01

In an item-method-directed forgetting task, Chinese words were presented individually, each followed by an instruction to remember or forget. Colored probe items were presented following each memory instruction requiring a speeded color-naming response. Half of the probe items were novel and unrelated to the preceding study item, whereas the remaining half of the probe items were a repetition of the preceding study item. Repeated probe items were either identical to the preceding study item (E1, E2), a phonetic reproduction of the preceding study item (E3), or perceptually matched to the preceding study item (E4). Color-naming interference was calculated by subtracting color-naming reaction times made in response to a string of meaningless symbols from that of the novel and repeated conditions. Across all experiments, participants recalled more to-be-remembered (TBR) than to-be-forgotten (TBF) study words. More importantly, Experiments 1 and 2 found that color-naming interference was reduced for repeated TBF words relative to repeated TBR words. Experiments 3 and 4 further found that this effect occurred at the perceptual rather than semantic level. These findings suggest that participants may bias processing resources away from the perceptual representation of to-be-forgotten information.

The hippocampus and memory of verbal and pictorial material.

PubMed

Papanicolaou, Andrew C; Simos, Panagiotis G; Castillo, Eduardo M; Breier, Joshua I; Katz, Jeffrey S; Wright, Anthony A

2002-01-01

Recognition of words and kaleidoscope pictures showed a double dissociation of left and right hippocampal activity using magnetic source imaging (MSI). MSI has advantages over alternative imaging techniques that measure hemodynamic changes for identifying regional changes in brain activity in real time and on an individual subject basis without the need for image subtraction. In this study, lists of words or kaleidoscope pictures were presented for memorization followed by tests of list items and foils during which brain activity was recorded. There was greater activation in the left than the right hippocampus with abstract nouns (e.g., relief) and greater activation in the right than the left hippocampus with kaleidoscope pictures. This dissociation was evident on a case by case basis. This study demonstrates the specialization of the two medial temporal lobe (MTL) regions, including the hippocampi, for mnemonic processing of verbal and pictorial items that are difficult to encode verbally.

Entanglement evaluation of non-Gaussian states generated by photon subtraction from squeezed states

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

Kitagawa, Akira; Takeoka, Masahiro; Sasaki, Masahide

2006-04-15

We consider the problem of evaluating the entanglement of non-Gaussian mixed states generated by photon subtraction from entangled squeezed states. The entanglement measures we use are the negativity and the logarithmic negativity. These measures possess the unusual property of being computable with linear algebra packages even for high-dimensional quantum systems. We numerically evaluate these measures for the non-Gaussian mixed states which are generated by photon subtraction with on/off photon detectors. The results are compared with the behavior of certain operational measures, namely the teleportation fidelity and the mutual information in the dense coding scheme. It is found that all ofmore » these results are mutually consistent, in the sense that whenever the enhancement is seen in terms of the operational measures, the negativity and the logarithmic negativity are also enhanced.« less

Word Problem Strategy for Latino English Language Learners at Risk for Math Disabilities

ERIC Educational Resources Information Center

Orosco, Michael J.

2014-01-01

"English Language Learners" (ELLs) at risk for "math disabilities" (MD) are challenged in solving word problems for numerous reasons such as (a) learning English as a second language, (b) limited experience using math vocabulary, and (c) lack of strategies to improve word-problem-solving skills. As a result of these…

Working Memory and Literacy as Predictors of Performance on Algebraic Word Problems

ERIC Educational Resources Information Center

Lee, Kerry; Ng, Swee-Fong; Ng, Ee-Lynn; Lim, Zee-Ying

2004-01-01

Previous studies on individual differences in mathematical abilities have shown that working memory contributes to early arithmetic performance. In this study, we extended the investigation to algebraic word problem solving. A total of 151 10-year-olds were administered algebraic word problems and measures of working memory, intelligence quotient…

Does Calculation or Word-Problem Instruction Provide a Stronger Route to Prealgebraic Knowledge?

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2014-01-01

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and prealgebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other…

Language, Arithmetic Word Problems, and Deaf Students: Linguistic Strategies Used To Solve Tasks.

ERIC Educational Resources Information Center

Zevenbergen, Robyn; Hyde, Merv; Power, Des

2001-01-01

Examines the performance of deaf and hearing-impaired students in Queensland, Australia when solving arithmetic word problems. Subjects' solutions of word problems confirmed trends for learning students but their performance was delayed in comparison. Confirms other studies in which deaf and hearing-impaired students are delayed in their language…

Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development

ERIC Educational Resources Information Center

Bae, Young Seh

2013-01-01

Mathematical Word Problem Solving of Students with Autistic Spectrum Disorders and Students with Typical Development Young Seh Bae This study investigated mathematical word problem solving and the factors associated with the solution paths adopted by two groups of participants (N=40), students with autism spectrum disorders (ASDs) and typically…

Examining How Students with Diverse Abilities Use Diagrams to Solve Mathematics Word Problems

ERIC Educational Resources Information Center

van Garderen, Delinda; Scheuermann, Amy; Jackson, Christa

2013-01-01

This study examined students' understanding of diagrams and their use of diagrams as tools to solve mathematical word problems. Students with learning disabilities (LD), typically achieving students, and gifted students in Grades 4 through 7 ("N" = 95) participated. Students were presented with novel mathematical word problem-solving…

Why Do Disadvantaged Filipino Children Find Word Problems in English Difficult?

ERIC Educational Resources Information Center

Bautista, Debbie; Mulligan, Joanne

2010-01-01

Young Filipino students are expected to solve mathematical word problems in English, a language that many encounter only in schools. Using individual interviews of 17 Filipino children, we investigated why word problems in English are difficult and the extent to which the language interferes with performance. Results indicate that children could…

Duality of Mathematical Thinking When Making Sense of Simple Word Problems: Theoretical Essay

ERIC Educational Resources Information Center

Polotskaia, Elena; Savard, Annie; Freiman, Viktor

2015-01-01

This essay proposes a reflection on the learning difficulties and teaching approaches associated with arithmetic word problem solving. We question the development of word problem solving skills in the early grades of elementary school. We are trying to revive the discussion because first, the knowledge in question--reversibility of arithmetic…

Effects of computer-based graphic organizers to solve one-step word problems for middle school students with mild intellectual disability: A preliminary study.

PubMed

Sheriff, Kelli A; Boon, Richard T

2014-08-01

The purpose of this study was to examine the effects of computer-based graphic organizers, using Kidspiration 3© software, to solve one-step word problems. Participants included three students with mild intellectual disability enrolled in a functional academic skills curriculum in a self-contained classroom. A multiple probe single-subject research design (Horner & Baer, 1978) was used to evaluate the effectiveness of computer-based graphic organizers to solving mathematical one-step word problems. During the baseline phase, the students completed a teacher-generated worksheet that consisted of nine functional word problems in a traditional format using a pencil, paper, and a calculator. In the intervention and maintenance phases, the students were instructed to complete the word problems using a computer-based graphic organizer. Results indicated that all three of the students improved in their ability to solve the one-step word problems using computer-based graphic organizers compared to traditional instructional practices. Limitations of the study and recommendations for future research directions are discussed. Copyright © 2014 Elsevier Ltd. All rights reserved.

Children's Understanding of the Arithmetic Concepts of Inversion and Associativity

ERIC Educational Resources Information Center

Robinson, Katherine M.; Ninowski, Jerilyn E.; Gray, Melissa L.

2006-01-01

Previous studies have shown that even preschoolers can solve inversion problems of the form a + b - b by using the knowledge that addition and subtraction are inverse operations. In this study, a new type of inversion problem of the form d x e [divided by] e was also examined. Grade 6 and 8 students solved inversion problems of both types as well…

Solving the Water Jugs Problem by an Integer Sequence Approach

ERIC Educational Resources Information Center

Man, Yiu-Kwong

2012-01-01

In this article, we present an integer sequence approach to solve the classic water jugs problem. The solution steps can be obtained easily by additions and subtractions only, which is suitable for manual calculation or programming by computer. This approach can be introduced to secondary and undergraduate students, and also to teachers and…

An Exploratory Study Contrasting High- and Low-Achieving Students' Percent Word Problem Solving

ERIC Educational Resources Information Center

Jitendra, Asha K.; Star, Jon R.

2012-01-01

This study evaluated whether schema-based instruction (SBI), a promising method for teaching students to represent and solve mathematical word problems, impacted the learning of percent word problems. Of particular interest was the extent that SBI improved high- and low-achieving students' learning and to a lesser degree on the indirect effect of…

Tense and Aspect in Word Problems about Motion: Diagram, Gesture, and the Felt Experience of Time

ERIC Educational Resources Information Center

de Freitas, Elizabeth; Zolkower, Betina

2015-01-01

Word problems about motion contain various conjugated verb forms. As students and teachers grapple with such word problems, they jointly operationalize diagrams, gestures, and language. Drawing on findings from a 3-year research project examining the social semiotics of classroom interaction, we show how teachers and students use gesture and…

Assessing the Effect of Language Demand in Bundles of Math Word Problems

ERIC Educational Resources Information Center

Banks, Kathleen; Jeddeeni, Ahmad; Walker, Cindy M.

2016-01-01

Differential bundle functioning (DBF) analyses were conducted to determine whether seventh and eighth grade second language learners (SLLs) had lower probabilities of answering bundles of math word problems correctly that had heavy language demands, when compared to non-SLLs of equal math proficiency. Math word problems on each of four test forms…

When Best Intentions Go Awry: The Failures of Concrete Representations to Help Solve Probability Word Problems

ERIC Educational Resources Information Center

Beitzel, Brian D.; Staley, Richard K.; DuBois, Nelson F.

2011-01-01

Previous research has cast doubt on the efficacy of utilizing external representations as an aid to solving word problems. The present study replicates previous findings that concrete representations hinder college students' ability to solve probability word problems, and extends those findings to apply to a multimedia instructional context. Our…

Word Frequency, Function Words and the Second Gavagai Problem

ERIC Educational Resources Information Center

Hochmann, Jean-Remy

2013-01-01

The classic gavagai problem exemplifies the difficulty to identify the referent of a novel word uttered in a foreign language. Here, we consider the reverse problem: identifying the referential part of a label. Assuming "gavagai" indicates a rabbit in a foreign language, it may very well mean ""a" rabbit" or ""that" rabbit". How can a learner know…

The Impact of Metacognitive Strategies and Self-Regulating Processes of Solving Math Word Problems

ERIC Educational Resources Information Center

Vula, Eda; Avdyli, Rrezarta; Berisha, Valbona; Saqipi, Blerim; Elezi, Shpetim

2017-01-01

This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners' achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems.…

The Motivation of Secondary School Students in Mathematical Word Problem Solving

ERIC Educational Resources Information Center

Gasco, Javier; Villarroel, Jose-Domingo

2014-01-01

Introduction: Motivation is an important factor in the learning of mathematics. Within this area of education, word problem solving is central in most mathematics curricula of Secondary School. The objective of this research is to detect the differences in motivation in terms of the strategies used to solve word problems. Method: It analyzed the…

Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Sharp, Emily; Shih Dennis, Minyi

2017-01-01

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…

Additive Relations Word Problems in the South African Curriculum and Assessment Policy Standard at Foundation Phase

ERIC Educational Resources Information Center

Roberts, Nicky

2016-01-01

Drawing on a literature review of classifications developed by each of Riley, Verschaffel and Carpenter and their respective research groups, a refined typology of additive relations word problems is proposed and then used as analytical tool to classify the additive relations word problems in South African Curriculum and Assessment Policy Standard…

Development of common neural representations for distinct numerical problems

PubMed Central

Chang, Ting-Ting; Rosenberg-Lee, Miriam; Metcalfe, Arron W. S.; Chen, Tianwen; Menon, Vinod

2015-01-01

How the brain develops representations for abstract cognitive problems is a major unaddressed question in neuroscience. Here we tackle this fundamental question using arithmetic problem solving, a cognitive domain important for the development of mathematical reasoning. We first examined whether adults demonstrate common neural representations for addition and subtraction problems, two complementary arithmetic operations that manipulate the same quantities. We then examined how the common neural representations for the two problem types change with development. Whole-brain multivoxel representational similarity (MRS) analysis was conducted to examine common coding of addition and subtraction problems in children and adults. We found that adults exhibited significant levels of MRS between the two problem types, not only in the intra-parietal sulcus (IPS) region of the posterior parietal cortex (PPC), but also in ventral temporal-occipital, anterior temporal and dorsolateral prefrontal cortices. Relative to adults, children showed significantly reduced levels of MRS in these same regions. In contrast, no brain areas showed significantly greater MRS between problem types in children. Our findings provide novel evidence that the emergence of arithmetic problem solving skills from childhood to adulthood is characterized by maturation of common neural representations between distinct numerical operations, and involve distributed brain regions important for representing and manipulating numerical quantity. More broadly, our findings demonstrate that representational analysis provides a powerful approach for uncovering fundamental mechanisms by which children develop proficiencies that are a hallmark of human cognition. PMID:26160287

Computer-based training for improving mental calculation in third- and fifth-graders.

PubMed

Caviola, Sara; Gerotto, Giulia; Mammarella, Irene C

2016-11-01

The literature on intervention programs to improve arithmetical abilities is fragmentary and few studies have examined training on the symbolic representation of numbers (i.e. Arabic digits). In the present research, three groups of 3rd- and 5th-grade schoolchildren were given training on mental additions: 76 were assigned to a computer-based strategic training (ST) group, 73 to a process-based training (PBT) group, and 71 to a passive control (PC) group. Before and after the training, the children were given a criterion task involving complex addition problems, a nearest transfer task on complex subtraction problems, two near transfer tasks on math fluency, and a far transfer task on numerical reasoning. Our results showed developmental differences: 3rd-graders benefited more from the ST, with transfer effects on subtraction problems and math fluency, while 5th-graders benefited more from the PBT, improving their response times in the criterion task. Developmental, clinical and educational implications of these findings are discussed. Copyright © 2016 Elsevier B.V. All rights reserved.

The Relationship Between Non-Symbolic Multiplication and Division in Childhood

PubMed Central

McCrink, Koleen; Shafto, Patrick; Barth, Hilary

2016-01-01

Children without formal education in addition and subtraction are able to perform multi-step operations over an approximate number of objects. Further, their performance improves when solving approximate (but not exact) addition and subtraction problems that allow for inversion as a shortcut (e.g., a + b − b = a). The current study examines children’s ability to perform multi-step operations, and the potential for an inversion benefit, for the operations of approximate, non-symbolic multiplication and division. Children were trained to compute a multiplication and division scaling factor (*2 or /2, *4 or /4), and then tested on problems that combined two of these factors in a way that either allowed for an inversion shortcut (e.g., 8 * 4 / 4) or did not (e.g., 8 * 4 / 2). Children’s performance was significantly better than chance for all scaling factors during training, and they successfully computed the outcomes of the multi-step testing problems. They did not exhibit a performance benefit for problems with the a * b / b structure, suggesting they did not draw upon inversion reasoning as a logical shortcut to help them solve the multi-step test problems. PMID:26880261

The Growth of English for Academic Communication in the Nordic Countries

NASA Astrophysics Data System (ADS)

Brock-Utne, Birgit

2001-07-01

This article discusses the danger of subtractive English in higher education in Norway. If the use of a mother tongue as the medium of communication at the highest academic levels ceases, is drastically reduced and replaced through the use of a foreign tongue, we may speak of subtractive learning. If the mother tongue is being replaced by a foreign tongue in academic writing, in research and university level teaching, the mother tongue will stagnate. The vocabulary needed has not been allowed to develop at the highest academic level. The author maintains that the Norwegian language is threatened as an academic language and here discusses the following five phenomena, all contributing to this threat: 1. The increasing use of English words in Norwegian academic, bureaucratic or technological language. 2. The sale of more academic literature in English and stagnation of academic literature in Norwegian. 3. The recruitment of teaching staff who do not speak Norwegian. 4. The growth in Master degree courses taught in English. 5. The financial rewards being given to academic staff publishing in an international language (read: English) instead of in the mother tongue.

Imitation and speech: commonalities within Broca's area.

PubMed

Kühn, Simone; Brass, Marcel; Gallinat, Jürgen

2013-11-01

The so-called embodiment of communication has attracted considerable interest. Recently a growing number of studies have proposed a link between Broca's area's involvement in action processing and its involvement in speech. The present quantitative meta-analysis set out to test whether neuroimaging studies on imitation and overt speech show overlap within inferior frontal gyrus. By means of activation likelihood estimation (ALE), we investigated concurrence of brain regions activated by object-free hand imitation studies as well as overt speech studies including simple syllable and more complex word production. We found direct overlap between imitation and speech in bilateral pars opercularis (BA 44) within Broca's area. Subtraction analyses revealed no unique localization neither for speech nor for imitation. To verify the potential of ALE subtraction analysis to detect unique involvement within Broca's area, we contrasted the results of a meta-analysis on motor inhibition and imitation and found separable regions involved for imitation. This is the first meta-analysis to compare the neural correlates of imitation and overt speech. The results are in line with the proposed evolutionary roots of speech in imitation.

Barely started and already left behind: a descriptive analysis of the mathematics ability demonstrated by young deaf children.

PubMed

Kritzer, Karen L

2009-01-01

This study examined young deaf children's early informal/formal mathematical knowledge as measured by the Test of Early Mathematics Ability (TEMA-3). Findings from this study suggest that prior to the onset of formal schooling, young deaf children might already demonstrate evidence of academic delays. Of these 28 participants (4-6 years of age), for whom data were analyzed, none received a score on the TEMA-3, indicating above-"average" ability according to normative ranking. More than half of participants received scores substantially below average with 11 participants receiving scores a year or more behind normative age-equivalent scores. Upon more focused analysis, specific areas of difficulty were found to include word/story problems, skip counting (i.e., counting by twos, threes, etc.), number comparisons, the reading/writing of two to three digit numbers, and addition/subtraction number facts. A qualitative analysis of the answers participants gave and the behaviors they demonstrated while answering the test items was conducted and revealed possible explanations for why specific test items may have been challenging. Implications of findings for parents, early interventionists, and teachers of young deaf children are discussed.

Moving along the number line: operational momentum in nonsymbolic arithmetic.

PubMed

McCrink, Koleen; Dehaene, Stanislas; Dehaene-Lambertz, Ghislaine

2007-11-01

Can human adults perform arithmetic operations with large approximate numbers, and what effect, if any, does an internal spatial-numerical representation of numerical magnitude have on their responses? We conducted a psychophysical study in which subjects viewed several hundred short videos of sets of objects being added or subtracted from one another and judged whether the final numerosity was correct or incorrect. Over a wide range of possible outcomes, the subjects' responses peaked at the approximate location of the true numerical outcome and gradually tapered off as a function of the ratio of the true and proposed outcomes (Weber's law). Furthermore, an operational momentum effect was observed, whereby addition problems were overestimated and subtraction problems were underestimated. The results show that approximate arithmetic operates according to precise quantitative rules, perhaps analogous to those characterizing movement on an internal continuum.

A Comparative Analysis of Word Problems in Selected United States and Russian First Grade Textbooks

ERIC Educational Resources Information Center

Grishchenko, Svetlana

2009-01-01

The purpose of this study was to explore word problems as a subject matter in mathematics textbook curricula. The motivation for the study derived from the following evidence: (a) American students find some word problems are more difficult than others (Garcia, Jimenez, & Hess, 2006; Riley & Green, 1988; Stern, 2001), and (b) one of the…

Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and Their Typically Developing Peers

ERIC Educational Resources Information Center

Bae, Young Seh; Chiang, Hsu-Min; Hickson, Linda

2015-01-01

This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study.…

The Effects of Using Diagramming as a Representational Technique on High School Students' Achievement in Solving Math Word Problems

ERIC Educational Resources Information Center

Banerjee, Banmali

2010-01-01

Methods and procedures for successfully solving math word problems have been, and continue to be a mystery to many U.S. high school students. Previous studies suggest that the contextual and mathematical understanding of a word problem, along with the development of schemas and their related external representations, positively contribute to…

Solving the water jugs problem by an integer sequence approach

NASA Astrophysics Data System (ADS)

Man, Yiu-Kwong

2012-01-01

In this article, we present an integer sequence approach to solve the classic water jugs problem. The solution steps can be obtained easily by additions and subtractions only, which is suitable for manual calculation or programming by computer. This approach can be introduced to secondary and undergraduate students, and also to teachers and lecturers involved in teaching mathematical problem solving, recreational mathematics, or elementary number theory.

Children's Solution Processes in Elementary Arithmetic Problems: Analysis and Improvement. Report No. 19.

ERIC Educational Resources Information Center

De Corte, Erik; Verschaffel, Lieven

Design and results of an investigation attempting to analyze and improve children's solution processes in elementary addition and subtraction problems are described. As background for the study, a conceptual model was developed based on previous research. One dimension of the model relates to the characteristics of the tasks (numerical versus word…

Brain Hyper-Connectivity and Operation-Specific Deficits during Arithmetic Problem Solving in Children with Developmental Dyscalculia

ERIC Educational Resources Information Center

Rosenberg-Lee, Miriam; Ashkenazi, Sarit; Chen, Tianwen; Young, Christina B.; Geary, David C.; Menon, Vinod

2015-01-01

Developmental dyscalculia (DD) is marked by specific deficits in processing numerical and mathematical information despite normal intelligence (IQ) and reading ability. We examined how brain circuits used by young children with DD to solve simple addition and subtraction problems differ from those used by typically developing (TD) children who…

A comparison of harmonic production in trained and untrained singers

NASA Astrophysics Data System (ADS)

Hildebrand, Jonathan H.; Caso, Hilary J.

2004-05-01

This study was designed to investigate the differences in the tone qualities of trained and untrained singers of both genders by measuring the ratio of energy found in the fundamental frequency to that found in the harmonics of the two groups. Forty trained and untrained male and female subjects (ten in each group) sang the vowels [a e i o u] in the words ``me cake father obey too.'' Each subject sang through the list of words in its entirety one time. They were also asked to produce each word at a constant pitch of their choosing. The intensity (dB) was then measured at the vowel midpoint in the intact vowel, and then again with the fundamental filtered out. These two measurements allowed for a comparison to be made by subtracting the results. This process produced results showing that the fundamental frequency was responsible for the majority of the trained singers', vocal productions, where harmonics were responsible for the majority of the untrained singers', vocal productions. The data also showed that these results were more prominent for the production of the high vowels in both genders, and for women overall.

The Effects of Using Drawings in Developing Young Children's Mathematical Word Problem Solving: A Design Experiment with Third-Grade Hungarian Students

ERIC Educational Resources Information Center

Csikos, Csaba; Szitanyi, Judit; Kelemen, Rita

2012-01-01

The present study aims to investigate the effects of a design experiment developed for third-grade students in the field of mathematics word problems. The main focus of the program was developing students' knowledge about word problem solving strategies with an emphasis on the role of visual representations in mathematical modeling. The experiment…

Coping Strategies Applied to Comprehend Multistep Arithmetic Word Problems by Students with Above-Average Numeracy Skills and Below-Average Reading Skills

ERIC Educational Resources Information Center

Nortvedt, Guri A.

2011-01-01

This article discusses how 13-year-old students with above-average numeracy skills and below-average reading skills cope with comprehending word problems. Compared to other students who are proficient in numeracy and are skilled readers, these students are more disadvantaged when solving single-step and multistep arithmetic word problems. The…

A process for reaching standardization of word processing software for Sandia National Laboratories (Albuquerque) secretaries

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

Hudson, S.R.

1989-04-01

In the summer of 1986, a number of problems being experienced by Sandia secretaries due to multiple word processing packages being used were brought to the attention of Sandia's upper management. This report discusses how these problems evolved, how management chose to correct the problem, and how standardization of word processing for Sandia secretaries was achieved. 11 refs.

The Effects of Differing Presentations of Mathematical Word Problems Upon the Achievement of Tenth Grade Students.

ERIC Educational Resources Information Center

Sherrill, James M.

Described is a study concerned with the mode of presentation of printed mathematical word problems. Tenth grade students were given twenty word problems to solve, presented in one of three ways: (1) prose only, (2) prose with an accurate picture included, or (3) prose with a distorted picture. Experimental results showed that the group with an…

Research and Implementation of Tibetan Word Segmentation Based on Syllable Methods

NASA Astrophysics Data System (ADS)

Jiang, Jing; Li, Yachao; Jiang, Tao; Yu, Hongzhi

2018-03-01

Tibetan word segmentation (TWS) is an important problem in Tibetan information processing, while abbreviated word recognition is one of the key and most difficult problems in TWS. Most of the existing methods of Tibetan abbreviated word recognition are rule-based approaches, which need vocabulary support. In this paper, we propose a method based on sequence tagging model for abbreviated word recognition, and then implement in TWS systems with sequence labeling models. The experimental results show that our abbreviated word recognition method is fast and effective and can be combined easily with the segmentation model. This significantly increases the effect of the Tibetan word segmentation.

Analysis of space telescope data collection system

NASA Technical Reports Server (NTRS)

Ingels, F. M.; Schoggen, W. O.

1982-01-01

An analysis of the expected performance for the Multiple Access (MA) system is provided. The analysis covers the expected bit error rate performance, the effects of synchronization loss, the problem of self-interference, and the problem of phase ambiguity. The problem of false acceptance of a command word due to data inversion is discussed. A mathematical determination of the probability of accepting an erroneous command word due to a data inversion is presented. The problem is examined for three cases: (1) a data inversion only, (2) a data inversion and a random error within the same command word, and a block (up to 256 48-bit words) containing both a data inversion and a random error.

Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge

PubMed Central

Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Powell, Sarah R.; Schumacher, Robin F.; Hamlett, Carol L.; Vernier, Emily; Namkung, Jessica M.; Vukovic, Rose K.

2012-01-01

The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n=279; mean age=7.59 yrs) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems at start of 2nd grade and on calculations, word problems, and pre-algebraic knowledge at end of 3rd grade. Multilevel path analysis, controlling for instructional effects associated with the sequence of classrooms in which students were nested across grades 2–3, indicated arithmetic calculations and word problems are foundational to pre-algebraic knowledge. Also, results revealed direct contributions of nonverbal reasoning and oral language to pre-algebraic knowledge, beyond indirect effects that are mediated via arithmetic calculations and word problems. By contrast, attentive behavior, phonological processing, and processing speed contributed to pre-algebraic knowledge only indirectly via arithmetic calculations and word problems. PMID:22409764

The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Pre-Algebraic Knowledge

PubMed Central

Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D.

2016-01-01

The purpose of this study was to examine child-level pathways in development of pre-algebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of grade 2; calculation accuracy and calculation fluency at end of grade 2; and pre-algebraic knowledge and word-problem solving at end of grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than pre-algebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students’ foundational mathematics skills or cognitive processes. PMID:27786534

Working memory components that predict word problem solving: Is it merely a function of reading, calculation, and fluid intelligence?

PubMed

Fung, Wenson; Swanson, H Lee

2017-07-01

The purpose of this study was to assess whether the differential effects of working memory (WM) components (the central executive, phonological loop, and visual-spatial sketchpad) on math word problem-solving accuracy in children (N = 413, ages 6-10) are completely mediated by reading, calculation, and fluid intelligence. The results indicated that all three WM components predicted word problem solving in the nonmediated model, but only the storage component of WM yielded a significant direct path to word problem-solving accuracy in the fully mediated model. Fluid intelligence was found to moderate the relationship between WM and word problem solving, whereas reading, calculation, and related skills (naming speed, domain-specific knowledge) completely mediated the influence of the executive system on problem-solving accuracy. Our results are consistent with findings suggesting that storage eliminates the predictive contribution of executive WM to various measures Colom, Rebollo, Abad, & Shih (Memory & Cognition, 34: 158-171, 2006). The findings suggest that the storage component of WM, rather than the executive component, has a direct path to higher-order processing in children.

Characteristics of Students at Risk for Mathematics Difficulties Predicting Arithmetic Word Problem Solving Performance: The Role of Attention, Behavior, and Reading

ERIC Educational Resources Information Center

Jitendra, Asha K.; Corroy, Kelly Cozine; Dupuis, Danielle N.

2013-01-01

The purposes of this study were (a) to evaluate differences in arithmetic word problem solving between high and low at-risk students for mathematics difficulties (MD) and (b) to assess the influence of attention, behavior, reading, and socio-economic status (SES) in predicting the word problem solving performance of third-grade students with MD.…

Neurally dissociable cognitive components of reading deficits in subacute stroke.

PubMed

Boukrina, Olga; Barrett, A M; Alexander, Edward J; Yao, Bing; Graves, William W

2015-01-01

According to cognitive models of reading, words are processed by interacting orthographic (spelling), phonological (sound), and semantic (meaning) information. Despite extensive study of the neural basis of reading in healthy participants, little group data exist on patients with reading deficits from focal brain damage pointing to critical neural systems for reading. Here, we report on one such study. We have performed neuropsychological testing and magnetic resonance imaging on 11 patients with left-hemisphere stroke (<=5 weeks post-stroke). Patients completed tasks assessing cognitive components of reading such as semantics (matching picture or word choices to a target based on meaning), phonology (matching word choices to a target based on rhyming), and orthography (a two-alternative forced choice of the most plausible non-word). They also read aloud pseudowords and words with high or low levels of usage frequency, imageability, and spelling-sound consistency. As predicted by the cognitive model, when averaged across patients, the influence of semantics was most salient for low-frequency, low-consistency words, when phonological decoding is especially difficult. Qualitative subtraction analyses revealed lesion sites specific to phonological processing. These areas were consistent with those shown previously to activate for phonology in healthy participants, including supramarginal, posterior superior temporal, middle temporal, inferior frontal gyri, and underlying white matter. Notable divergence between this analysis and previous functional imaging is the association of lesions in the mid-fusiform gyrus and anterior temporal lobe with phonological reading deficits. This study represents progress toward identifying brain lesion-deficit relationships in the cognitive components of reading. Such correspondences are expected to help not only better understand the neural mechanisms of reading, but may also help tailor reading therapy to individual neurocognitive deficit profiles.

An Evaluation of Pixel-Based Methods for the Detection of Floating Objects on the Sea Surface

NASA Astrophysics Data System (ADS)

Borghgraef, Alexander; Barnich, Olivier; Lapierre, Fabian; Van Droogenbroeck, Marc; Philips, Wilfried; Acheroy, Marc

2010-12-01

Ship-based automatic detection of small floating objects on an agitated sea surface remains a hard problem. Our main concern is the detection of floating mines, which proved a real threat to shipping in confined waterways during the first Gulf War, but applications include salvaging, search-and-rescue operation, perimeter, or harbour defense. Detection in infrared (IR) is challenging because a rough sea is seen as a dynamic background of moving objects with size order, shape, and temperature similar to those of the floating mine. In this paper we have applied a selection of background subtraction algorithms to the problem, and we show that the recent algorithms such as ViBe and behaviour subtraction, which take into account spatial and temporal correlations within the dynamic scene, significantly outperform the more conventional parametric techniques, with only little prior assumptions about the physical properties of the scene.

Automatic Item Generation of Probability Word Problems

ERIC Educational Resources Information Center

Holling, Heinz; Bertling, Jonas P.; Zeuch, Nina

2009-01-01

Mathematical word problems represent a common item format for assessing student competencies. Automatic item generation (AIG) is an effective way of constructing many items with predictable difficulties, based on a set of predefined task parameters. The current study presents a framework for the automatic generation of probability word problems…

Word Problem Wizardry.

ERIC Educational Resources Information Center

Cassidy, Jack

1991-01-01

Presents suggestions for teaching math word problems to elementary students. The strategies take into consideration differences between reading in math and reading in other areas. A problem-prediction game and four self-checking activities are included along with a magic password challenge. (SM)

Math and Humane Education.

ERIC Educational Resources Information Center

DeRosa, Bill

1986-01-01

Describes an activity designed to improve students' skills at solving mathematical word problems through an awareness of the pet overpopulation problem. Uses the concept of cumulative female offspring as a focal point in assisting students to analyze and work through word problems. (ML)

Arithmetic Word-Problem-Solving in Huntington's Disease

ERIC Educational Resources Information Center

Allain, P.; Verny, C.; Aubin, G.; Pinon, K.; Bonneau, D.; Dubas, F.; Gall, D.L.

2005-01-01

The purpose of this study was to examine executive functioning in patients with Huntington's disease using an arithmetic word-problem-solving task including eight solvable problems of increasing complexity and four aberrant problems. Ten patients with Huntington's disease and 12 normal control subjects matched by age and education were tested.…

Middle School Children's Problem-Solving Behavior: A Cognitive Analysis from a Reading Comprehension Perspective

ERIC Educational Resources Information Center

Pape, Stephen J.

2004-01-01

Many children read mathematics word problems and directly translate them to arithmetic operations. More sophisticated problem solvers transform word problems into object-based or mental models. Subsequent solutions are often qualitatively different because these models differentially support cognitive processing. Based on a conception of problem…

Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Gilbert, Jennifer K.; Fuchs, Douglas; Seethaler, Pamela M.; N. Martin, BrittanyLee

2018-01-01

This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A sample of 325 second graders, representing high, average, and low reading and math performance, was assessed on (a) start-of-year TC, WP skill, language, nonlinguistic reasoning, working memory,…

Language, arithmetic word problems, and deaf students: Linguistic strategies used to solve tasks

NASA Astrophysics Data System (ADS)

Zevenbergen, Robyn; Hyde, Merv; Power, Des

2001-12-01

There has been limited examination of the intersection between language and arithmetic in the performance of deaf students, although some previous research has shown that deaf and hearing-impaired1 students are delayed in both their language acquisition and arithmetic performance. This paper examines the performance of deaf and hearing-impaired students in South-East Queensland, Australia, in solving arithmetic word problems. It was found that the subjects' solutions of word problems confirmed trends for hearing students, but that their performance was delayed in comparison. The results confirm other studies where deaf and hearing-impaired students are delayed in their language acquisition and this impacts on their capacity to successfully undertake the resolution of word problems.

Tense and aspect in word problems about motion: diagram, gesture, and the felt experience of time

NASA Astrophysics Data System (ADS)

de Freitas, Elizabeth; Zolkower, Betina

2015-09-01

Word problems about motion contain various conjugated verb forms. As students and teachers grapple with such word problems, they jointly operationalize diagrams, gestures, and language. Drawing on findings from a 3-year research project examining the social semiotics of classroom interaction, we show how teachers and students use gesture and diagram to make sense of complex verb forms in such word problems. We focus on the grammatical category of "aspect" for how it broadens the concept of verb tense. Aspect conveys duration and completion or frequency of an event. The aspect of a verb defines its temporal flow (or lack thereof) and the location of a vantage point for making sense of this durational process.

Constructing a Coherent Problem Model to Facilitate Algebra Problem Solving in a Chemistry Context

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Yeung, Alexander Seeshing; Phan, Huy P.

2015-01-01

An experiment using a sample of 11th graders compared text editing and worked examples approaches in learning to solve dilution and molarity algebra word problems in a chemistry context. Text editing requires students to assess the structure of a word problem by specifying whether the problem text contains sufficient, missing, or irrelevant…

Formula recollection through a WORLDLY recognized mnemonic technique

NASA Astrophysics Data System (ADS)

Schunicht, Shannon

2009-10-01

Physics may be made fun, and encourage further learning through ease of recollection of complicated formulas; allthewhile increasing a student's confortability with their algebraic skills. Examples will be shown how ANY complicated formula will be made into a memorable acronym using this author's mnemonic technique, i.e. allowing each vowel to represent a mathematical operation: ``a'' multiplication implying ``@''; ``o''-division implying ``over''; ``i''-subtraction to imply ``minus''; ``u''-addition to imply ``plus''; and ``e'' implying ``equals''. Most constants and variables are indeed consonants; ``c'' = ``speed of light'' & ``z'' = ``altitude''. With this mnemonic technique ANY formula may be algebraically manipulated into a word, or series of words for ease of recollection. Additional letters may be added to enhance the intelligibility of such a letter combination, but these additional letters need be consonants ONLY. This mnemonic technique was developed as a compensatory memory method when taking physics at Texas A&M University following a severe head injury (19 days unconsciousness!) suffered by this author.

Investigation of learning environment for arithmetic word problems by problem posing as sentence integration in Indonesian language

NASA Astrophysics Data System (ADS)

Hasanah, N.; Hayashi, Y.; Hirashima, T.

2017-02-01

Arithmetic word problems remain one of the most difficult area of teaching mathematics. Learning by problem posing has been suggested as an effective way to improve students’ understanding. However, the practice in usual classroom is difficult due to extra time needed for assessment and giving feedback to students’ posed problems. To address this issue, we have developed a tablet PC software named Monsakun for learning by posing arithmetic word problems based on Triplet Structure Model. It uses the mechanism of sentence-integration, an efficient implementation of problem-posing that enables agent-assessment of posed problems. The learning environment has been used in actual Japanese elementary school classrooms and the effectiveness has been confirmed in previous researches. In this study, ten Indonesian elementary school students living in Japan participated in a learning session of problem posing using Monsakun in Indonesian language. We analyzed their learning activities and show that students were able to interact with the structure of simple word problem using this learning environment. The results of data analysis and questionnaire suggested that the use of Monsakun provides a way of creating an interactive and fun environment for learning by problem posing for Indonesian elementary school students.

Effects of Numerical Surface Form in Arithmetic Word Problems

ERIC Educational Resources Information Center

Orrantia, Josetxu; Múñez, David; San Romualdo, Sara; Verschaffel, Lieven

2015-01-01

Adults' simple arithmetic performance is more efficient when operands are presented in Arabic digit (3 + 5) than in number word (three + five) formats. An explanation provided is that visual familiarity with digits is higher respect to number words. However, most studies have been limited to single-digit addition and multiplication problems. In…

[Myocardial perfusion imaging by digital subtraction angiography].

PubMed

Kadowaki, H; Ishikawa, K; Ogai, T; Katori, R

1986-03-01

Several methods of digital subtraction angiography (DSA) were compared to determine which could better visualize regional myocardial perfusion using coronary angiography in seven patients with myocardial infarction, two with angina pectoris and five with normal coronary arteries. Satisfactory DSA was judged to be achieved if the shape of the heart on the mask film was identical to that on the live film and if both films were exactly superimposed. To obtain an identical mask film in the shape of each live film, both films were selected from the following three phases of the cardiac cycle; at the R wave of the electrocardiogram, 100 msec before the R wave, and 200 msec before the R wave. The last two were superior for obtaining mask and live films which were similar in shape, because the cardiac motion in these phases was relatively small. Using these mask and live films, DSA was performed either with the continuous image mode (CI mode) or the time interval difference mode (TID mode). The overall perfusion of contrast medium through the artery to the vein was adequately visualized using the CI mode. Passage of contrast medium through the artery, capillary and vein was visualized at each phase using TID mode. Subtracted images were displayed and photographed, and the density of the contrast medium was adequate to display contour lines as in a relief map. Using this DSA, it was found that regional perfusion of the contrast medium was not always uniform in normal subjects, depending on the typography of the coronary artery.(ABSTRACT TRUNCATED AT 250 WORDS)

The Efficacy of Using Diagrams When Solving Probability Word Problems in College

ERIC Educational Resources Information Center

Beitzel, Brian D.; Staley, Richard K.

2015-01-01

Previous experiments have shown a deleterious effect of visual representations on college students' ability to solve total- and joint-probability word problems. The present experiments used conditional-probability problems, known to be more difficult than total- and joint-probability problems. The diagram group was instructed in how to use tree…

Working Memory Components as Predictors of Children's Mathematical Word Problem Solving

ERIC Educational Resources Information Center

Zheng, Xinhua; Swanson, H. Lee; Marcoulides, George A.

2011-01-01

This study determined the working memory (WM) components (executive, phonological loop, and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy of elementary school children in Grades 2, 3, and 4 (N = 310). A battery of tests was administered to assess problem-solving accuracy, problem-solving processes, WM,…

Different Procedures for Solving Mathematical Word Problems in High School

ERIC Educational Resources Information Center

Gasco, Javier; Villarroel, Jose Domingo; Zuazagoitia, Dani

2014-01-01

The teaching and learning of mathematics cannot be understood without considering the resolution of word problems. These kinds of problems not only connect mathematical concepts with language (and therefore with reality) but also promote the learning related to other scientific areas. In primary school, problems are solved by using basic…

The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.

PubMed

Fuchs, Lynn S; Gilbert, Jennifer K; Powell, Sarah R; Cirino, Paul T; Fuchs, Douglas; Hamlett, Carol L; Seethaler, Pamela M; Tolar, Tammy D

2016-12-01

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation fluency at end of Grade 2; and prealgebraic knowledge and word-problem solving at end of Grade 4. Important similarities in pathways were identified, but path analysis also indicated that language comprehension is more critical for later word-problem solving than prealgebraic knowledge. We conclude that pathways in development of these forms of 4th-grade mathematics performance are more alike than different, but demonstrate the need to fine-tune instruction for strands of the mathematics curriculum in ways that address individual students' foundational mathematics skills or cognitive processes. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Cognitive behaviour modification: a technique for teaching subtraction skills to hearing and deaf/hard-of-hearing elementary students.

PubMed

Al-Hilawani, Y A

2000-09-01

The purpose of this study was to examine the influence of using the Cognitive Behaviour Modification (CBM) technique on the subtraction skills of third grade hearing and deaf/hard-of-hearing students. The results indicated that the CBM deaf/hard-of-hearing students and the CBM and non-CBM hearing students made more progress in solving the subtraction problems than the non-CBM deaf/hard-of-hearing students. The results also showed that there were no significant differences between the CBM deaf/hard-of-hearing and the non-CBM hearing students; and there were no significant differences between the CBM and non-CBM hearing students. The results revealed that the CBM hearing students achieved significantly higher post-test scores than the CBM deaf/hard-of-hearing students. However, the CBM deaf/hard-of-hearing students obtained a significantly higher gain score compared to the CBM and non-CBM hearing students. Implications for teachers and suggestions for future research are discussed in this paper.

Quantitation of Fine Displacement in Echography

NASA Astrophysics Data System (ADS)

Masuda, Kohji; Ishihara, Ken; Yoshii, Ken; Furukawa, Toshiyuki; Kumagai, Sadatoshi; Maeda, Hajime; Kodama, Shinzo

1993-05-01

A High-speed Digital Subtraction Echography was developed to visualize the fine displacement of human internal organs. This method indicates differences in position through time series images of high-frame-rate echography. Fine displacement less than ultrasonic wavelength can be observed. This method, however, lacks the ability to quantitatively measure displacement length. The subtraction between two successive images was affected by displacement direction in spite of the displacement length being the same. To solve this problem, convolution of an echogram with Gaussian distribution was used. To express displacement length as brightness quantitatively, normalization using a brightness gradient was applied. The quantitation algorithm was applied to successive B-mode images. Compared to the simply subtracted images, quantitated images express more precisely the motion of organs. Expansion of the carotid artery and fine motion of ventricular walls can be visualized more easily. Displacement length can be quantitated with wavelength. Under more static conditions, this system quantitates displacement length that is much less than wavelength.

BASIC Matrix Operations.

ERIC Educational Resources Information Center

Digital Equipment Corp., Maynard, MA.

The curriculum materials and computer programs in this booklet introduce the idea of a matrix. They go on to discuss matrix operations of addition, subtraction, multiplication by a scalar, and matrix multiplication. The last section covers several contemporary applications of matrix multiplication, including problems of communication…

Is It a Noun or Is It a Verb? Resolving the Ambicategoricality Problem

ERIC Educational Resources Information Center

Conwell, Erin; Morgan, James L.

2012-01-01

In many languages, significant numbers of words are used in more than one grammatical category; English, in particular, has many words that can be used as both nouns and verbs. Such "ambicategoricality" potentially poses problems for children trying to learn the grammatical properties of words and has been used to argue against the logical…

Parental Socioeconomic Status and the Neural Basis of Arithmetic: Differential Relations to Verbal and Visuo-spatial Representations

PubMed Central

Demir, Özlem Ece; Prado, Jérôme; Booth, James R.

2015-01-01

We examined the relation of parental socioeconomic status (SES) to the neural bases of subtraction in school-age children (9- to 12-year-olds). We independently localized brain regions subserving verbal versus visuo-spatial representations to determine whether the parental SES-related differences in children’s reliance on these neural representations vary as a function of math skill. At higher SES levels, higher skill was associated with greater recruitment of the left temporal cortex, identified by the verbal localizer. At lower SES levels, higher skill was associated with greater recruitment of right parietal cortex, identified by the visuo-spatial localizer. This suggests that depending on parental SES, children engage different neural systems to solve subtraction problems. Furthermore, SES was related to the activation in the left temporal and frontal cortex during the independent verbal localizer task, but it was not related to activation during the independent visuo-spatial localizer task. Differences in activation during the verbal localizer task in turn were related to differences in activation during the subtraction task in right parietal cortex. The relation was stronger at lower SES levels. This result suggests that SES-related differences in the visuo-spatial regions during subtraction might be based in SES-related verbal differences. PMID:25664675

How to build institutionalization on students: a pilot experiment on a didactical design of addition and subtraction involving negative integers

NASA Astrophysics Data System (ADS)

Fuadiah, N. F.; Suryadi, D.; Turmudi

2018-05-01

This study focuses on the design of a didactical situation in addition and subtraction involving negative integers at the pilot experiment phase. As we know, negative numbers become an obstacle for students in solving problems related to them. This study aims to create a didactical design that can assist students in understanding the addition and subtraction. Another expected result in this way is that students are introduced to the characteristics of addition and subtraction of integers. The design was implemented on 32 seventh grade students in one of the classes in a junior secondary school as the pilot experiment. Learning activities were observed thoroughly including the students’ responses that emerged during the learning activities. The written documentation of the students was also used to support the analysis in the learning activities. The results of the analysis showed that this method could help the students perform a large number of integer operations that could not be done with a number line. The teacher’s support as a didactical potential contract was still needed to encourage institutionalization processes. The results of the design analysis used as the basis of the revision are expected to be implemented by the teacher in the teaching experiment.

Algebra Word Problem Solving Approaches in a Chemistry Context: Equation Worked Examples versus Text Editing

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Yeung, Alexander Seeshing

2013-01-01

Text editing directs students' attention to the problem structure as they classify whether the texts of word problems contain sufficient, missing or irrelevant information for working out a solution. Equation worked examples emphasize the formation of a coherent problem structure to generate a solution. Its focus is on the construction of three…

Structuring Word Problems for Diagnostic Teaching: Helping Teachers Meet the Needs of Children with Mild Disabilities.

ERIC Educational Resources Information Center

Parmar, Rene S.; Cawley, John F.

1994-01-01

Matrix organization can be used to construct math word problems for children with mild disabilities. Matrix organization specifies the characteristics of problems, such as problem theme or setting, operations, level of computation complexity, reading vocabulary level, and need for classification. A sample scope and sequence and 16 sample word…

Investigating the Effect of Complexity Factors in Stoichiometry Problems Using Logistic Regression and Eye Tracking

ERIC Educational Resources Information Center

Tang, Hui; Kirk, John; Pienta, Norbert J.

2014-01-01

This paper includes two experiments, one investigating complexity factors in stoichiometry word problems, and the other identifying students' problem-solving protocols by using eye-tracking technology. The word problems used in this study had five different complexity factors, which were randomly assigned by a Web-based tool that we developed. The…

The Effectiveness of Using the Model Method to Solve Word Problems

ERIC Educational Resources Information Center

Bao, Lei

2016-01-01

The aim of this study is to investigate whether the model method is effective to assist primary students to solve word problems. The model method not only provides students with an opportunity to interpret the problem by drawing the rectangular bar but also helps students to visually represent problem situations and relevant relationships on the…

Effect of Causal Stories in Solving Mathematical Story Problems

ERIC Educational Resources Information Center

Smith, Glenn Gordon; Gerretson, Helen; Olkun, Sinan; Joutsenlahti, Jorma

2010-01-01

This study investigated whether infusing "causal" story elements into mathematical word problems improves student performance. In one experiment in the USA and a second in USA, Finland and Turkey, undergraduate elementary education majors worked word problems in three formats: 1) standard (minimal verbiage), 2) potential causation…

Using speakers' referential intentions to model early cross-situational word learning.

PubMed

Frank, Michael C; Goodman, Noah D; Tenenbaum, Joshua B

2009-05-01

Word learning is a "chicken and egg" problem. If a child could understand speakers' utterances, it would be easy to learn the meanings of individual words, and once a child knows what many words mean, it is easy to infer speakers' intended meanings. To the beginning learner, however, both individual word meanings and speakers' intentions are unknown. We describe a computational model of word learning that solves these two inference problems in parallel, rather than relying exclusively on either the inferred meanings of utterances or cross-situational word-meaning associations. We tested our model using annotated corpus data and found that it inferred pairings between words and object concepts with higher precision than comparison models. Moreover, as the result of making probabilistic inferences about speakers' intentions, our model explains a variety of behavioral phenomena described in the word-learning literature. These phenomena include mutual exclusivity, one-trial learning, cross-situational learning, the role of words in object individuation, and the use of inferred intentions to disambiguate reference.

Boundary Element Method in a Self-Gravitating Elastic Half-Space and Its Application to Deformation Induced by Magma Chambers

NASA Astrophysics Data System (ADS)

Fang, M.; Hager, B. H.

2014-12-01

In geophysical applications the boundary element method (BEM) often carries the essential physics in addition to being an efficient numerical scheme. For use of the BEM in a self-gravitating uniform half-space, we made extra effort and succeeded in deriving the fundamental solution analytically in closed-form. A problem that goes deep into the heart of the classic BEM is encountered when we try to apply the new fundamental solution in BEM for deformation field induced by a magma chamber or a fluid-filled reservoir. The central issue of the BEM is the singular integral arising from determination of the boundary values. A widely employed technique is to rescale the singular boundary point into a small finite volume and then shrink it to extract the limits. This operation boils down to the calculation of the so-called C-matrix. Authors in the past take the liberty of either adding or subtracting a small volume. By subtracting a small volume, the C-matrix is (1/2)I on a smooth surface, where I is the identity matrix; by adding a small volume, we arrive at the same C-matrix in the form of I - (1/2)I. This evenness is a result of the spherical symmetry of Kelvin's fundamental solution employed. When the spherical symmetry is broken by gravity, the C-matrix is polarized. And we face the choice between right and wrong, for adding and subtracting a small volume yield different C-matrices. Close examination reveals that both derivations, addition and subtraction of a small volume, are ad hoc. To resolve the issue we revisit the Somigliana identity with a new derivation and careful step-by-step anatomy. The result proves that even though both adding and subtracting a small volume appear to twist the original boundary, only addition essentially modifies the original boundary and consequently modifies the physics of the original problem in a subtle way. The correct procedure is subtraction. We complete a new BEM theory by introducing in full analytical form what we call the singular stress tensor for the fundamental solution. We partition the stress tensor of the fundamental solution into a singular part and a regular part. In this way all singular integrals systematically shift into the easy singular stress tensor. Applications of this new BEM to deformation and gravitational perturbation induced by magma chambers of finite volume will be presented.

The functional anatomy of single-digit arithmetic in children with developmental dyslexia.

PubMed

Evans, Tanya M; Flowers, D Lynn; Napoliello, Eileen M; Olulade, Olumide A; Eden, Guinevere F

2014-11-01

Some arithmetic procedures, such as addition of small numbers, rely on fact retrieval mechanisms supported by left hemisphere perisylvian language areas, while others, such as subtraction, rely on procedural-based mechanisms subserved by bilateral parietal cortices. Previous work suggests that developmental dyslexia, a reading disability, is accompanied by subtle deficits in retrieval-based arithmetic, possibly because of compromised left hemisphere function. To test this prediction, we compared brain activity underlying arithmetic problem solving in children with and without dyslexia during addition and subtraction operations using a factorial design. The main effect of arithmetic operation (addition versus subtraction) for both groups combined revealed activity during addition in the left superior temporal gyrus and activity during subtraction in the bilateral intraparietal sulcus, the right supramarginal gyrus and the anterior cingulate, consistent with prior studies. For the main effect of diagnostic group (dyslexics versus controls), we found less activity in dyslexic children in the left supramarginal gyrus. Finally, the interaction analysis revealed that while the control group showed a strong response in the right supramarginal gyrus for subtraction but not for addition, the dyslexic group engaged this region for both operations. This provides physiological evidence in support of the theory that children with dyslexia, because of disruption to left hemisphere language areas, use a less optimal route for retrieval-based arithmetic, engaging right hemisphere parietal regions typically used by good readers for procedural-based arithmetic. Our results highlight the importance of language processing for mathematical processing and illustrate that children with dyslexia have impairments that extend beyond reading. Copyright © 2014 Elsevier Inc. All rights reserved.

The Functional Anatomy of Single-Digit Arithmetic in Children with Developmental Dyslexia

PubMed Central

Evans, Tanya M.; Flowers, D. Lynn; Napoliello, Eileen M.; Olulade, Olumide A.; Eden, Guinevere F.

2014-01-01

Some arithmetic procedures, such as addition of small numbers, rely on fact retrieval mechanisms supported by left hemisphere perisylvian language areas, while others, such as subtraction, rely on procedural-based mechanisms subserved by bilateral parietal cortices. Previous work suggests that developmental dyslexia, a reading disability, is accompanied by subtle deficits in retrieval-based arithmetic, possibly because of compromised left hemisphere function. To test this prediction, we compared brain activity underlying arithmetic problem solving in children with and without dyslexia during addition and subtraction operations using a factorial design. The main effect of arithmetic operation (addition versus subtraction) for both groups combined revealed activity during addition in the left superior temporal gyrus and activity during subtraction in bilateral intraparietal sulcus, right supramarginal gyrus and the anterior cingulate, consistent with prior studies. For the main effect of diagnostic group (dyslexics versus controls), we found less activity in dyslexic children in the left supramarginal gyrus. Finally, the interaction analysis revealed that while the control group showed a strong response in right supramarginal gyrus for subtraction but not for addition, the dyslexic group engaged this region for both operations. This provides physiological evidence in support of the theory that children with dyslexia, because of disruption to left hemisphere language areas, use a less optimal route for retrieval-based arithmetic, engaging right hemisphere parietal regions typically used by good readers for procedural-based arithmetic. Our results highlight the importance of language processing for mathematical processing and illustrate that children with dyslexia have impairments that extend beyond reading. PMID:25067820

Topics

ERIC Educational Resources Information Center

Mathematics Teaching, 1973

1973-01-01

This column includes the description of a game involving addition and subtraction of integers represented by colored bricks, a general formula for an enlargement in the Cartesian plane, an analysis of the possibilities for certain games of board Solitaire, and a BASIC program for a recreational mathematics problem. (DT)

Word-based Morphology: Some Problems from a Polysynthetic Language.

ERIC Educational Resources Information Center

Axelrod, Melissa

Some of the problems inherent in a word-based hypothesis asserting that the word/stem is taken as the minimal sign not only for syntax but also for morphology are examined in an analysis of a polysynthetic language, Koyukon, an Athabaskan language of Alaska. Data from the Central dialect is considered in the analysis. A brief sketch of the verbal…

The Influence of English-Korean Bilingualism in Solving Mathematics Word Problems.

ERIC Educational Resources Information Center

Whang, Woo-Hyung

1996-01-01

Purposeful sampling was used to select six English-Korean bilingual students to investigate language difficulties and cognitive processes in solving mathematics word problems. These six case studies revealed distinct patterns of difficulties in solving problems written in English and Korean, especially for students in transition stage. (Author/KMC)

Animal experiments by K-edge subtraction angiography by using SR (abstract)

NASA Astrophysics Data System (ADS)

Anno, I.; Akisada, M.; Takeda, T.; Sugishita, Y.; Kakihana, M.; Ohtsuka, S.; Nishimura, K.; Hasegawa, S.; Takenaka, E.; Hyodo, K.; Ando, M.

1989-07-01

Ischemic heart disease is one of the most popular and lethal diseases for aged peoples in the world, and is usually diagnosed by transarterial selective coronary arteriography. However, it is rather invasive and somewhat dangerous, so that the selective coronary arteriography is not feasible for prospective screening of coronary occlusive heart disease. Conventional digital subtraction angiography (DSA) is widely known as a relatively noninvasive and useful technique is making a diagnosis of arterial occlusive disease, especially in making the diagnosis of ischemic heart disease. Conventional intravenous subtraction angiography by temporal subtraction, however, has several problems when applying to the moving objects. Digital subtraction method using high-speed switching above and below the K edge could be the ideal approach to this solution. We intend to make a synchrotron radiation digital K-edge subtraction angiography in the above policy, and to apply it to the human coronary ischemic disease on an outpatient basis. The principles and experimental systems have already been described in detail by our coworkers. Our prototype experimental system is situated at the AR (accumulation ring) for TRISTAN project of high energy physics. The available beam size is 70 mm by 120 mm. The electron energy of AR is 6.5 GeV and average beam current is approximately 10 mA. This paper will show the animal experiments of our K-edge subtraction system, and discuss some problems and technical difficulties. Three dogs, weighing approximately 15 kg, were examined to evaluate the ability of our prototype synchrotron radiation DSA unit, that we are now constructing. The dogs were anaesthetized with pentobarbital sodium, intravenously (30 mg/kg). Six french-sized (1.52 mm i.d.) pigtail catheter with multiple side holes were introduced via the right femoral vein into the right atrium by the cutdown technique under conventional x-ray fluoroscopic control. Respiration of the dogs was controlled by a mechanical ventilator. The respirations were held for several seconds when taking the images. Approximately 10 to 15 ml of 76% water soluble iodinated contrast medium (Urografin 76, Schering) was injected by an automatic electronic injector at the rate of approximately 10 ml/s. Three or four times injections were done so as not to exceed the normal renal excretion threshold. Intravenous drip infusion of saline (500 ml/2 h) was used to accelerate the washout of contrast medium via renal system. One hundred micrograms of nitroglycerin were administered, intravenously to dilate the coronary arteries, approximately 3 min prior to contrast injection. Sometimes we used 0.1 mg/kg of beta blockage agent (Propranorol) to decrease the heart rate. Subsequently, the heart rate of the dogs was decreased from approximately 200/s to 100/s. These techniques are commonly used in human examinations. Materials are positioned at left anterior oblique view. The sequential images are now detected above the iodine K edge by an image intensifier (RTP 9240F, Toshiba) and recorded at high signal-to-noise ratio analog video recording system (C1900, Hamamatsu Photonics, S/N 45 dB). Proximal coronary arteries are well visualized, however the distal portions are unsatisfactory, because of the overlapping of the contrast-filled dense heart chambers and pulmonary vessels. Bolus injection of contrast medium is also necessary, unless overlapping is inevitable, so are the same in conventional intravenous DSA. The energy above and below the K edge is now changed by tilting the angle of crystal, mechanically, so it has not sufficient speed to subtract the moving material. Real time A/D converter and frame buffering memories have not been available, until now. Even though there are many limitations in the hardware and many problems to overcome, our preliminary animal experiments allow us to have high expectations.

Words, words, words!

NASA Astrophysics Data System (ADS)

2015-09-01

Words matter. They are the "atoms" of written and oral communication. Students rely on words in textbooks and other instructional resources and in classroom lectures and discussions. As instructors, there are times when we need to think carefully about the words we use. Sometimes there are problems that may not be initially apparent and we may introduce confusion when we were aiming for clarity.

The Use of a Bar Model Drawing to Teach Word Problem Solving to Students with Mathematics Difficulties

ERIC Educational Resources Information Center

Morin, Lisa L.; Watson, Silvana M. R.; Hester, Peggy; Raver, Sharon

2017-01-01

For students with mathematics difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine the effects of a problem-solving strategy, bar model drawing, on the mathematical problem-solving skills of students with MD. The study extended previous research that suggested that schematic-based…

Teaching Problem Solving to Students Receiving Tiered Interventions Using the Concrete-Representational-Abstract Sequence and Schema-Based Instruction

ERIC Educational Resources Information Center

Flores, Margaret M.; Hinton, Vanessa M.; Burton, Megan E.

2016-01-01

Mathematical word problems are the most common form of mathematics problem solving implemented in K-12 schools. Identifying key words is a frequent strategy taught in classrooms in which students struggle with problem solving and show low success rates in mathematics. Researchers show that using the concrete-representational-abstract (CRA)…

The Contributions of Working Memory and Executive Functioning to Problem Representation and Solution Generation in Algebraic Word Problems

ERIC Educational Resources Information Center

Lee, Kerry; Ng, Ee Lynn; Ng, Swee Fong

2009-01-01

Solving algebraic word problems involves multiple cognitive phases. The authors used a multitask approach to examine the extent to which working memory and executive functioning are associated with generating problem models and producing solutions. They tested 255 11-year-olds on working memory (Counting Recall, Letter Memory, and Keep Track),…

Left-frontal brain potentials index conceptual implicit memory for words initially viewed subliminally.

PubMed

Chen, Jason C W; Li, Wen; Lui, Ming; Paller, Ken A

2009-08-18

Neural correlates of explicit and implicit memory tend to co-occur and are therefore difficult to measure independently, posing problems for understanding the unique nature of different types of memory processing. To circumvent this problem, we developed an experimental design wherein subjects acquired information from words presented in a subliminal manner, such that conscious remembering was minimized. Cross-modal word repetition was used so that perceptual implicit memory would also be limited. Healthy human subjects viewed subliminal words six times each and about 2 min later heard the same words interspersed with new words in a category-verification test. Electrophysiological correlates of word repetition included negative brain potentials over left-frontal locations beginning approximately 500 ms after word onset. Behavioral responses were slower for repeated words than for new words. Differential processing of word meaning in the absence of explicit memory was most likely responsible for differential electrical and behavioral responses to old versus new words. Moreover, these effects were distinct from neural correlates of explicit memory observed in prior experiments, and were observed here in two separate experiments, thus providing a foundation for further investigations of relationships and interactions between different types of memory engaged when words repeat.

Addition and subtraction by students with Down syndrome

NASA Astrophysics Data System (ADS)

Noda Herrera, Aurelia; Bruno, Alicia; González, Carina; Moreno, Lorenzo; Sanabria, Hilda

2011-01-01

We present a research report on addition and subtraction conducted with Down syndrome students between the ages of 12 and 31. We interviewed a group of students with Down syndrome who executed algorithms and solved problems using specific materials and paper and pencil. The results show that students with Down syndrome progress through the same procedural levels as those without disabilities though they have difficulties in reaching the most abstract level (numerical facts). The use of fingers or concrete representations (balls) appears as a fundamental process among these students. As for errors, these vary widely depending on the students, and can be attributed mostly to an incomplete knowledge of the decimal number system.

Hazardous and Toxic Waste (HTW) Contracting Problems: A Study of the Contracting Problems Related to Surety Bonding in the HTW Cleanup Program

DTIC Science & Technology

1990-07-01

Fair value of solely owned real estate* $ b. All mortgages or other encumbrances on the real estate included in Line a c. Real estate equity (subtract...Line b from Line a) d. Fair value of all solely owned property other than real estate* e. Total of the amounts on Lines c and d f. All other

Students’ Representation in Mathematical Word Problem-Solving: Exploring Students’ Self-efficacy

NASA Astrophysics Data System (ADS)

Sahendra, A.; Budiarto, M. T.; Fuad, Y.

2018-01-01

This descriptive qualitative research aims at investigating student represented in mathematical word problem solving based on self-efficacy. The research subjects are two eighth graders at a school in Surabaya with equal mathematical ability consisting of two female students with high and low self-efficacy. The subjects were chosen based on the results of test of mathematical ability, documentation of the result of middle test in even semester of 2016/2017 academic year, and results of questionnaire of mathematics word problem in terms of self-efficacy scale. The selected students were asked to do mathematical word problem solving and be interviewed. The result of this study shows that students with high self-efficacy tend to use multiple representations of sketches and mathematical models, whereas students with low self-efficacy tend to use single representation of sketches or mathematical models only in mathematical word problem-solving. This study emphasizes that teachers should pay attention of student’s representation as a consideration of designing innovative learning in order to increase the self-efficacy of each student to achieve maximum mathematical achievement although it still requires adjustment to the school situation and condition.

A Strategy for Improving US Middle School Student Mathematics Word Problem Solving Performance

NASA Technical Reports Server (NTRS)

Thomas, Valerie L.

2004-01-01

U.S. middle school students have difficulty understanding and solving mathematics word problems. Their mathematics performance on the Third International Mathematics and Science Study (TIMMS) is far below their international peers, and minority students are less likely than high socioeconomic status (SES) White/Asian students to be exposed to higher-level mathematics concepts. Research literature also indicates that when students use both In-School and Out-of-School knowledge and experiences to create authentic mathematics word problems, student achievement improves. This researcher developed a Strategy for improving mathematics problem solving performance and a Professional Development Model (PDM) to effectively implement the Strategy.

Investigations in Mathematics Education, Vol. 13, No. 4.

ERIC Educational Resources Information Center

Suydam, Marilyn N., Ed.; Kasten, Margaret L., Ed.

Thirteen research reports related to mathematics education are abstracted and critiqued in this publication. The topics of the research include counting, addition, subtraction, ratio, proportion, geometry, problem solving, and teaching strategies. Also included is an editorial comment by T. Kieren on mathematics education research. Research…

Babies and Math: A Meta-Analysis of Infants' Simple Arithmetic Competence

ERIC Educational Resources Information Center

Christodoulou, Joan; Lac, Andrew; Moore, David S.

2017-01-01

Wynn's (1992) seminal research reported that infants looked longer at stimuli representing "incorrect" versus "correct" solutions of basic addition and subtraction problems and concluded that infants have innate arithmetical abilities. Since then, infancy researchers have attempted to replicate this effect, yielding mixed…

Effects of Cognitive Strategy Interventions on Word Problem Solving and Working Memory in Children with Math Disabilities

ERIC Educational Resources Information Center

Swanson, H. Lee; Lussier, Catherine; Orosco, Michael

2011-01-01

Although current categories of learning disabilities include as specific disabilities calculation and mathematical problem solving [see IDEA reauthorization, 2004, Sec. 300.8(c)(10)], the majority of research focuses on calculation disabilities. Previous studies have shown, however, that deficits in word problem solving difficulties are persistent…

The Role of the Updating Function in Solving Arithmetic Word Problems

ERIC Educational Resources Information Center

Mori, Kanetaka; Okamoto, Masahiko

2017-01-01

We investigated how the updating function supports the integration process in solving arithmetic word problems. In Experiment 1, we measured reading time, that is, translation and integration times, when undergraduate and graduate students (n = 78) were asked to solve 2 types of problems: those containing only necessary information and those…

Problem Solving Frameworks for Mathematics and Software Development

ERIC Educational Resources Information Center

McMaster, Kirby; Sambasivam, Samuel; Blake, Ashley

2012-01-01

In this research, we examine how problem solving frameworks differ between Mathematics and Software Development. Our methodology is based on the assumption that the words used frequently in a book indicate the mental framework of the author. We compared word frequencies in a sample of 139 books that discuss problem solving. The books were grouped…

Following the Template: Transferring Modeling Skills to Nonstandard Problems

ERIC Educational Resources Information Center

Tyumeneva, Yu. A.; Goncharova, M. V.

2017-01-01

This study seeks to analyze how students apply a mathematical modeling skill that was previously learned by solving standard word problems to the solution of word problems with nonstandard contexts. During the course of an experiment involving 106 freshmen, we assessed how well they were able to transfer the mathematical modeling skill that is…

Executive Functions Underlying Multiplicative Reasoning: Problem Type Matters

ERIC Educational Resources Information Center

Agostino, Alba; Johnson, Janice; Pascual-Leone, Juan

2010-01-01

We investigated the extent to which inhibition, updating, shifting, and mental-attentional capacity ("M"-capacity) contribute to children's ability to solve multiplication word problems. A total of 155 children in Grades 3-6 (8- to 13-year-olds) completed a set of multiplication word problems at two levels of difficulty: one-step and multiple-step…

Scaffold Seeking: A Reverse Design of Scaffolding in Computer-Supported Word Problem Solving

ERIC Educational Resources Information Center

Cheng, Hercy N. H.; Yang, Euphony F. Y.; Liao, Calvin C. Y.; Chang, Ben; Huang, Yana C. Y.; Chan, Tak-Wai

2015-01-01

Although well-designed scaffolding may assist students to accomplish learning tasks, its insufficient capability to dynamically assess students' abilities and to adaptively support them may result in the problem of overscaffolding. Our previous project has also shown that students using scaffolds to solve mathematical word problems for a long time…

VStops: A Thinking Strategy and Visual Representation Approach in Mathematical Word Problem Solving toward Enhancing STEM Literacy

ERIC Educational Resources Information Center

Abdullah, Nasarudin; Halim, Lilia; Zakaria, Effandi

2014-01-01

This study aimed to determine the impact of strategic thinking and visual representation approaches (VStops) on the achievement, conceptual knowledge, metacognitive awareness, awareness of problem-solving strategies, and student attitudes toward mathematical word problem solving among primary school students. The experimental group (N = 96)…

It's Not a Math Lesson--We're Learning to Draw! Teachers' Use of Visual Representations in Instructing Word Problem Solving in Sixth Grade of Elementary School

ERIC Educational Resources Information Center

Boonen, Anton J. H.; Reed, Helen C.; Schoonenboom, Judith; Jolles, Jelle

2016-01-01

Non-routine word problem solving is an essential feature of the mathematical development of elementary school students worldwide. Many students experience difficulties in solving these problems due to erroneous problem comprehension. These difficulties could be alleviated by instructing students how to use visual representations that clarify the…

Tutoring Mathematical Word Problems Using Solution Trees: Text Comprehension, Situation Comprehension, and Mathematization in Solving Story Problems. Research Report No. 8.

ERIC Educational Resources Information Center

Reusser, Kurt; And Others

The main concern of this paper is on the psychological processes of how students understand and solve mathematical word problems, and on how this knowledge can be applied to computer-based tutoring. It is argued that only a better understanding of the psychological requirements for understanding and solving those problems will lead to…

Sources of difficulty in the solution of verbal arithmetic problems by mentally retarded and nonretarded individuals.

PubMed

Bilsky, L H; Judd, T

1986-01-01

Effects of several logical (i.e., operation type and amount of extraneous information), memory (i.e., availability of memory aids and number of problem presentations), and semantic variables (i.e., problem text type) on verbal math problem-solving performance were assessed. Results revealed that the overall problem-solving performance of mildly mentally retarded adolescents was inferior to that of nonretarded fourth graders in spite of comparable performance on a computational screening test. Although the retarded individuals experienced particular difficulty with subtraction and static problem texts, the two groups responded similarly to the other experimental variables. The possibly important role of comprehension in problem-solving was discussed.

Parameterizing by the Number of Numbers

NASA Astrophysics Data System (ADS)

Fellows, Michael R.; Gaspers, Serge; Rosamond, Frances A.

The usefulness of parameterized algorithmics has often depended on what Niedermeier has called "the art of problem parameterization". In this paper we introduce and explore a novel but general form of parameterization: the number of numbers. Several classic numerical problems, such as Subset Sum, Partition, 3-Partition, Numerical 3-Dimensional Matching, and Numerical Matching with Target Sums, have multisets of integers as input. We initiate the study of parameterizing these problems by the number of distinct integers in the input. We rely on an FPT result for Integer Linear Programming Feasibility to show that all the above-mentioned problems are fixed-parameter tractable when parameterized in this way. In various applied settings, problem inputs often consist in part of multisets of integers or multisets of weighted objects (such as edges in a graph, or jobs to be scheduled). Such number-of-numbers parameterized problems often reduce to subproblems about transition systems of various kinds, parameterized by the size of the system description. We consider several core problems of this kind relevant to number-of-numbers parameterization. Our main hardness result considers the problem: given a non-deterministic Mealy machine M (a finite state automaton outputting a letter on each transition), an input word x, and a census requirement c for the output word specifying how many times each letter of the output alphabet should be written, decide whether there exists a computation of M reading x that outputs a word y that meets the requirement c. We show that this problem is hard for W[1]. If the question is whether there exists an input word x such that a computation of M on x outputs a word that meets c, the problem becomes fixed-parameter tractable.

Optimizing Energy Consumption in Vehicular Sensor Networks by Clustering Using Fuzzy C-Means and Fuzzy Subtractive Algorithms

NASA Astrophysics Data System (ADS)

Ebrahimi, A.; Pahlavani, P.; Masoumi, Z.

2017-09-01

Traffic monitoring and managing in urban intelligent transportation systems (ITS) can be carried out based on vehicular sensor networks. In a vehicular sensor network, vehicles equipped with sensors such as GPS, can act as mobile sensors for sensing the urban traffic and sending the reports to a traffic monitoring center (TMC) for traffic estimation. The energy consumption by the sensor nodes is a main problem in the wireless sensor networks (WSNs); moreover, it is the most important feature in designing these networks. Clustering the sensor nodes is considered as an effective solution to reduce the energy consumption of WSNs. Each cluster should have a Cluster Head (CH), and a number of nodes located within its supervision area. The cluster heads are responsible for gathering and aggregating the information of clusters. Then, it transmits the information to the data collection center. Hence, the use of clustering decreases the volume of transmitting information, and, consequently, reduces the energy consumption of network. In this paper, Fuzzy C-Means (FCM) and Fuzzy Subtractive algorithms are employed to cluster sensors and investigate their performance on the energy consumption of sensors. It can be seen that the FCM algorithm and Fuzzy Subtractive have been reduced energy consumption of vehicle sensors up to 90.68% and 92.18%, respectively. Comparing the performance of the algorithms implies the 1.5 percent improvement in Fuzzy Subtractive algorithm in comparison.

Coherent bremsstrahlung used for digital subtraction angiography

NASA Astrophysics Data System (ADS)

Überall, Herbert

2007-05-01

Digital subtraction angiography (DSA), also known as Dichromography, using synchrotron radiation beams has been developed at Stanford University (R. Hofstadter) and was subsequently taken over at the Brookhaven Synchrotron and later at Hamburg (HASYLAB) [see, e.g., W.R. Dix, Physik in unserer Zeit. 30 (1999) 160]. The imaging of coronary arteries is carried out with an iodine-based contrast agent which need not be injected into the heart. The radiation must be monochromatized and is applied above and below the K-edge of iodine (33.16 keV), with a subsequent digital subtraction of the two images. Monochromatization of the synchrotron radiation causes a loss of intensity of 10 -3. We propose instead the use of coherent bremsstrahlung [see, e.g., A.W. Saenz and H. Uberall, Phys. Rev. B25 (1982) 448] which is inherently monochromatic, furnishing a flux of 10 12 photon/sec. This requires a 10-20 MeV electron linac which can be obtained by many larger hospitals, eliminating the scheduling problems present at synchrotrons. The large, broad incoherent bremsstrahlung background underlying the monochromatic spike would lead to inadmissible overexposure of the patient. This problem can be solved with the use of Kumakhov's capillary optics [see e.g., S.B.Dabagov, Physics-Uspekhi 46 (2003) 1053]: the low-energy spiked radiation can be deflected towards the patient, while the higher energy incoherent background continues forward, avoiding the patient who is placed several meters from the source.

Constructing Meaning: Think-Aloud Protocols of ELLs on English and Spanish Word Problems.

ERIC Educational Resources Information Center

Celedon-Pattichis, Sylvia

This one-year qualitative study analyzed how nine middle school English language learners (ELLs) of Mexican descent constructed meaning on think-aloud protocols of Spanish and English word problems. Strategies used by these students to process information from English to their native language included translating to Spanish, reading the problem at…

The Model Method: Singapore Children's Tool for Representing and Solving Algebraic Word Problems

ERIC Educational Resources Information Center

Ng, Swee Fong; Lee, Kerry

2009-01-01

Solving arithmetic and algebraic word problems is a key component of the Singapore elementary mathematics curriculum. One heuristic taught, the model method, involves drawing a diagram to represent key information in the problem. We describe the model method and a three-phase theoretical framework supporting its use. We conducted 2 studies to…

Cognitive Benefits and Costs of Bilingualism in Elementary School Students: The Case of Mathematical Word Problems

ERIC Educational Resources Information Center

Kempert, Sebastian; Saalbach, Henrik; Hardy, Ilonca

2011-01-01

Previous research has emphasized the importance of language for learning mathematics. This is especially true when mathematical problems have to be extracted from a meaningful context, as in arithmetic word problems. Bilingual learners with a low command of the instructional language thus may face challenges when dealing with mathematical…

Students' Mathematics Word Problem-Solving Achievement in a Computer-Based Story

ERIC Educational Resources Information Center

Gunbas, N.

2015-01-01

The purpose of this study was to investigate the effect of a computer-based story, which was designed in anchored instruction framework, on sixth-grade students' mathematics word problem-solving achievement. Problems were embedded in a story presented on a computer as computer story, and then compared with the paper-based version of the same story…

Word Spotting and Recognition with Embedded Attributes.

PubMed

Almazán, Jon; Gordo, Albert; Fornés, Alicia; Valveny, Ernest

2014-12-01

This paper addresses the problems of word spotting and word recognition on images. In word spotting, the goal is to find all instances of a query word in a dataset of images. In recognition, the goal is to recognize the content of the word image, usually aided by a dictionary or lexicon. We describe an approach in which both word images and text strings are embedded in a common vectorial subspace. This is achieved by a combination of label embedding and attributes learning, and a common subspace regression. In this subspace, images and strings that represent the same word are close together, allowing one to cast recognition and retrieval tasks as a nearest neighbor problem. Contrary to most other existing methods, our representation has a fixed length, is low dimensional, and is very fast to compute and, especially, to compare. We test our approach on four public datasets of both handwritten documents and natural images showing results comparable or better than the state-of-the-art on spotting and recognition tasks.

Free energy of a heavy quark-antiquark pair in a thermal medium from AdS/CFT

NASA Astrophysics Data System (ADS)

Ewerz, Carlo; Kaczmarek, Olaf; Samberg, Andreas

2018-03-01

We study the free energy of a heavy quark-antiquark pair in a thermal medium using the AdS/CFT correspondence. We point out that a commonly used prescription for calculating this quantity leads to a temperature dependence in conflict with general properties of the free energy. The problem originates from a particular way of subtracting divergences. We argue that the commonly used prescription gives rise to the binding energy rather than the free energy. We consider a different subtraction procedure and show that the resulting free energy is well-behaved and in qualitative agreement with results from lattice QCD. The free energy and the binding energy of the quark pair are computed for N=4 supersymmetric Yang-Mills theory and several non-conformal theories. We also calculate the entropy and the internal energy of the pair in these theories. Using the consistent subtraction, we further study the free energy, entropy, and internal energy of a single heavy quark in the thermal medium for various theories. Also here the results are found to be in qualitative agreement with lattice QCD results.

The Surprising Power of Statistical Learning: When Fragment Knowledge Leads to False Memories of Unheard Words

ERIC Educational Resources Information Center

Endress, Ansgar D.; Mehler, Jacques

2009-01-01

Word-segmentation, that is, the extraction of words from fluent speech, is one of the first problems language learners have to master. It is generally believed that statistical processes, in particular those tracking "transitional probabilities" (TPs), are important to word-segmentation. However, there is evidence that word forms are stored in…

Non-symbolic halving in an Amazonian indigene group

PubMed Central

McCrink, Koleen; Spelke, Elizabeth S.; Dehaene, Stanislas; Pica, Pierre

2014-01-01

Much research supports the existence of an Approximate Number System (ANS) that is recruited by infants, children, adults, and non-human animals to generate coarse, non-symbolic representations of number. This system supports simple arithmetic operations such as addition, subtraction, and ordering of amounts. The current study tests whether an intuition of a more complex calculation, division, exists in an indigene group in the Amazon, the Mundurucu, whose language includes no words for large numbers. Mundurucu children were presented with a video event depicting a division transformation of halving, in which pairs of objects turned into single objects, reducing the array's numerical magnitude. Then they were tested on their ability to calculate the outcome of this division transformation with other large-number arrays. The Mundurucu children effected this transformation even when non-numerical variables were controlled, performed above chance levels on the very first set of test trials, and exhibited performance similar to urban children who had access to precise number words and a surrounding symbolic culture. We conclude that a halving calculation is part of the suite of intuitive operations supported by the ANS. PMID:23587042

Mathematics in the Early Grades: Operations & Algebraic Thinking. Interactive STEM Research + Practice Brief

ERIC Educational Resources Information Center

Education Development Center, Inc., 2016

2016-01-01

In the domain of "Operations & Algebraic Thinking," Common Core State Standards indicate that in kindergarten, first grade, and second grade, children should demonstrate and expand their ability to understand, represent, and solve problems using the operations of addition and subtraction, laying the foundation for operations using…

Detection of Aberrant Response Patterns and Their Effect on Dimensionality.

DTIC Science & Technology

1980-04-01

diagnostic testing system which utilizes network theory for routing examinees through a set of problems In the addition and subtraction of positive...22333 Brooks AFB. TZ 78235 12 Defense Documentation Center Cameron Station, Bldg. 5 COL F. A. Nerone . Director 1 Dr. Marty Ilockwey (AFHRL/TT

Basic Mathematics Operations--A Math Practice Booklet.

ERIC Educational Resources Information Center

Herr, Nicholas K.

Intended for use in vocational high schools, the workbook is designed to help the student understand and develop skill in performing the four basic arithmetical operations: addition, subtraction, multiplication, and division. Also stressed is the correct reading and writing of numbers. The booklet consists of explanatory text, arithmetic problems,…

Investigations in Mathematics Education. Volume 20, Number 3.

ERIC Educational Resources Information Center

Suydam, Marilyn N., Ed.; Kasten, Margaret L., Ed.

1987-01-01

This issue contains abstracts and critical comments for 10 papers. The reports are concerned with: (1) children's inferencing behavior; (2) instruction related to problem-solving and basic skills for seventh grade students; (3) remediation of children's subtraction errors; (4) investigation of young children's academic arithmetic contexts; (5)…

Fostering Analogical Transfer: The Multiple Components Approach to Algebra Word Problem Solving in a Chemistry Context

ERIC Educational Resources Information Center

Ngu, Bing Hiong; Yeung, Alexander Seeshing

2012-01-01

Holyoak and Koh (1987) and Holyoak (1984) propose four critical tasks for analogical transfer to occur in problem solving. A study was conducted to test this hypothesis by comparing a multiple components (MC) approach against worked examples (WE) in helping students to solve algebra word problems in chemistry classes. The MC approach incorporated…

A Review of the Effects of Visual-Spatial Representations and Heuristics on Word Problem Solving in Middle School Mathematics

ERIC Educational Resources Information Center

Kribbs, Elizabeth E.; Rogowsky, Beth A.

2016-01-01

Mathematics word-problems continue to be an insurmountable challenge for many middle school students. Educators have used pictorial and schematic illustrations within the classroom to help students visualize these problems. However, the data shows that pictorial representations can be more harmful than helpful in that they only display objects or…

Teaching High School Students with Learning Disabilities to Use Model Drawing Strategy to Solve Fraction and Percentage Word Problems

ERIC Educational Resources Information Center

Dennis, Minyi Shih; Knight, Jacqueline; Jerman, Olga

2016-01-01

This article describes how to teach fraction and percentage word problems using a model-drawing strategy. This cognitive strategy places emphasis on explicitly teaching students how to draw a schematic diagram to represent the qualitative relations described in the problem, and how to formulate the solution based on the schematic diagram. The…

Errors Made by Elementary Fourth Grade Students When Modelling Word Problems and the Elimination of Those Errors through Scaffolding

ERIC Educational Resources Information Center

Ulu, Mustafa

2017-01-01

This study aims to identify errors made by primary school students when modelling word problems and to eliminate those errors through scaffolding. A 10-question problem-solving achievement test was used in the research. The qualitative and quantitative designs were utilized together. The study group of the quantitative design comprises 248…

Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties

ERIC Educational Resources Information Center

Swanson, H. Lee; Lussier, Cathy; Orosco, Michael

2013-01-01

This study investigated the role of strategy instruction and cognitive abilities on word problem solving accuracy in children with math difficulties (MD). Elementary school children (N = 120) with and without MD were randomly assigned to 1 of 4 conditions: general-heuristic (e.g., underline question sentence), visual-schematic presentation…

A Comparison of Updating Processes in Children Good or Poor in Arithmetic Word Problem-Solving

ERIC Educational Resources Information Center

Passolunghi, Maria Chiara; Pazzaglia, Francesca

2005-01-01

This study examines the updating ability of poor or good problem solvers. Seventy-eight fourth-graders, 43 good and 35 poor arithmetic word problem-solvers, performed the Updating Test used in Palladino et al. [Palladino, P., Cornoldi, C., De Beni, R., and Pazzaglia F. (2002). Working memory and updating processes in reading comprehension. Memory…

Application of Graph Theory in an Intelligent Tutoring System for Solving Mathematical Word Problems

ERIC Educational Resources Information Center

Nabiyev, Vasif V.; Çakiroglu, Ünal; Karal, Hasan; Erümit, Ali K.; Çebi, Ayça

2016-01-01

This study is aimed to construct a model to transform word "motion problems" in to an algorithmic form in order to be processed by an intelligent tutoring system (ITS). First; categorizing the characteristics of motion problems, second; suggesting a model for the categories were carried out. In order to solve all categories of the…

Use of a Mathematics Word Problem Strategy to Improve Achievement for Students with Mild Disabilities

ERIC Educational Resources Information Center

Taber, Mary R.

2013-01-01

Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers…

Finding Words and Word Structure in Artificial Speech: The Development of Infants' Sensitivity to Morphosyntactic Regularities

ERIC Educational Resources Information Center

Marchetto, Erika; Bonatti, Luca L.

2015-01-01

To achieve language proficiency, infants must find the building blocks of speech and master the rules governing their legal combinations. However, these problems are linked: words are also built according to rules. Here, we explored early morphosyntactic sensitivity by testing when and how infants could find either words or within-word structure…

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.

PubMed

Fuchs, Lynn S; Seethaler, Pamela M; Powell, Sarah R; Fuchs, Douglas; Hamlett, Carol L; Fletcher, Jack M

2008-01-01

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits.

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties

PubMed Central

Fuchs, Lynn S.; Seethaler, Pamela M.; Powell, Sarah R.; Fuchs, Douglas; Hamlett, Carol L.; Fletcher, Jack M.

2009-01-01

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive secondary preventative tutoring 3 times per week, 30 min per session, for 12 weeks. Schema-broadening tutoring taught students to (a) focus on the mathematical structure of 3 problem types; (b) recognize problems as belonging to those 3 problem-type schemas; (c) solve the 3 word-problem types; and (d) transfer solution methods to problems that include irrelevant information, 2-digit operands, missing information in the first or second positions in the algebraic equation, or relevant information in charts, graphs, and pictures. Also, students were taught to perform the calculation and algebraic skills foundational for problem solving. Analyses of variance revealed statistically significant effects on a wide range of word problems, with large effect sizes. Findings support the efficacy of the tutoring protocol for preventing word-problem deficits among third-grade students with math and reading deficits. PMID:20209074

NASA Taxonomies for Searching Problem Reports and FMEAs

NASA Technical Reports Server (NTRS)

Malin, Jane T.; Throop, David R.

2006-01-01

Many types of hazard and risk analyses are used during the life cycle of complex systems, including Failure Modes and Effects Analysis (FMEA), Hazard Analysis, Fault Tree and Event Tree Analysis, Probabilistic Risk Assessment, Reliability Analysis and analysis of Problem Reporting and Corrective Action (PRACA) databases. The success of these methods depends on the availability of input data and the analysts knowledge. Standard nomenclature can increase the reusability of hazard, risk and problem data. When nomenclature in the source texts is not standard, taxonomies with mapping words (sets of rough synonyms) can be combined with semantic search to identify items and tag them with metadata based on a rich standard nomenclature. Semantic search uses word meanings in the context of parsed phrases to find matches. The NASA taxonomies provide the word meanings. Spacecraft taxonomies and ontologies (generalization hierarchies with attributes and relationships, based on terms meanings) are being developed for types of subsystems, functions, entities, hazards and failures. The ontologies are broad and general, covering hardware, software and human systems. Semantic search of Space Station texts was used to validate and extend the taxonomies. The taxonomies have also been used to extract system connectivity (interaction) models and functions from requirements text. Now the Reconciler semantic search tool and the taxonomies are being applied to improve search in the Space Shuttle PRACA database, to discover recurring patterns of failure. Usual methods of string search and keyword search fall short because the entries are terse and have numerous shortcuts (irregular abbreviations, nonstandard acronyms, cryptic codes) and modifier words cannot be used in sentence context to refine the search. The limited and fixed FMEA categories associated with the entries do not make the fine distinctions needed in the search. The approach assigns PRACA report titles to problem classes in the taxonomy. Each ontology class includes mapping words - near-synonyms naming different manifestations of that problem class. The mapping words for Problems, Entities and Functions are converted to a canonical form plus any of a small set of modifier words (e.g. non-uniformity NOT + UNIFORM.) The report titles are parsed as sentences if possible, or treated as a flat sequence of word tokens if parsing fails. When canonical forms in the title match mapping words, the PRACA entry is associated with the corresponding Problem, Entity or Function in the ontology. The user can search for types of failures associated with types of equipment, clustering by type of problem (e.g., all bearings found with problems of being uneven: rough, irregular, gritty ). The results could also be used for tagging PRACA report entries with rich metadata. This approach could also be applied to searching and tagging failure modes, failure effects and mitigations in FMEAs. In the pilot work, parsing 52K+ truncated titles (the test cases that were available), has resulted in identification of both a type of equipment and type of problem in about 75% of the cases. The results are displayed in a manner analogous to Google search results. The effort has also led to the enrichment of the taxonomy, adding some new categories and many new mapping words. Further work would make enhancements that have been identified for improving the clustering and further reducing the false alarm rate. (In searching for recurring problems, good clustering is more important than reducing false alarms). Searching complete PRACA reports should lead to immediate improvement.

The Influence of Atmosphere Parameters on the Signal for Remote Sensing Polarimetric Electro-Optical Systems

NASA Astrophysics Data System (ADS)

Budak, Vladimir P.; Korkin, Sergey V.

2009-03-01

The singularity subtraction on the vectorial modification of spherical harmonics method (VMSH) of the solution of the vectorial radiative transfer equation boundary problem is applied to the problem of influence of atmosphere parameters on the polarimetric system signal. We assume in this model different phase matrices (Mie, Rayleigh, and Henyey-Greenstein), reflecting bottom and particle size distribution. The authors describe the main features of the model and some results of its implementation.

Fracture Mechanics Method for Word Embedding Generation of Neural Probabilistic Linguistic Model.

PubMed

Bi, Size; Liang, Xiao; Huang, Ting-Lei

2016-01-01

Word embedding, a lexical vector representation generated via the neural linguistic model (NLM), is empirically demonstrated to be appropriate for improvement of the performance of traditional language model. However, the supreme dimensionality that is inherent in NLM contributes to the problems of hyperparameters and long-time training in modeling. Here, we propose a force-directed method to improve such problems for simplifying the generation of word embedding. In this framework, each word is assumed as a point in the real world; thus it can approximately simulate the physical movement following certain mechanics. To simulate the variation of meaning in phrases, we use the fracture mechanics to do the formation and breakdown of meaning combined by a 2-gram word group. With the experiments on the natural linguistic tasks of part-of-speech tagging, named entity recognition and semantic role labeling, the result demonstrated that the 2-dimensional word embedding can rival the word embeddings generated by classic NLMs, in terms of accuracy, recall, and text visualization.

Use of Common-Sense Knowledge, Language and Reality in Mathematical Word Problem Solving

ERIC Educational Resources Information Center

Sepeng, Percy

2014-01-01

The study reported in this article sought to explore and observe how grade 9 learners solve real-wor(l)d problems (a) without real context and (b) without real meaning. Learners' abilities to make sense of the decontextualised word problems set in the real world were investigated with regard to learners' use of common sense in relation to problem…

The Effect of Using the TI-92 on Basic College Algebra Students' Ability To Solve Word Problems.

ERIC Educational Resources Information Center

Runde, Dennis C.

As part of an effort to improve community college algebra students' ability to solve word problems, a study was undertaken at Florida's Manatee Community College to determine the effects of using heuristic instruction (i.e., providing general rules for solving different types of math problems) in combination with the TI-92 calculator. The TI-92…

The Case for an Open Data Model

DTIC Science & Technology

1998-08-01

Microsoft Word, Pagemaker, and Framemaker , and the drawing programs MacDraw, Adobe Illustrator, and Microsoft PowerPoint, use their own proprietary...needs a custom word counting tool, since no utility could work in Word and other word processors. Framemaker for Windows does not have a word counting...supplied in 2 At least none that I could find in Framemaker 5.5 for Windows. Another problem with

An Analysis Of Additive Manufacturing Production Problems And Solutions

DTIC Science & Technology

2016-12-01

democratization of manufacturing (Hornick, 2015). AM has three distinct advantages over subtractive manufacturing : product customization, design flexibility...58 develops software and other technology solutions for the design , analysis, testing, manufacture , and validation of products (Diane Ryan, personal...NAVAL POSTGRADUATE SCHOOL MONTEREY, CALIFORNIA MBA PROFESSIONAL REPORT AN ANALYSIS OF ADDITIVE MANUFACTURING PRODUCTION

Developmental Dissociation in the Neural Responses to Simple Multiplication and Subtraction Problems

ERIC Educational Resources Information Center

Prado, Jérôme; Mutreja, Rachna; Booth, James R.

2014-01-01

Mastering single-digit arithmetic during school years is commonly thought to depend upon an increasing reliance on verbally memorized facts. An alternative model, however, posits that fluency in single-digit arithmetic might also be achieved via the increasing use of efficient calculation procedures. To test between these hypotheses, we used a…

The Effects of the "Fraction Ruler" Manipulative for Teaching Computation of Fractions

ERIC Educational Resources Information Center

Schiller, Diane Profita

1977-01-01

Explores the hypothesis that students in the fourth, fifth and sixth grade who were exposed to the "fraction ruler" as a manipulative for exploring basic fraction operations would perform more successfully in addition, subtraction and multiplication problems than students taught fraction operations by the traditional method. (Author/RK)

Self-Regulated Learning of Basic Arithmetic Skills: A Longitudinal Study

ERIC Educational Resources Information Center

Throndsen, Inger

2011-01-01

Background: Several studies have examined young primary school children's use of strategies when solving simple addition and subtraction problems. Most of these studies have investigated students' strategy use as if they were isolated processes. To date, we have little knowledge about how math strategies in young students are related to other…

Nonrigid Image Registration in Digital Subtraction Angiography Using Multilevel B-Spline

PubMed Central

2013-01-01

We address the problem of motion artifact reduction in digital subtraction angiography (DSA) using image registration techniques. Most of registration algorithms proposed for application in DSA, have been designed for peripheral and cerebral angiography images in which we mainly deal with global rigid motions. These algorithms did not yield good results when applied to coronary angiography images because of complex nonrigid motions that exist in this type of angiography images. Multiresolution and iterative algorithms are proposed to cope with this problem, but these algorithms are associated with high computational cost which makes them not acceptable for real-time clinical applications. In this paper we propose a nonrigid image registration algorithm for coronary angiography images that is significantly faster than multiresolution and iterative blocking methods and outperforms competing algorithms evaluated on the same data sets. This algorithm is based on a sparse set of matched feature point pairs and the elastic registration is performed by means of multilevel B-spline image warping. Experimental results with several clinical data sets demonstrate the effectiveness of our approach. PMID:23971026

Semantic Similarity Graphs of Mathematics Word Problems: Can Terminology Detection Help?

ERIC Educational Resources Information Center

John, Rogers Jeffrey Leo; Passonneau, Rebecca J.; McTavish, Thomas S.

2015-01-01

Curricula often lack metadata to characterize the relatedness of concepts. To investigate automatic methods for generating relatedness metadata for a mathematics curriculum, we first address the task of identifying which terms in the vocabulary from mathematics word problems are associated with the curriculum. High chance-adjusted interannotator…

A Design To Improve Children's Competencies in Solving Mathematical Word Problems.

ERIC Educational Resources Information Center

Zimmerman, Helene

A discrepancy exists between children's ability to compute and their ability to solve mathematical word problems. The literature suggests a variety of methods that have been attempted to improve this skill with varying success. The utilization of manipulatives, visualization, illustration, and emphasis on improving listening skills all were…

Work in Society and in Montessori Classrooms

ERIC Educational Resources Information Center

Chattin-McNichols, John

2013-01-01

Montessori educators follow Montessori's lead and use the word "work" to describe the child's concentrated attention with a hands-on material. But this word may lead to communication problems with parents and those in the non-Montessori world: educators, administrators, accreditors, and so on. These communication problems are…

Can Group Discussions and Individualized Assignments Help More Students Succeed in Developmental Mathematics?

ERIC Educational Resources Information Center

Jaafar, Reem

2015-01-01

Students taking developmental mathematics courses resist attempting word problems when they are presented to them. Although word problems can help students contextualize learning, develop better understanding of the concepts and apply world knowledge, they constitute an impediment to students' progress in developmental mathematics courses. A…

Raise the Bar on Problem Solving

ERIC Educational Resources Information Center

Englard, Lisa

2010-01-01

In a 1981 diagnostic test, the Ministry of Education in Singapore found its country facing a challenge: Only 46 percent of students in grades 2-4 could solve word problems that were presented without such key words as "altogether" or "left." Yet today, according to results from the Trends in International Mathematics and…

Word Fluency: A Task Analysis.

ERIC Educational Resources Information Center

Laine, Matti

It is suggested that models of human problem solving are useful in the analysis of word fluency (WF) test performance. In problem-solving terms, WF tasks would require the subject to define and clarify the conditions of the task (task acquisition), select and employ appropriate strategies, and monitor one's performance. In modern neuropsychology,…

Guiding Preservice Teachers to Adapt Mathematics Word Problems through Interactions with ELLs

ERIC Educational Resources Information Center

Kurz, Terri L.; Gómez, Conrado; Jimenez-Silva, Margarita

2017-01-01

In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations…

People Considerations in Word Processing.

ERIC Educational Resources Information Center

Diamond, Marion L.

1984-01-01

Business educators preparing students for jobs in business and industry should become aware of the problems faced by workers in a typical large office environment. Word processor operators face many of the same problems as factory assembly line workers--lack of personalization, lack of incentive, and removal from the mainstream. (JOW)

PCA-based approach for subtracting thermal background emission in high-contrast imaging data

NASA Astrophysics Data System (ADS)

Hunziker, S.; Quanz, S. P.; Amara, A.; Meyer, M. R.

2018-03-01

Aims.Ground-based observations at thermal infrared wavelengths suffer from large background radiation due to the sky, telescope and warm surfaces in the instrument. This significantly limits the sensitivity of ground-based observations at wavelengths longer than 3 μm. The main purpose of this work is to analyse this background emission in infrared high-contrast imaging data as illustrative of the problem, show how it can be modelled and subtracted and demonstrate that it can improve the detection of faint sources, such as exoplanets. Methods: We used principal component analysis (PCA) to model and subtract the thermal background emission in three archival high-contrast angular differential imaging datasets in the M' and L' filter. We used an M' dataset of β Pic to describe in detail how the algorithm works and explain how it can be applied. The results of the background subtraction are compared to the results from a conventional mean background subtraction scheme applied to the same dataset. Finally, both methods for background subtraction are compared by performing complete data reductions. We analysed the results from the M' dataset of HD 100546 only qualitatively. For the M' band dataset of β Pic and the L' band dataset of HD 169142, which was obtained with an angular groove phase mask vortex vector coronagraph, we also calculated and analysed the achieved signal-to-noise ratio (S/N). Results: We show that applying PCA is an effective way to remove spatially and temporarily varying thermal background emission down to close to the background limit. The procedure also proves to be very successful at reconstructing the background that is hidden behind the point spread function. In the complete data reductions, we find at least qualitative improvements for HD 100546 and HD 169142, however, we fail to find a significant increase in S/N of β Pic b. We discuss these findings and argue that in particular datasets with strongly varying observing conditions or infrequently sampled sky background will benefit from the new approach.

China’s ’Hot Money’ Problems

DTIC Science & Technology

2008-07-21

CRS-2 2 “China’s Forex Reserve Reaches $1.809 Trillion by June,” Xinhua, July 14, 2008. 3 Trade data from “China’s Trade Surplus Falls Nearly 11% in H1...China’s “Hot Money” Problems Michael F. Martin and Wayne M. Morrison Foreign Affairs, Defense, and Trade Division Summary China has experienced a sharp...hot money” is to subtract a nation’s trade surplus (or deficit) and its net flow of foreign direct investment (FDI) from the change in the nation’s

A general method for baseline-removal in ultrafast electron powder diffraction data using the dual-tree complex wavelet transform.

PubMed

René de Cotret, Laurent P; Siwick, Bradley J

2017-07-01

The general problem of background subtraction in ultrafast electron powder diffraction (UEPD) is presented with a focus on the diffraction patterns obtained from materials of moderately complex structure which contain many overlapping peaks and effectively no scattering vector regions that can be considered exclusively background. We compare the performance of background subtraction algorithms based on discrete and dual-tree complex (DTCWT) wavelet transforms when applied to simulated UEPD data on the M1-R phase transition in VO 2 with a time-varying background. We find that the DTCWT approach is capable of extracting intensities that are accurate to better than 2% across the whole range of scattering vector simulated, effectively independent of delay time. A Python package is available.

Visual words for lip-reading

NASA Astrophysics Data System (ADS)

Hassanat, Ahmad B. A.; Jassim, Sabah

2010-04-01

In this paper, the automatic lip reading problem is investigated, and an innovative approach to providing solutions to this problem has been proposed. This new VSR approach is dependent on the signature of the word itself, which is obtained from a hybrid feature extraction method dependent on geometric, appearance, and image transform features. The proposed VSR approach is termed "visual words". The visual words approach consists of two main parts, 1) Feature extraction/selection, and 2) Visual speech feature recognition. After localizing face and lips, several visual features for the lips where extracted. Such as the height and width of the mouth, mutual information and the quality measurement between the DWT of the current ROI and the DWT of the previous ROI, the ratio of vertical to horizontal features taken from DWT of ROI, The ratio of vertical edges to horizontal edges of ROI, the appearance of the tongue and the appearance of teeth. Each spoken word is represented by 8 signals, one of each feature. Those signals maintain the dynamic of the spoken word, which contains a good portion of information. The system is then trained on these features using the KNN and DTW. This approach has been evaluated using a large database for different people, and large experiment sets. The evaluation has proved the visual words efficiency, and shown that the VSR is a speaker dependent problem.

Polysemy and the Taxonomic Constraint: Children's Representation of Words That Label Multiple Kinds

ERIC Educational Resources Information Center

Srinivasan, Mahesh; Snedeker, Jesse

2014-01-01

How do children resolve the problem of indeterminacy when learning a new word? By one account, children adopt a "taxonomic assumption" and expect the word to denote only members of a particular taxonomic category. According to one version of this constraint, young children should represent polysemous words that label multiple kinds--for…

Slow Mapping: Color Word Learning as a Gradual Inductive Process

ERIC Educational Resources Information Center

Wagner, Katie; Dobkins, Karen; Barner, David

2013-01-01

Most current accounts of color word acquisition propose that the delay between children's first production of color words and adult-like understanding is due to problems abstracting color as a domain of meaning. Here we present evidence against this hypothesis, and show that, from the time children produce color words in a labeling task they use…

Multiresolution image registration in digital x-ray angiography with intensity variation modeling.

PubMed

Nejati, Mansour; Pourghassem, Hossein

2014-02-01

Digital subtraction angiography (DSA) is a widely used technique for visualization of vessel anatomy in diagnosis and treatment. However, due to unavoidable patient motions, both externally and internally, the subtracted angiography images often suffer from motion artifacts that adversely affect the quality of the medical diagnosis. To cope with this problem and improve the quality of DSA images, registration algorithms are often employed before subtraction. In this paper, a novel elastic registration algorithm for registration of digital X-ray angiography images, particularly for the coronary location, is proposed. This algorithm includes a multiresolution search strategy in which a global transformation is calculated iteratively based on local search in coarse and fine sub-image blocks. The local searches are accomplished in a differential multiscale framework which allows us to capture both large and small scale transformations. The local registration transformation also explicitly accounts for local variations in the image intensities which incorporated into our model as a change of local contrast and brightness. These local transformations are then smoothly interpolated using thin-plate spline interpolation function to obtain the global model. Experimental results with several clinical datasets demonstrate the effectiveness of our algorithm in motion artifact reduction.

Primary School Text Comprehension Predicts Mathematical Word Problem-Solving Skills in Secondary School

ERIC Educational Resources Information Center

Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik

2016-01-01

This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation…

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty

ERIC Educational Resources Information Center

Powell, Sarah R.; Fuchs, Lynn S.

2010-01-01

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for the development of higher order mathematics skills, including solving word problems. Research indicates equal-sign instruction…

Effects of Graphic Organiser on Students' Achievement in Algebraic Word Problems

ERIC Educational Resources Information Center

Owolabi, Josiah; Adaramati, Tobiloba Faith

2015-01-01

This study investigated the effects of graphic organiser and gender on students' academic achievement in algebraic word problem. Three research questions and three null hypotheses were used in guiding this study. Quasi experimental research was employed and Non-equivalent pre and post test design was used. The study involved the Senior Secondary…

Automatic Item Generation via Frame Semantics: Natural Language Generation of Math Word Problems.

ERIC Educational Resources Information Center

Deane, Paul; Sheehan, Kathleen

This paper is an exploration of the conceptual issues that have arisen in the course of building a natural language generation (NLG) system for automatic test item generation. While natural language processing techniques are applicable to general verbal items, mathematics word problems are particularly tractable targets for natural language…

Diagramming Word Problems: A Strategic Approach for Instruction

ERIC Educational Resources Information Center

van Garderen, Delinda; Scheuermann, Amy M.

2015-01-01

While often recommended as a strategy to use in order to solve word problems, drawing a diagram is a complex process that requires a good depth of understanding. Many middle school students with learning disabilities (LD) often struggle to use diagrams in an effective and efficient manner. This article presents information for teaching middle…

Is Word-Problem Solving a Form of Text Comprehension?

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L.; Wang, Amber Y.

2015-01-01

This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language comprehension as well as general language comprehension. At the start of…

Effects of Three Modes of Personalisation on Students' Achievement in Mathematical Word Problems in Nigeria

ERIC Educational Resources Information Center

Awofala, A. O. A.; Balogun, T. A.; Olagunju, M. A.

2011-01-01

This study investigated the effects of modes of personalisation of instruction crossed with two levels each of verbal ability and cognitive style as moderator variables on the mathematical word problems achievement of 450 junior secondary Nigerian students. Personalisation was accomplished by incorporating selected information with students'…

Amphetamine primes motivation to gamble and gambling-related semantic networks in problem gamblers.

PubMed

Zack, Martin; Poulos, Constantine X

2004-01-01

Previous research suggests that gambling can induce effects that closely resemble a psychostimulant drug effect. Modest doses of addictive drugs can prime motivation for drugs with similar properties. Together, these findings imply that a dose of a psychostimulant drug could prime motivation to gamble in problem gamblers. This study assessed priming effects of oral D-amphetamine (AMPH) (30 mg) in a within-subject, counter-balanced, placebo-controlled design in problem gamblers (n=10), comorbid gamblerdrinkers (n=6), problem drinkers (n=8), and healthy controls (n=12). Modified visual analog scales assessed addictive motivation and subjective effects. A modified rapid reading task assessed pharmacological activation of words from motivationally relevant and irrelevant semantic domains (Gambling, Alcohol, Positive Affect, Negative Affect, Neutral). AMPH increased self-reported motivation for gambling in problem gamblers. Severity of problem gambling predicted positive subjective effects of AMPH and motivation to gamble under the drug. There was little evidence that AMPH directly primed motivation for alcohol in problem drinkers. On the reading task, AMPH produced undifferentiated improvement in reading speed to all word classes in Nongamblers. By contrast, in the two problem gambler groups, AMPH improved reading speed to Gambling words while profoundly slowing reading speed to motivationally irrelevant Neutral words. The latter finding was interpreted as directly congruent with models, which contend that priming of addictive motivation involves a linked suppression of motivationally irrelevant stimuli. This study provides experimental evidence that psychostimulant-like neurochemical activation is an important component of gambling addiction.

What is the evidence for retrieval problems in the elderly?

PubMed

White, N; Cunningham, W R

1982-01-01

To determine whether older adults experience particular problems with retrieval, groups of young and elderly adults were given free recall and recognition tests of supraspan lists of unrelated words. Analysis of number of words correctly recalled and recognized yielded a significant age by retention test interaction: greater age differences were observed for recall than for recognition. In a second analysis of words recalled and recognized, corrected for guessing, the interaction disappeared. It was concluded that previous interpretations that age by retention test interactions are indicative of retrieval problems of the elderly may have been confounded by methodological problems. Furthermore, it was suggested that researchers in aging and memory need to be explicit in identifying their underlying models of error processes when analyzing recognition scores: different error models may lead to different results and interpretations.

Atmospheric effect in three-space scenario for the Stokes-Helmert method of geoid determination

NASA Astrophysics Data System (ADS)

Yang, H.; Tenzer, R.; Vanicek, P.; Santos, M.

2004-05-01

: According to the Stokes-Helmert method for the geoid determination by Vanicek and Martinec (1994) and Vanicek et al. (1999), the Helmert gravity anomalies are computed at the earth surface. To formulate the fundamental formula of physical geodesy, Helmert's gravity anomalies are then downward continued from the earth surface onto the geoid. This procedure, i.e., the inverse Dirichlet's boundary value problem, is realized by solving the Poisson integral equation. The above mentioned "classical" approach can be modified so that the inverse Dirichlet's boundary value problem is solved in the No Topography (NT) space (Vanicek et al., 2004) instead of in the Helmert (H) space. This technique has been introduced by Vanicek et al. (2003) and was used by Tenzer and Vanicek (2003) for the determination of the geoid in the region of the Canadian Rocky Mountains. According to this new approach, the gravity anomalies referred to the earth surface are first transformed into the NT-space. This transformation is realized by subtracting the gravitational attraction of topographical and atmospheric masses from the gravity anomalies at the earth surface. Since the NT-anomalies are harmonic above the geoid, the Dirichlet boundary value problem is solved in the NT-space instead of the Helmert space according to the standard formulation. After being obtained on the geoid, the NT-anomalies are transformed into the H-space to minimize the indirect effect on the geoidal heights. This step, i.e., transformation from NT-space to H-space is realized by adding the gravitational attraction of condensed topographical and condensed atmospheric masses to the NT-anomalies at the geoid. The effects of atmosphere in the standard Stokes-Helmert method was intensively investigated by Sjöberg (1998 and 1999), and Novák (2000). In this presentation, the effect of the atmosphere in the three-space scenario for the Stokes-Helmert method is discussed and the numerical results over Canada are shown. Key words: Atmosphere - Geoid - Gravity

Using temporal orientation, category fluency, and word recall for detecting cognitive impairment: the 10-point cognitive screener (10-CS).

PubMed

Apolinario, Daniel; Lichtenthaler, Daniel Gomes; Magaldi, Regina Miksian; Soares, Aline Thomaz; Busse, Alexandre Leopold; Amaral, Jose Renato das Gracas; Jacob-Filho, Wilson; Brucki, Sonia Maria Dozzi

2016-01-01

A screening strategy composed of three-item temporal orientation and three-word recall has been increasingly used for detecting cognitive impairment. However, the intervening task administered between presentation and recall has varied. We evaluated six brief tasks that could be useful as intervening distractors and possibly provide incremental accuracy: serial subtraction, clock drawing, category fluency, letter fluency, timed visual detection, and digits backwards. Older adults (n = 230) consecutively referred for suspected cognitive impairment underwent a comprehensive assessment for gold-standard diagnosis, of whom 56 (24%) presented cognitive impairment not dementia and 68 (30%) presented dementia. Among those with dementia, 87% presented very mild or mild stages (Clinical Dementia Rating 0.5 or 1). The incremental value of each candidate intervening task in a model already containing orientation and word recall was assessed. Category fluency (animal naming) presented the highest incremental value among the six candidate intervening tasks. Reclassification analyses revealed a net gain of 12% among cognitively impaired and 17% among normal participants. A four-point scaled score of the animal naming task was added to three-item temporal orientation and three-word recall to compose the 10-point Cognitive Screener. The education-adjusted 10-point Cognitive Screener outperformed the longer Mini-Mental State Examination for detecting both cognitive impairment (area under the curve 0.85 vs 0.77; p = 0.027) and dementia (area under the curve 0.90 vs 0.83; p = 0.015). Based on empirical data, we have developed a brief and easy-to-use screening strategy with higher accuracy and some practical advantages compared with commonly used tools. Copyright © 2015 John Wiley & Sons, Ltd.

[Event-related potentials in Chinese characters semantic priming and arithmetic tasks: comparative study between healthy children and children with cognitive disorder].

PubMed

Dong, Xuan; Wang, Su-hong; Yang, Yi-lin; Ren, Yan-ling; Meng, Ping; Yang, Yu-xia

2007-10-30

To explore the cognitive psychological process of healthy children and children with cognitive disorder. Single Chinese character semantic priming and arithmetic tasks were delivered to 20 8-year-old healthy children, and 20 11-year-old healthy children, and 30 children with attention deficit hyperactivity disorder, 23 children with epilepsy, and 22 age-matched normal children as controls. Electroencephalography was used. Event-related potential was distilled by BESA software. (1) During the Chinese character semantic priming, the amplitudes of N2 toward the non-related words and pseudo-words in the 8-year-old group were 12.1 microV and 11.7 microV respectively, both significantly larger than those of the 11-year-old group (3.7 microV and 4.8 microV, respectively, both P<0.05). The amplitudes of N2 and P2 toward the non-related words and pseudo-words among the children with attention deficit hyperactivity disorder were both significantly lower than those in the healthy children (both P<0.05). (2) During the arithmetic task, the latency values of P2 and P3 of addition, subtraction, and multiplication in the 8-year-old group of healthy children were all significantly longer than those of the 11-year-old group of healthy children (all P<0.05). The P3 latency of the children with epilepsy was significantly longer than that of the healthy children (P<0.05). Chinese character and arithmetic cognitive waves are steady. ERP can be used to estimate the healthy children's personality index. Quantitative indicators are helpful in diagnosis and treatment of cognitive and learning disorders.

Putting Two and Two Together: Middle School Students' Morphological Problem-Solving Strategies for Unknown Words

ERIC Educational Resources Information Center

Pacheco, Mark B.; Goodwin, Amanda P.

2013-01-01

Adolescents often use root word and affix knowledge to figure out unknown words. Anglin (1993) found that younger readers favor the Part-to-Whole strategy, and Tyler and Nagy (1989) confirmed the importance of root-word knowledge for middle school students. This study seeks to understand the different strategies middle school readers use so that…

The Effects of Three Types of Verbal Cues on the Accuracy and Latency of Aphasic Subjects' Naming Responses.

ERIC Educational Resources Information Center

Teubner-Rhodes, Louise A.

This study deals with word retrieval problems of aphasic patients. This word-finding difficulty is a common characteristic of aphasics and many methods have been used by aphasia clinicians to attempt to remediate word retrieval skills. Cueing, one of the methods used, presumably facilitates word-finding by supplying additional information to the…

Improving Students' Word Analysis Skills by Implementing "Working with Words" from the Four Blocks of Literacy Program.

ERIC Educational Resources Information Center

Velasco, Kelly; Zizak, Amanda

This report describes a program for improving word analysis skills in order to increase sight reading, reading accuracy, and fluency. The targeted population consisted of second and third graders in a suburban area close to a large metropolitan city in a Midwestern state. The problems of low word analysis skills were documented through Qualitative…

I.v. and intraarterial hybrid digital subtraction angiography: clinical evaluation.

PubMed

Foley, W D; Beres, J; Smith, D F; Bell, R M; Milde, M W; Lipchik, E O

1986-09-01

Temporal/energy (hybrid) subtraction is a technique for removing soft-tissue motion artifact from digital subtraction angiograms. The diagnostic utility of hybrid subtraction for i.v. and intraarterial angiography was assessed in the first 9 months of operation of a dedicated production system. In i.v. carotid arteriography (N = 127), hybrid subtraction (H) provided a double-profile projection of the carotid bifurcation in an additional 14% of studies, compared with temporal subtraction (T) alone (H79:T48, p less than 0.001). However, a change in estimated percent stenosis or additional diagnostic information occurred in only 2% of studies. In i.v. abdominal arteriography (N = 23), hybrid subtraction, compared with temporal subtraction, provided a diagnostic examination in an additional 14% of studies (H20:T17); however, this difference is not statistically significant. An additional three i.v. abdominal angiograms were nondiagnostic. In intraarterial abdominal (N = 98) and pelvic (N = 60) angiography, hybrid subtraction provided a diagnostic examination in an additional 5% of studies (abdomen H94:T90, pelvis H58:T56); this difference was not statistically significant. An additional 5% of all intraarterial abdominal and pelvic digital subtraction angiographic studies were considered nondiagnostic. Hybrid subtraction provides a double-profile view of the carotid bifurcation in a significant number of patients. However, apart from some potential for improved i.v. abdominal arteriography, hybrid subtraction does not result in significant improvement in comparison to conventional temporal-subtraction techniques.

Activity Approach to the Formation of the Method of Addition and Subtraction in Elementary Students

ERIC Educational Resources Information Center

Maksimov, L. K.; Maksimova, L. V.

2013-01-01

One of the main tasks in teaching mathematics to elementary students is to form calculating methods and techniques. The efforts of teachers and methodologists are aimed at solving this problem. Educational and psychological research is devoted to it. At the same time school teaching experience demonstrates some difficulties in learning methods of…

The Inverse Relation between Multiplication and Division: Concepts, Procedures, and a Cognitive Framework

ERIC Educational Resources Information Center

Robinson, Katherine M.; LeFevre, Jo-Anne

2012-01-01

Researchers have speculated that children find it more difficult to acquire conceptual understanding of the inverse relation between multiplication and division than that between addition and subtraction. We reviewed research on children and adults' use of shortcut procedures that make use of the inverse relation on two kinds of problems:…

Mathematics. Unit 6: A Core Curriculum of Related Instruction for Apprentices.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

The mathematics unit is presented to assist apprentices to acquire a general knowledge of mathematic skills. The unit consists of nine modules: (1) basic addition, subtraction, multiplication, and division; (2) conventional linear measure; (3) using the metric system, (4) steps to take in solving problems, (5) how to calculate areas and volumes,…

Teaching Children How to Include the Inversion Principle in Their Reasoning about Quantitative Relations

ERIC Educational Resources Information Center

Nunes, Terezinha; Bryant, Peter; Evans, Deborah; Bell, Daniel; Barros, Rossana

2012-01-01

The basis of this intervention study is a distinction between numerical calculus and relational calculus. The former refers to numerical calculations and the latter to the analysis of the quantitative relations in mathematical problems. The inverse relation between addition and subtraction is relevant to both kinds of calculus, but so far research…

Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status

ERIC Educational Resources Information Center

Schumacher, Robin F.; Malone, Amelia S.

2017-01-01

The goal of this study was to describe fraction-calculation errors among fourth-grade students and to determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low-, average-, or high-achieving). We…

Children's Additive Concepts: Promoting Understanding and the Role of Inhibition

ERIC Educational Resources Information Center

Robinson, Katherine M.; Dube, Adam K.

2013-01-01

This study investigated the promotion of children's understanding and acquisition of arithmetic concepts and the effects of inhibitory skills. Children in Grades 3, 4, and 5 solved two sets of three-term addition and subtraction problems (e.g., 3 + 24 - 24, 3 + 24 - 22) and completed an inhibition task. Half of the participants received a…

An associative account of the development of word learning.

PubMed

Sloutsky, Vladimir M; Yim, Hyungwook; Yao, Xin; Dennis, Simon

2017-09-01

Word learning is a notoriously difficult induction problem because meaning is underdetermined by positive examples. How do children solve this problem? Some have argued that word learning is achieved by means of inference: young word learners rely on a number of assumptions that reduce the overall hypothesis space by favoring some meanings over others. However, these approaches have difficulty explaining how words are learned from conversations or text, without pointing or explicit instruction. In this research, we propose an associative mechanism that can account for such learning. In a series of experiments, 4-year-olds and adults were presented with sets of words that included a single nonsense word (e.g. dax). Some lists were taxonomic (i.,e., all items were members of a given category), some were associative (i.e., all items were associates of a given category, but not members), and some were mixed. Participants were asked to indicate whether the nonsense word was an animal or an artifact. Adults exhibited evidence of learning when lists consisted of either associatively or taxonomically related items. In contrast, children exhibited evidence of word learning only when lists consisted of associatively related items. These results present challenges to several extant models of word learning, and a new model based on the distinction between syntagmatic and paradigmatic associations is proposed. Copyright © 2017 Elsevier Inc. All rights reserved.

Impact of Authenticity on Sense Making in Word Problem Solving

ERIC Educational Resources Information Center

Palm, Torulf

2008-01-01

The study presented in this paper seeks to investigate the impact of authenticity on the students' disposition to make necessary real world considerations in their word problem solving. The aim is also to gather information about the extent to which different reasons for the students' behaviors are responsible for not providing solutions that are…

Word-Problem-Solving Strategy for Minority Students at Risk for Math Difficulties

ERIC Educational Resources Information Center

Kong, Jennifer E.; Orosco, Michael J.

2016-01-01

Minority students at risk for math difficulties (MD) struggle with word problems for various reasons beyond procedural or calculation challenges. As a result, these students require support in reading and language development in addition to math. The purpose of this study was to assess the effectiveness of a math comprehension strategy based on a…

Examining Personalisation of Instruction, Attitudes toward and Achievement in Mathematics Word Problems among Nigerian Senior Secondary School Students

ERIC Educational Resources Information Center

Awofala, Adeneye O. A.

2014-01-01

This study investigated the effect of a personalised print-based instruction versus a non-personalised print-based instruction on the attitudes toward mathematics word problems of 350 senior secondary school year one Nigerian students within the blueprint of a quantitative research of pre-treatment-intervention-post-treatment non-equivalent…

Using Explicit C-R-A Instruction to Teach Fraction Word Problem Solving to Low-Performing Asian English Learners

ERIC Educational Resources Information Center

Kim, Sun A.; Wang, Peishi; Michaels, Craig A.

2015-01-01

This article investigates the effects of fraction word problem-solving instruction involving explicit teaching of the concrete-representational-abstract sequence with culturally relevant teaching examples for 3 low-performing Asian immigrant English learners who spoke a language other than English at home. We used a multiple probe design across…

"Seeing It on the Screen Isn't Really Seeing It": Reading Problems of Writers Using Word Processing.

ERIC Educational Resources Information Center

Haas, Christina

An observational study examined computer writers' use of hard copy for reading. The study begins with a description, based on interviews, of four kinds of reading problems encountered by writers using word processing; formatting, proofreading, reorganizing, and critical reading ("getting a sense of the text"). Subjects, six freshmen…

Occupations and the Printed Word: A Workbook.

ERIC Educational Resources Information Center

Educational Testing Service, Princeton, NJ. Policy Information Center.

One of the problems common to efforts to set skill standards for various occupations is deciding on the facility needed for dealing with the printed word. A similar problem faces those trying to define "workplace literacy." This workbook brings together resources to make them available to those who are trying to deal with this education issue. The…

Proportional Reasoning Word Problem Performance for Middle School Students with High-Incidence Disabilities (HID)

ERIC Educational Resources Information Center

Brawand, Anne Eichorn

2013-01-01

Schema-based instruction (SBI) was used to examine the solving of proportional reasoning word problems for middle school students with high-incidence disabilities (HID). Seventh- and eighth-grade students with HID participated in the study. Students were randomly assigned to one of three groups. A multiple-baseline-across-groups design was…

Teacher-Designed Software for Interactive Linear Equations: Concepts, Interpretive Skills, Applications & Word-Problem Solving.

ERIC Educational Resources Information Center

Lawrence, Virginia

No longer just a user of commercial software, the 21st century teacher is a designer of interactive software based on theories of learning. This software, a comprehensive study of straightline equations, enhances conceptual understanding, sketching, graphic interpretive and word problem solving skills as well as making connections to real-life and…

Is the Role of Equations in the Doing of Word Problems in School Algebra Changing? Initial Indications from Teacher Study Groups

ERIC Educational Resources Information Center

Chazan, Daniel; Sela, Hagit; Herbst, Patricio

2012-01-01

We illustrate a method, which is modeled on "breaching experiments," for studying tacit norms that govern classroom interaction around particular mathematical content. Specifically, this study explores norms that govern teachers' expectations for the doing of word problems in school algebra. Teacher study groups discussed representations of…

Exploring the Learning of Mathematics Word Problems by African Immigrant Early Learners

ERIC Educational Resources Information Center

Mahofa, Ernest; Adendorff, Stanley; Kwenda, Chiwimbiso

2018-01-01

The aim of this study was to explore the learning of mathematics word problems by African immigrant early learners in the Western Cape Province of South Africa (SA). Phenomenology was used as the philosophical underpinning for this study and also informed the research method. Purposive sampling methods were used to select 10 African immigrant…

Cognitive Correlates of Mathematical Achievement in Children with Cerebral Palsy and Typically Developing Children

ERIC Educational Resources Information Center

Jenks, Kathleen M.; van Lieshout, Ernest C. D. M.; de Moor, Jan M. H.

2012-01-01

Background: Remarkably few studies have investigated the nature and origin of learning difficulties in children with cerebral palsy (CP). Aims: To investigate math achievement in terms of word-problem solving ability in children with CP and controls. Because of the potential importance of reading for word-problem solving, we investigated reading…

Preservice Teachers' Algebraic Reasoning and Symbol Use on a Multistep Fraction Word Problem

ERIC Educational Resources Information Center

Cullen, Amanda L.; Tobias, Jennifer M.; Safak, Elif; Kirwan, J. Vince; Wessman-Enzinger, Nicole M.; Wickstrom, Megan H.; Baek, Jae M.

2017-01-01

Previous research on preservice teachers' understanding of fractions and algebra has focused on one or the other. To extend this research, we examined 85 undergraduate elementary education majors and middle school mathematics education majors' solutions and solution paths (i.e., the ways or methods in which preservice teachers solve word problems)…

Syntactic Awareness and Arithmetic Word Problem Solving in Children with and without Learning Disabilities

ERIC Educational Resources Information Center

Peake, Christian; Jiménez, Juan E.; Rodríguez, Cristina; Bisschop, Elaine; Villarroel, Rebeca

2015-01-01

Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in…

Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment

ERIC Educational Resources Information Center

Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.

2012-01-01

The purpose of this study was to assess the value of dynamic assessment (DA; degree of scaffolding required to learn unfamiliar mathematics content) for predicting 1st-grade calculations (CAs) and word problems (WPs) development, while controlling for the role of traditional assessments. Among 184 1st graders, predictors (DA, Quantity…

Secondary School Students' Construction and Use of Mathematical Models in Solving Word Problems

ERIC Educational Resources Information Center

Llinares, Salvador; Roig, Ana Isabel

2008-01-01

This study focussed on how secondary school students construct and use mathematical models as conceptual tools when solving word problems. The participants were 511 secondary-school students who were in the final year of compulsory education (15-16 years old). Four levels of the development of constructing and using mathematical models were…

The Development of Students' Use of Additive and Proportional Methods along Primary and Secondary School

ERIC Educational Resources Information Center

Fernandez, Ceneida; Llinares, Salvador; Van Dooren, Wim; De Bock, Dirk; Verschaffel, Lieven

2012-01-01

This study investigates the development of proportional and additive methods along primary and secondary school. In particular, it simultaneously investigates the use of additive methods in proportional word problems and the use of proportional methods in additive word problems. We have also studied the role played by integer and non-integer…

Rhythm Perception and Its Role in Perception and Learning of Dysrhythmic Speech.

PubMed

Borrie, Stephanie A; Lansford, Kaitlin L; Barrett, Tyson S

2017-03-01

The perception of rhythm cues plays an important role in recognizing spoken language, especially in adverse listening conditions. Indeed, this has been shown to hold true even when the rhythm cues themselves are dysrhythmic. This study investigates whether expertise in rhythm perception provides a processing advantage for perception (initial intelligibility) and learning (intelligibility improvement) of naturally dysrhythmic speech, dysarthria. Fifty young adults with typical hearing participated in 3 key tests, including a rhythm perception test, a receptive vocabulary test, and a speech perception and learning test, with standard pretest, familiarization, and posttest phases. Initial intelligibility scores were calculated as the proportion of correct pretest words, while intelligibility improvement scores were calculated by subtracting this proportion from the proportion of correct posttest words. Rhythm perception scores predicted intelligibility improvement scores but not initial intelligibility. On the other hand, receptive vocabulary scores predicted initial intelligibility scores but not intelligibility improvement. Expertise in rhythm perception appears to provide an advantage for processing dysrhythmic speech, but a familiarization experience is required for the advantage to be realized. Findings are discussed in relation to the role of rhythm in speech processing and shed light on processing models that consider the consequence of rhythm abnormalities in dysarthria.

Assessing hemispheric specialization for processing arithmetic skills in adults: A functional transcranial doppler ultrasonography (fTCD) study.

PubMed

Connaughton, Veronica M; Amiruddin, Azhani; Clunies-Ross, Karen L; French, Noel; Fox, Allison M

2017-05-01

A major model of the cerebral circuits that underpin arithmetic calculation is the triple-code model of numerical processing. This model proposes that the lateralization of mathematical operations is organized across three circuits: a left-hemispheric dominant verbal code; a bilateral magnitude representation of numbers and a bilateral Arabic number code. This study simultaneously measured the blood flow of both middle cerebral arteries using functional transcranial Doppler ultrasonography to assess hemispheric specialization during the performance of both language and arithmetic tasks. The propositions of the triple-code model were assessed in a non-clinical adult group by measuring cerebral blood flow during the performance of multiplication and subtraction problems. Participants were 17 adults aged between 18-27 years. We obtained laterality indices for each type of mathematical operation and compared these in participants with left-hemispheric language dominance. It was hypothesized that blood flow would lateralize to the left hemisphere during the performance of multiplication operations, but would not lateralize during the performance of subtraction operations. Hemispheric blood flow was significantly left lateralized during the multiplication task, but was not lateralized during the subtraction task. Compared to high spatial resolution neuroimaging techniques previously used to measure cerebral lateralization, functional transcranial Doppler ultrasonography is a cost-effective measure that provides a superior temporal representation of arithmetic cognition. These results provide support for the triple-code model of arithmetic processing and offer complementary evidence that multiplication operations are processed differently in the adult brain compared to subtraction operations. Copyright © 2017 Elsevier B.V. All rights reserved.

Summary Report of National Study of Word Processing Installations in Selected Business Organizations. A Summary of a Report on the National Word Processing Research Study of Delta Pi Epsilon.

ERIC Educational Resources Information Center

Scriven, Jolene D.; And Others

A study sought to determine current practices in word processing installations located in selected organizations throughout the United States. A related problem was to ascertain anticipated future developments in word processing to provide information for educational institutions preparing workers for the business office. Six interview instruments…

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

PubMed

Fuchs, Lynn S; Geary, David C; Compton, Donald L; Fuchs, Douglas; Hamlett, Carol L; Seethaler, Pamela M; Bryant, Joan D; Schatschneider, Christopher

2010-11-01

The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Development was indexed by latent change scores, and the interplay between numerical and domain-general abilities was analyzed by multiple regression. Results suggest that the development of different types of formal school mathematics depends on different constellations of numerical versus general cognitive abilities. When controlling for 8 domain-general abilities, both aspects of basic numerical cognition were uniquely predictive of procedural calculations and word problems development. Yet, for procedural calculations development, the additional amount of variance explained by the set of domain-general abilities was not significant, and only counting span was uniquely predictive. By contrast, for word problems development, the set of domain-general abilities did provide additional explanatory value, accounting for about the same amount of variance as the basic numerical cognition variables. Language, attentive behavior, nonverbal problem solving, and listening span were uniquely predictive.

Evaluation of induced and evoked changes in EEG during selective attention to verbal stimuli.

PubMed

Horki, P; Bauernfeind, G; Schippinger, W; Pichler, G; Müller-Putz, G R

2016-09-01

Two challenges need to be addressed before bringing non-motor mental tasks for brain-computer interface (BCI) control to persons in a minimally conscious state (MCS), who can be behaviorally unresponsive even when proven to be consciously aware: first, keeping the cognitive demands as low as possible so that they could be fulfilled by persons with MCS. Second, increasing the control of experimental protocol (i.e. type and timing of the task performance). The goal of this study is twofold: first goal is to develop an experimental paradigm that can facilitate the performance of brain-teasers (e.g. mental subtraction and word generation) on the one hand, and can increase the control of experimental protocol on the other hand. The second goal of this study is to exploit the similar findings for mentally attending to someone else's verbal performance of brain-teaser tasks and self-performing the same tasks to setup an online BCI, and to compare it in healthy participants to the current "state-of-the-art" motor imagery (MI, sports). The response accuracies for the best performing healthy participants indicate that selective attention to verbal performance of mental subtraction (SUB) is a viable alternative to the MI. Time-frequency analysis of the SUB task in one participant with MCS did not reveal any significant (p<0.05) EEG changes, whereas imagined performance of one sport of participants' choice (SPORT) revealed task-related EEG changes over neurophysiological plausible cortical areas. We found that mentally attending to someone else's verbal performance of brain-teaser tasks leads to similar results as in self-performing the same tasks. In this work we demonstrated that a single auditory selective attention task (i.e. mentally attending to someone else's verbal performance of mental subtraction) can modulate both induced and evoked changes in EEG, and be used for yes/no communication in an auditory scanning paradigm. Copyright © 2016 Elsevier B.V. All rights reserved.

Localization of cortical areas activated by thinking.

PubMed

Roland, P E; Friberg, L

1985-05-01

These experiments were undertaken to demonstrate that pure mental activity, thinking, increases the cerebral blood flow and that different types of thinking increase the regional cerebral blood flow (rCBF) in different cortical areas. As a first approach, thinking was defined as brain work in the form of operations on internal information, done by an awake subject. The rCBF was measured in 254 cortical regions in 11 subjects with the intracarotid 133Xe injection technique. In normal man, changes in the regional cortical metabolic rate of O2 leads to proportional changes in rCBF. One control study was taken with the subjects at rest. Then the rCBF was measured during three different simple algorithm tasks, each consisting of retrieval of a specific memory followed by a simple operation on the retrieved information. Once started, the information processing went on in the brain without any communication with the outside world. In 50-3 thinking, the subjects started with 50 and then, in their minds only, continuously subtracted 3 from the result. In jingle thinking the subjects internally jumped every second word in a nine-word circular jingle. In route-finding thinking the subjects imagined that they started at their front door and then walked alternatively to the left or the right each time they reached a corner. The rCBF increased only in homotypical cortical areas during thinking. The areas in the superior prefrontal cortex increased their rCBF equivalently during the three types of thinking. In the remaining parts of the prefrontal cortex there were multifocal increases of rCBF. The localizations and intensities of these rCBF increases depended on the type of internal operation occurring. The rCBF increased bilaterally in the angular cortex during 50-3 thinking. The rCBF increased in the right midtemporal cortex exclusively during jingle thinking. The intermediate and remote visual association areas, the superior occipital, posterior inferior temporal, and posterior superior parietal cortex, increased their rCBF exclusively during route-finding thinking. We observed no decreases in rCBF. All rCBF increases extended over a few square centimeters of the cortex. The activation of the superior prefrontal cortex was attributed to the organization of thinking. The activation of the angular cortex in 50-3 thinking was attributed to the retrieval of the numerical memory and memory for subtractions. The activation of the right midtemporal cortex was attributed to the retrieval of the nonverbal auditory memory.(ABSTRACT TRUNCATED AT 400 WORDS)

Problem Solving Concretely with the Word "Like"

ERIC Educational Resources Information Center

Yee, Sean

2013-01-01

While the average teenager's conversation may seem inundated with the word "like", in the mathematics classroom, teenagers use it with purpose. Linguists study the word "like" to understand and categorize comparative statements. By overlapping linguistics and mathematics education within the frame of cognitive science, this study found that high…

Student’s thinking process in solving word problems in geometry

NASA Astrophysics Data System (ADS)

Khasanah, V. N.; Usodo, B.; Subanti, S.

2018-05-01

This research aims to find out the thinking process of seventh grade of Junior High School in solve word problem solving of geometry. This research was descriptive qualitative research. The subject of the research was selected based on sex and differences in mathematical ability. Data collection was done based on student’s work test, interview, and observation. The result of the research showed that there was no difference of thinking process between male and female with high mathematical ability, and there were differences of thinking process between male and female with moderate and low mathematical ability. Also, it was found that male with moderate mathematical ability took a long time in the step of making problem solving plans. While female with moderate mathematical ability took a long time in the step of understanding the problems. The importance of knowing the thinking process of students in solving word problem solving were that the teacher knows the difficulties faced by students and to minimize the occurrence of the same error in problem solving. Teacher could prepare the right learning strategies which more appropriate with student’s thinking process.

Black hole thermodynamics from a variational principle: asymptotically conical backgrounds

DOE PAGES

An, Ok Song; Cvetič, Mirjam; Papadimitriou, Ioannis

2016-03-14

The variational problem of gravity theories is directly related to black hole thermodynamics. For asymptotically locally AdS backgrounds it is known that holographic renormalization results in a variational principle in terms of equivalence classes of boundary data under the local asymptotic symmetries of the theory, which automatically leads to finite conserved charges satisfying the first law of thermodynamics. We show that this connection holds well beyond asymptotically AdS black holes. In particular, we formulate the variational problem for N = 2 STU supergravity in four dimensions with boundary conditions corresponding to those obeyed by the so called ‘subtracted geometries’. Wemore » show that such boundary conditions can be imposed covariantly in terms of a set of asymptotic second class constraints, and we derive the appropriate boundary terms that render the variational problem well posed in two different duality frames of the STU model. This allows us to define finite conserved charges associated with any asymptotic Killing vector and to demonstrate that these charges satisfy the Smarr formula and the first law of thermodynamics. Moreover, by uplifting the theory to five dimensions and then reducing on a 2-sphere, we provide a precise map between the thermodynamic observables of the subtracted geometries and those of the BTZ black hole. Finally, surface terms play a crucial role in this identification.« less

Black hole thermodynamics from a variational principle: asymptotically conical backgrounds

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

An, Ok Song; Cvetič, Mirjam; Papadimitriou, Ioannis

The variational problem of gravity theories is directly related to black hole thermodynamics. For asymptotically locally AdS backgrounds it is known that holographic renormalization results in a variational principle in terms of equivalence classes of boundary data under the local asymptotic symmetries of the theory, which automatically leads to finite conserved charges satisfying the first law of thermodynamics. We show that this connection holds well beyond asymptotically AdS black holes. In particular, we formulate the variational problem for N = 2 STU supergravity in four dimensions with boundary conditions corresponding to those obeyed by the so called ‘subtracted geometries’. Wemore » show that such boundary conditions can be imposed covariantly in terms of a set of asymptotic second class constraints, and we derive the appropriate boundary terms that render the variational problem well posed in two different duality frames of the STU model. This allows us to define finite conserved charges associated with any asymptotic Killing vector and to demonstrate that these charges satisfy the Smarr formula and the first law of thermodynamics. Moreover, by uplifting the theory to five dimensions and then reducing on a 2-sphere, we provide a precise map between the thermodynamic observables of the subtracted geometries and those of the BTZ black hole. Finally, surface terms play a crucial role in this identification.« less

The Effects of Dynamic Strategic Math on English Language Learners' Word Problem Solving

ERIC Educational Resources Information Center

Orosco, Michael J.; Swanson, H. Lee; O'Connor, Rollanda; Lussier, Cathy

2013-01-01

English language learners (ELLs) struggle with solving word problems for a number of reasons beyond math procedures or calculation challenges. As a result, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a math comprehension strategy called Dynamic Strategic…

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance among At-Risk Learners

ERIC Educational Resources Information Center

Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C.

2015-01-01

The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e., responsiveness to intervention, or RTI) in which at-risk students participate in general classroom…

Word Problems and Make-Believe: Using Frame Analysis and Ethnomethodology to Explore Aspects of the Culture of Schooling

ERIC Educational Resources Information Center

Benincasa, Luciana

2017-01-01

The paper applies Goffman's frame analysis and ethnomethodology to student performance on mathematical word problems. In educational research, frame analysis has usually been limited to primary frames. Instead, in this paper I focus on the kind of secondary frame that Goffman calls 'utilitarian make-believe'. The data consist of a fragment of…

Mathematics Word Problem Solving: An Investigation into Schema-Based Instruction in a Computer-Mediated Setting and a Teacher-Mediated Setting with Mathematically Low-Performing Students

ERIC Educational Resources Information Center

Leh, Jayne

2011-01-01

Substantial evidence indicates that teacher-delivered schema-based instruction (SBI) facilitates significant increases in mathematics word problem solving (WPS) skills for diverse students; however research is unclear whether technology affordances facilitate superior gains in computer-mediated (CM) instruction in mathematics WPS when compared to…

Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties?

ERIC Educational Resources Information Center

Swanson, H. Lee

2014-01-01

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

Experimental Intervention Studies on Word Problem Solving and Math Disabilities: A Selective Analysis of the Literature

ERIC Educational Resources Information Center

Zheng, Xinhua; Flynn, Lindsay J.; Swanson, H. Lee

2013-01-01

This article provides a quantitative synthesis of the published literature on word problem solving intervention studies for children with math disabilities (MD). Seven group and eight single-subject design studies met inclusion criteria. Mean effect sizes ("ES"s) for solution accuracy for group design studies were 0.95 (SE = 0.19) for…

From Addition to Multiplication ... and Back: The Development of Students' Additive and Multiplicative Reasoning Skills

ERIC Educational Resources Information Center

Van Dooren, Wim; De Bock, Dirk; Verschaffel, Lieven

2010-01-01

This study builds on two lines of research that have so far developed largely separately: the use of additive methods to solve proportional word problems and the use of proportional methods to solve additive word problems. We investigated the development with age of both kinds of erroneous solution methods. We gave a test containing missing-value…

The Effects of Cognitive Style and Piagetian Logical Reasoning on Solving a Propositional Relation Algebra Word Problem.

ERIC Educational Resources Information Center

Nasser, Ramzi; Carifio, James

The purpose of this study was to find out whether students perform differently on algebra word problems that have certain key context features and entail proportional reasoning, relative to their level of logical reasoning and their degree of field dependence/independence. Field-independent students tend to restructure and break stimuli into parts…

Regressive Imagery in Creative Problem-Solving: Comparing Verbal Protocols of Expert and Novice Visual Artists and Computer Programmers

ERIC Educational Resources Information Center

Kozbelt, Aaron; Dexter, Scott; Dolese, Melissa; Meredith, Daniel; Ostrofsky, Justin

2015-01-01

We applied computer-based text analyses of regressive imagery to verbal protocols of individuals engaged in creative problem-solving in two domains: visual art (23 experts, 23 novices) and computer programming (14 experts, 14 novices). Percentages of words involving primary process and secondary process thought, plus emotion-related words, were…

The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D.

2016-01-01

The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…

Effectiveness of Mathematical Word Problem Solving Interventions for Students with Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

ERIC Educational Resources Information Center

Lein, Amy E.

2016-01-01

This meta-analysis synthesized the findings from 23 published and five unpublished experimental or quasi-experimental group design studies on word problem-solving instruction for K-12 students with learning disabilities (LD) and mathematics difficulties (MD). A secondary purpose of this meta-analysis was to analyze the relation between treatment…

Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial

PubMed Central

Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.; Zumeta, Rebecca O.

2009-01-01

The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students’ math difficulty status (mathematics difficulty alone vs. mathematics plus reading difficulty), to explore transfer from number combination (NC) remediation, and to examine the transportability of the tutoring protocols. At 2 sites, 133 students were stratified on mathematics difficulty status and site and then randomly assigned to 3 conditions: control (no tutoring), tutoring on automatic retrieval of NCs (i.e., Math Flash), or tutoring on word problems with attention to the foundational skills of NCs, procedural calculations, and algebra (i.e., Pirate Math). Tutoring occurred for 16 weeks, 3 sessions per week and 20–30 min per session. Math Flash enhanced fluency with NCs with transfer to procedural computation but without transfer to algebra or word problems. Pirate Math enhanced word problem skill as well as fluency with NCs, procedural computation, and algebra. Tutoring was not differentially efficacious as a function of students’ mathematics difficulty status. The tutoring protocols proved transportable across sites. PMID:19865600

Real-time multiplicity counter

DOEpatents

Rowland, Mark S [Alamo, CA; Alvarez, Raymond A [Berkeley, CA

2010-07-13

A neutron multi-detector array feeds pulses in parallel to individual inputs that are tied to individual bits in a digital word. Data is collected by loading a word at the individual bit level in parallel. The word is read at regular intervals, all bits simultaneously, to minimize latency. The electronics then pass the word to a number of storage locations for subsequent processing, thereby removing the front-end problem of pulse pileup.

Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status

ERIC Educational Resources Information Center

Schumacher, Robin F.; Malone, Amelia S.

2017-01-01

The goal of the present study was to describe fraction-calculation errors among 4th-grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (horizontal vs. vertical), or mathematics-achievement status (low- vs. average- vs. high-achieving). We…

Supporting First Grade Students Learning Number Facts up to 10 Using a Parrot Game

ERIC Educational Resources Information Center

Putra, Zetra Hainul; Darmawijoyo; Putri, Ratu Ilma Indra; den Hertog, Jaap

2011-01-01

Knowing number facts up to 10 become crucial if we want students to solve addition and subtraction problems using more abbreviated strategies. Otherwise, students will keep counting one-by-one until they get an answer. One of important number facts is number pairs that make ten because it is an important "benchmark" that students will…

Teaching Money Computation Skills to High School Students with Mild Intellectual Disabilities via the TouchMath[C] Program: A Multi-Sensory Approach

ERIC Educational Resources Information Center

Waters, Hugh E.; Boon, Richard T.

2011-01-01

This study investigated the effects of the TouchMath[C] program (Bullock, Pierce,&McClellan, 1989) to teach students with mild intellectual disabilities to subtract 3-digit money computational problems with regrouping. Three students with mild intellectual disabilities in high school received instruction in a special education mathematics…

A rational interpolation method to compute frequency response

NASA Technical Reports Server (NTRS)

Kenney, Charles; Stubberud, Stephen; Laub, Alan J.

1993-01-01

A rational interpolation method for approximating a frequency response is presented. The method is based on a product formulation of finite differences, thereby avoiding the numerical problems incurred by near-equal-valued subtraction. Also, resonant pole and zero cancellation schemes are developed that increase the accuracy and efficiency of the interpolation method. Selection techniques of interpolation points are also discussed.

The Differential Effects of Two Self-Managed Math Instruction Procedures: Cover, Copy, and Compare versus Copy, Cover, and Compare

ERIC Educational Resources Information Center

Grafman, Joel M.; Cates, Gary L.

2010-01-01

This study compared the fluency and error rates produced when using the Cover, Copy, and Compare (CCC) and a modified CCC procedure (MCCC) called Copy, Cover, and Compare to complete subtraction math problems. Two second-grade classrooms consisting of 47 total students participated in the study. The following items were administered to…

A design study to develop young children's understanding of multiplication and division

NASA Astrophysics Data System (ADS)

Bicknell, Brenda; Young-Loveridge, Jenny; Nguyen, Nhung

2016-12-01

This design study investigated the use of multiplication and division problems to help 5-year-old children develop an early understanding of multiplication and division. One teacher and her class of 15 5-year-old children were involved in a collaborative partnership with the researchers. The design study was conducted over two 4-week periods in May-June and October-November. The focus in this article is on three key aspects of classroom teaching: instructional tasks, the use of representations, and discourse, including the mathematics register. Results from selected pre- and post-assessment tasks within a diagnostic interview showed that there were improvements in addition and subtraction as well as multiplication and division, even though the teaching had used multiplication and division problems. Students made progress on all four operational domains, with effect sizes ranging from approximately two thirds of a standard deviation to 2 standard deviations. Most of the improvement in students' number strategies was in moving from `counting all' to `counting on' and `skip counting'. The findings challenge the idea that learning experiences in addition and subtraction should precede those in multiplication and division as suggested in some curriculum documents.

Arabic word recognizer for mobile applications

NASA Astrophysics Data System (ADS)

Khanna, Nitin; Abdollahian, Golnaz; Brame, Ben; Boutin, Mireille; Delp, Edward J.

2011-03-01

When traveling in a region where the local language is not written using a "Roman alphabet," translating written text (e.g., documents, road signs, or placards) is a particularly difficult problem since the text cannot be easily entered into a translation device or searched using a dictionary. To address this problem, we are developing the "Rosetta Phone," a handheld device (e.g., PDA or mobile telephone) capable of acquiring an image of the text, locating the region (word) of interest within the image, and producing both an audio and a visual English interpretation of the text. This paper presents a system targeted for interpreting words written in Arabic script. The goal of this work is to develop an autonomous, segmentation-free Arabic phrase recognizer, with computational complexity low enough to deploy on a mobile device. A prototype of the proposed system has been deployed on an iPhone with a suitable user interface. The system was tested on a number of noisy images, in addition to the images acquired from the iPhone's camera. It identifies Arabic words or phrases by extracting appropriate features and assigning "codewords" to each word or phrase. On a dictionary of 5,000 words, the system uniquely mapped (word-image to codeword) 99.9% of the words. The system has a 82% recognition accuracy on images of words captured using the iPhone's built-in camera.

Word-Finding Abilities in Language-Impaired Children: ASHA Monographs Number 25.

ERIC Educational Resources Information Center

Kail, Robert; Leonard, Laurence B.

Four samples of language-impaired and control children (N=233, ages from 4 to 14) participated in seven experiments to determine the specific conditions under which retrieval deficits play a role in language-impaired children's word finding problems. Experiments 1-5 dealt with recall, retrieval, and similarity judgments of words presented…

One Language, Two Number-Word Systems and Many Problems: Numerical Cognition in the Czech Language

ERIC Educational Resources Information Center

Pixner, S.; Zuber, J.; Hermanova, V.; Kaufmann, L.; Nuerk, H.-C.; Moeller, K.

2011-01-01

Comparing numerical performance between different languages does not only mean comparing different number-word systems, but also implies a comparison of differences regarding culture or educational systems. The Czech language provides the remarkable opportunity to disentangle this confound as there exist two different number-word systems within…

Technology and the Oops! Effect: Finding a Bias against Word Processing.

ERIC Educational Resources Information Center

Roblyer, M. D.

1997-01-01

Introduced to aid writing, word processing can cause unexpected problems for those who use it. Describes four studies in which raters gave word-processed essays consistently lower scores than handwritten essays. Reasons for the discrepancies were higher expectations for typed essays, ease of spotting text errors in typed text, and more difficulty…

Complex Word Reading in Dutch Deaf Children and Adults

ERIC Educational Resources Information Center

van Hoogmoed, Anne H.; Knoors, Harry; Schreuder, Robert; Verhoeven, Ludo

2013-01-01

Children who are deaf are often delayed in reading comprehension. This delay could be due to problems in morphological processing during word reading. In this study, we investigated whether 6th grade deaf children and adults are delayed in comparison to their hearing peers in reading complex derivational words and compounds compared to…

Investigation of a New Intervention for Children with Word-Finding Problems

ERIC Educational Resources Information Center

Best, Wendy

2005-01-01

Background: Around one-quarter of children attending language support services have difficulty in retrieving words. Therapy studies with such children have shown that both semantic and phonological techniques can improve word finding. A new approach to intervention is described using a computerized aid that converts letters into sound cues. Aims:…

Notes on some experiments on the application of subtractive compensation to USGS seismic magnetic tape recording and playback systems

USGS Publications Warehouse

Eaton, Jerry P.

1975-01-01

The purpose of these experiments is to lay the groundwork for the implementation of subtractive compensation of the USGS seismic network tape playbacks utilizing the Develco model 6203 discriminators at a x1 playback speed. Although the Develco discriminators were designed for this application and a matching Develco compensation discriminator was purchased, effective use of this system for subtractive compensation has been blocked by the inadequate (frequency dependent) matching of the phase of the compensation signal to that of the data signal at the point compensation is carried out in the data discriminators. John Van Schaack has ameliorated the phase mismatch problem by an empirical alteration of the compensation discriminator input bandpass filter. We have selected a set (of eight) Develco discriminators and adjusted their compensation signal input levels to minimize spurious signals (noise) originating from tape speed irregularities. The sensitivity of the data discriminators was adjusted so that deviations of +125 Hz and -125 Hz produced output signals of +2.00 volts and -2.00 volts, respectively. The eight data discriminators are driven by a multiplex signal on a single tape track (subcarriers 680, 1020, 1360, 1700, 2040, 2380, 2720, and 3060 Hz). The Develco-supplied compensation discriminator requires an unmodulated 3125 Hz signal on a separate tape track.

Normative data for Chinese compound remote associate problems.

PubMed

Wu, Ching-Lin; Chen, Hsueh-Chih

2017-12-01

The Remote Associates Test (RAT) is a well-known measure of creativity, with each item on the RAT is composed of three unrelated stimulus words. The participant's task is to find an answer in the form of a word that could combine with each of the stimulus words, thus forming three new actual nouns. Researchers have modified the RAT to develop compound remote associate problems that emphasize combining vocabulary to form compound words. In the field of creativity research for Mandarin speakers, the Chinese RAT has been widely applied for over 10 years. The original RAT, compound remote associate problems, and Chinese RAT have various common advantages, such as being convenient to use and having objective scoring; additionally, the development of items for certain tests is easy and satisfies the requirements of psychological assessments in terms of the quantity of items. Currently, many language editions of the RAT and compound remote associate problems already exist. In particular, the English and Italian versions of these tests already have derived normative data. Because approximately 20% of the world's population are native Mandarin speakers, and because increasing numbers of people are choosing Mandarin as a second language, the need to increase Mandarin-language resources is growing; however, normative data for the Chinese RAT still do not exist. To address this issue, in the present study we developed Chinese compound remote associate problems and analyzed the passing rates by items, problem solving times, and various normative data, using the responses of 253 subjects in three experiments.

Linguistic Challenges in the Mathematical Register for EFL Learners: Linguistic and Multimodal Strategies to Help Learners Tackle Mathematics Word Problems

ERIC Educational Resources Information Center

Chan, Simon

2015-01-01

In learning mathematics through English, one of the major challenges facing English as a Foreign Language (EFL) learners is understanding the language used to present word problems in mathematics texts. Without comprehending such language, learners are not able to carry out the targeted calculations no matter how familiar they are with the…

"I like It Instead of Maths": How Pupils with Moderate Learning Difficulties in Scottish Primary Special Schools Intuitively Solved Mathematical Word Problems

ERIC Educational Resources Information Center

Moscardini, Lio

2010-01-01

This study by Lio Moscardini of the University of Strathclyde shows how a group of 24 children in three Scottish primary schools for pupils with moderate learning difficulties responded to word problems following their teachers' introduction to the principles of Cognitively Guided Instruction (CGI). CGI is a professional development programme in…

Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Malone, Amelia S.; Wang, Amber; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Changas, Paul

2016-01-01

The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention delivered as part of the larger program. At-risk 4th graders (n = 213) were randomly assigned at the individual…

Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions

ERIC Educational Resources Information Center

Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Malone, Amelia S.; Wang, Amber; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Changas, Paul

2016-01-01

The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention. At-risk fourth graders (n = 213) were randomly assigned to the school's business-as-usual program, or one of two…

An Evaluation of Curriculum-Based Measurement of Mathematics Word Problem--Solving Measures for Monitoring Third-Grade Students' Mathematics Competence

ERIC Educational Resources Information Center

Leh, Jayne M.; Jitendra, Asha K.; Caskie, Grace I. L.; Griffin, Cynthia C.

2007-01-01

The purpose of this study was to examine the tenability of a curriculum-based mathematical word problem-solving (WPS) measure as a progress-monitoring tool to index students' rate of growth or slope of achievement over time. Participants consisted of 58 third-grade students, who were assessed repeatedly over 16 school weeks. Students were measured…

Achievement of First-, Second-, and Third-Grade Students on Multiplication and Division Word Problems in Two Different Solution Environments.

ERIC Educational Resources Information Center

O'Brien, Aileen; Cabral, Sheryl Ann

This is a project in an emerging line of research investigating children's informed knowledge of mathematics questions. The purpose of this study was to analyze the ability of students who had not received multiplication or division instruction to solve multiplication and division word problems. The study consisted of videotaped interviews with 89…

Subtractive Leadership

ERIC Educational Resources Information Center

Larwin, K. H.; Thomas, Eugene M.; Larwin, David A.

2015-01-01

This paper introduces a new term and concept to the leadership discourse: Subtractive Leadership. As an extension of the distributive leadership model, the notion of subtractive leadership refers to a leadership style that detracts from organizational culture and productivity. Subtractive leadership fails to embrace and balance the characteristics…

Are middle school mathematics teachers able to solve word problems without using variable?

NASA Astrophysics Data System (ADS)

Gökkurt Özdemir, Burçin; Erdem, Emrullah; Örnek, Tuğba; Soylu, Yasin

2018-01-01

Many people consider problem solving as a complex process in which variables such as x, y are used. Problems may not be solved by only using 'variable.' Problem solving can be rationalized and made easier using practical strategies. When especially the development of children at younger ages is considered, it is obvious that mathematics teachers should solve problems through concrete processes. In this context, middle school mathematics teachers' skills to solve word problems without using variables were examined in the current study. Through the case study method, this study was conducted with 60 middle school mathematics teachers who have different professional experiences in five provinces in Turkey. A test consisting of five open-ended word problems was used as the data collection tool. The content analysis technique was used to analyze the data. As a result of the analysis, it was seen that the most of the teachers used trial-and-error strategy or area model as the solution strategy. On the other hand, the teachers who solved the problems using variables such as x, a, n or symbols such as Δ, □, ○, * and who also felt into error by considering these solutions as without variable were also seen in the study.

Roy-Steiner equations for pion-nucleon scattering

NASA Astrophysics Data System (ADS)

Ditsche, C.; Hoferichter, M.; Kubis, B.; Meißner, U.-G.

2012-06-01

Starting from hyperbolic dispersion relations, we derive a closed system of Roy-Steiner equations for pion-nucleon scattering that respects analyticity, unitarity, and crossing symmetry. We work out analytically all kernel functions and unitarity relations required for the lowest partial waves. In order to suppress the dependence on the high energy regime we also consider once- and twice-subtracted versions of the equations, where we identify the subtraction constants with subthreshold parameters. Assuming Mandelstam analyticity we determine the maximal range of validity of these equations. As a first step towards the solution of the full system we cast the equations for the π π to overline N N partial waves into the form of a Muskhelishvili-Omnès problem with finite matching point, which we solve numerically in the single-channel approximation. We investigate in detail the role of individual contributions to our solutions and discuss some consequences for the spectral functions of the nucleon electromagnetic form factors.

A New Moving Object Detection Method Based on Frame-difference and Background Subtraction

NASA Astrophysics Data System (ADS)

Guo, Jiajia; Wang, Junping; Bai, Ruixue; Zhang, Yao; Li, Yong

2017-09-01

Although many methods of moving object detection have been proposed, moving object extraction is still the core in video surveillance. However, with the complex scene in real world, false detection, missed detection and deficiencies resulting from cavities inside the body still exist. In order to solve the problem of incomplete detection for moving objects, a new moving object detection method combined an improved frame-difference and Gaussian mixture background subtraction is proposed in this paper. To make the moving object detection more complete and accurate, the image repair and morphological processing techniques which are spatial compensations are applied in the proposed method. Experimental results show that our method can effectively eliminate ghosts and noise and fill the cavities of the moving object. Compared to other four moving object detection methods which are GMM, VIBE, frame-difference and a literature's method, the proposed method improve the efficiency and accuracy of the detection.

Entering Freshmen Hindered by Functional Illiteracy.

ERIC Educational Resources Information Center

Sainz, JoAnn; Biggins, Catherine M.

Research has specifically linked dropping out of school to reading disabilities and related problems. Research on reading as a cognitive task has focused on reading as an active process with three questions of concern: (1) How does the learner learn to identify the printed word?; (2) How does he or she discriminate one word from another word?; and…

Boggle Logic Puzzles: Minimal Solutions

ERIC Educational Resources Information Center

Needleman, Jonathan

2013-01-01

Boggle logic puzzles are based on the popular word game Boggle played backwards. Given a list of words, the problem is to recreate the board. We explore these puzzles on a 3 x 3 board and find the minimum number of three-letter words needed to create a puzzle with a unique solution. We conclude with a series of open questions.

Modeling the Contribution of Phonotactic Cues to the Problem of Word Segmentation

ERIC Educational Resources Information Center

Blanchard, Daniel; Heinz, Jeffrey; Golinkoff, Roberta

2010-01-01

How do infants find the words in the speech stream? Computational models help us understand this feat by revealing the advantages and disadvantages of different strategies that infants might use. Here, we outline a computational model of word segmentation that aims both to incorporate cues proposed by language acquisition researchers and to…

An Action Research on Deep Word Processing Strategy Instruction

ERIC Educational Resources Information Center

Zhang, Limei

2010-01-01

For too long a time, how to memorize more words and keep them longer in mind has been a primary and everlasting problem for vocabulary teaching and learning. This study focused on deep processing as a word memorizing strategy in contextualizing, de- and re- contextualizing learning stages. It also examined possible effects of such pedagogy on…

Never Trust Your Word Processor

ERIC Educational Resources Information Center

Linke, Dirk

2009-01-01

In this article, the author talks about the auto correction mode of word processors that leads to a number of problems and describes an example in biochemistry exams that shows how word processors can lead to mistakes in databases and in papers. The author contends that, where this system is applied, spell checking should not be left to a word…

LEARNING SEMANTICS-ENHANCED LANGUAGE MODELS APPLIED TO UNSUEPRVISED WSD

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

VERSPOOR, KARIN; LIN, SHOU-DE

An N-gram language model aims at capturing statistical syntactic word order information from corpora. Although the concept of language models has been applied extensively to handle a variety of NLP problems with reasonable success, the standard model does not incorporate semantic information, and consequently limits its applicability to semantic problems such as word sense disambiguation. We propose a framework that integrates semantic information into the language model schema, allowing a system to exploit both syntactic and semantic information to address NLP problems. Furthermore, acknowledging the limited availability of semantically annotated data, we discuss how the proposed model can be learnedmore » without annotated training examples. Finally, we report on a case study showing how the semantics-enhanced language model can be applied to unsupervised word sense disambiguation with promising results.« less

Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension

PubMed Central

Fuchs, Lynn S.; Gilbert, Jennifer K.; Fuchs, Douglas; Seethaler, Pamela M.; Martin, BrittanyLee N.

2018-01-01

This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A sample of 325 second graders, representing high, average, and low reading and math performance, was assessed on (a) start-of-year TC, WP skill, language, nonlinguistic reasoning, working memory, and foundational skill (word identification, arithmetic) and (b) year-end WP solving, WP-language processing (understanding WP statements, without calculation demands), and calculations. Multivariate, multilevel path analysis, accounting for classroom and school effects, indicated that TC was a significant and comparably strong predictor of all outcomes. Start-of-year language was a significantly stronger predictor of both year-end WP outcomes than of calculations, whereas start-of-year arithmetic was a significantly stronger predictor of calculations than of either WP measure. Implications are discussed in terms of WP solving as a form of TC and a theoretically coordinated approach, focused on language, for addressing TC and WP-solving instruction. PMID:29643723

Mathematical abilities in dyslexic children: a diffusion tensor imaging study.

PubMed

Koerte, Inga K; Willems, Anna; Muehlmann, Marc; Moll, Kristina; Cornell, Sonia; Pixner, Silvia; Steffinger, Denise; Keeser, Daniel; Heinen, Florian; Kubicki, Marek; Shenton, Martha E; Ertl-Wagner, Birgit; Schulte-Körne, Gerd

2016-09-01

Dyslexia is characterized by a deficit in language processing which mainly affects word decoding and spelling skills. In addition, children with dyslexia also show problems in mathematics. However, for the latter, the underlying structural correlates have not been investigated. Sixteen children with dyslexia (mean age 9.8 years [0.39]) and 24 typically developing children (mean age 9.9 years [0.29]) group matched for age, gender, IQ, and handedness underwent 3 T MR diffusion tensor imaging as well as cognitive testing. Tract-Based Spatial Statistics were performed to correlate behavioral data with diffusion data. Children with dyslexia performed worse than controls in standardized verbal number tasks, such as arithmetic efficiency tests (addition, subtraction, multiplication, division). In contrast, the two groups did not differ in the nonverbal number line task. Arithmetic efficiency, representing the total score of the four arithmetic tasks, multiplication, and division, correlated with diffusion measures in widespread areas of the white matter, including bilateral superior and inferior longitudinal fasciculi in children with dyslexia compared to controls. Children with dyslexia demonstrated lower performance in verbal number tasks but performed similarly to controls in a nonverbal number task. Further, an association between verbal arithmetic efficiency and diffusion measures was demonstrated in widespread areas of the white matter suggesting compensatory mechanisms in children with dyslexia compared to controls. Taken together, poor fact retrieval in children with dyslexia is likely a consequence of deficits in the language system, which not only affects literacy skills but also impacts on arithmetic skills.

Combined subtraction hybridization and polymerase chain reaction amplification procedure for isolation of strain-specific Rhizobium DNA sequences.

PubMed Central

Bjourson, A J; Stone, C E; Cooper, J E

1992-01-01

A novel subtraction hybridization procedure, incorporating a combination of four separation strategies, was developed to isolate unique DNA sequences from a strain of Rhizobium leguminosarum bv. trifolii. Sau3A-digested DNA from this strain, i.e., the probe strain, was ligated to a linker and hybridized in solution with an excess of pooled subtracter DNA from seven other strains of the same biovar which had been restricted, ligated to a different, biotinylated, subtracter-specific linker, and amplified by polymerase chain reaction to incorporate dUTP. Subtracter DNA and subtracter-probe hybrids were removed by phenol-chloroform extraction of a streptavidin-biotin-DNA complex. NENSORB chromatography of the sequences remaining in the aqueous layer captured biotinylated subtracter DNA which may have escaped removal by phenol-chloroform treatment. Any traces of contaminating subtracter DNA were removed by digestion with uracil DNA glycosylase. Finally, remaining sequences were amplified by polymerase chain reaction with a probe strain-specific primer, labelled with 32P, and tested for specificity in dot blot hybridizations against total genomic target DNA from each strain in the subtracter pool. Two rounds of subtraction-amplification were sufficient to remove cross-hybridizing sequences and to give a probe which hybridized only with homologous target DNA. The method is applicable to the isolation of DNA and RNA sequences from both procaryotic and eucaryotic cells. Images PMID:1637166

Mental Calculation Strategies of a Student Attending a Special School for the Intellectually Disabled

ERIC Educational Resources Information Center

Rumiati, Rumi; Wright, Robert J.

2014-01-01

Pat was a 19-year-old attending a Special School for the Intellectually Disabled in Indonesia. She was interviewed by the first author regarding her mental calculation strategies when solving 1- and 2-digit addition and subtraction problems. Results indicate that she was able to see ten as a unit composed of ten ones and was facile in using…

Neurophysiological evidence for the interplay of speech segmentation and word-referent mapping during novel word learning.

PubMed

François, Clément; Cunillera, Toni; Garcia, Enara; Laine, Matti; Rodriguez-Fornells, Antoni

2017-04-01

Learning a new language requires the identification of word units from continuous speech (the speech segmentation problem) and mapping them onto conceptual representation (the word to world mapping problem). Recent behavioral studies have revealed that the statistical properties found within and across modalities can serve as cues for both processes. However, segmentation and mapping have been largely studied separately, and thus it remains unclear whether both processes can be accomplished at the same time and if they share common neurophysiological features. To address this question, we recorded EEG of 20 adult participants during both an audio alone speech segmentation task and an audiovisual word-to-picture association task. The participants were tested for both the implicit detection of online mismatches (structural auditory and visual semantic violations) as well as for the explicit recognition of words and word-to-picture associations. The ERP results from the learning phase revealed a delayed learning-related fronto-central negativity (FN400) in the audiovisual condition compared to the audio alone condition. Interestingly, while online structural auditory violations elicited clear MMN/N200 components in the audio alone condition, visual-semantic violations induced meaning-related N400 modulations in the audiovisual condition. The present results support the idea that speech segmentation and meaning mapping can take place in parallel and act in synergy to enhance novel word learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

Arithmetic learning with the use of graphic organiser

NASA Astrophysics Data System (ADS)

Sai, F. L.; Shahrill, M.; Tan, A.; Han, S. H.

2018-01-01

For this study, Zollman’s four corners-and-a-diamond mathematics graphic organiser embedded with Polya’s Problem Solving Model was used to investigate secondary school students’ performance in arithmetic word problems. This instructional learning tool was used to help students break down the given information into smaller units for better strategic planning. The participants were Year 7 students, comprised of 21 male and 20 female students, aged between 11-13 years old, from a co-ed secondary school in Brunei Darussalam. This study mainly adopted a quantitative approach to investigate the types of differences found in the arithmetic word problem pre- and post-tests results from the use of the learning tool. Although the findings revealed slight improvements in the overall comparisons of the students’ test results, the in-depth analysis of the students’ responses in their activity worksheets shows a different outcome. Some students were able to make good attempts in breaking down the key points into smaller information in order to solve the word problems.

Strategy Choice in Solving Arithmetic Word Problems: Are There Differences between Students with Learning Disabilities, G-V Poor Performance, and Typical Achievement Students?

ERIC Educational Resources Information Center

Gonzalez, Juan E. Jimenez; Espinel, Ana Isabel Garcia

2002-01-01

A study was designed to test whether there are differences between Spanish children (ages 7-9) with arithmetic learning disabilities (n=60), garden-variety (G-V) poor performance (n=44), and typical children (n=44) in strategy choice when solving arithmetic word problems. No significant differences were found between children with dyscalculia and…

Using Psychometric Technology in Educational Assessment: The Case of a Schema-Based Isomorphic Approach to the Automatic Generation of Quantitative Reasoning Items

ERIC Educational Resources Information Center

Arendasy, Martin; Sommer, Markus

2007-01-01

This article deals with the investigation of the psychometric quality and constructs validity of algebra word problems generated by means of a schema-based version of the automatic min-max approach. Based on review of the research literature in algebra word problem solving and automatic item generation this new approach is introduced as a…

Experiments in automatic word class and word sense identification for information retrieval

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

Gauch, S.; Futrelle, R.P.

Automatic identification of related words and automatic detection of word senses are two long-standing goals of researchers in natural language processing. Word class information and word sense identification may enhance the performance of information retrieval system4ms. Large online corpora and increased computational capabilities make new techniques based on corpus linguisitics feasible. Corpus-based analysis is especially needed for corpora from specialized fields for which no electronic dictionaries or thesauri exist. The methods described here use a combination of mutual information and word context to establish word similarities. Then, unsupervised classification is done using clustering in the word space, identifying word classesmore » without pretagging. We also describe an extension of the method to handle the difficult problems of disambiguation and of determining part-of-speech and semantic information for low-frequency words. The method is powerful enough to produce high-quality results on a small corpus of 200,000 words from abstracts in a field of molecular biology.« less

A subtraction scheme for computing QCD jet cross sections at NNLO: integrating the subtraction terms I

NASA Astrophysics Data System (ADS)

Somogyi, Gábor; Trócsányi, Zoltán

2008-08-01

In previous articles we outlined a subtraction scheme for regularizing doubly-real emission and real-virtual emission in next-to-next-to-leading order (NNLO) calculations of jet cross sections in electron-positron annihilation. In order to find the NNLO correction these subtraction terms have to be integrated over the factorized unresolved phase space and combined with the two-loop corrections. In this paper we perform the integration of all one-parton unresolved subtraction terms.

Compound Words: A Problem in Post-Coordinate Retrieval Systems

ERIC Educational Resources Information Center

Jones, Kevin P.

1971-01-01

Compound words cause some difficulty in post-coordinate indexing systems: if too many are fractured, or the wrong categories are selected for fracturing noise will be produced at unacceptable levels on retrieval. (Author/MM)

What is Dyslexia? | NIH MedlinePlus the Magazine

MedlinePlus

... words Difficulty understanding text that is read (poor comprehension) Problems with spelling Delayed speech (learning to talk ... of technology. Children with dyslexia may benefit from listening to books on tape or using word-processing ...

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage

PubMed Central

Warren, David E.; Kurczek, Jake; Duff, Melissa C.

2016-01-01

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N=5) and healthy normal comparison participants (N=5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. PMID:27010751

Preschoolers' Understanding of Subtraction-Related Principles

ERIC Educational Resources Information Center

Baroody, Arthur J.; Lai, Meng-lung; Li, Xia; Baroody, Alison E.

2009-01-01

Little research has focused on an informal understanding of subtractive negation (e.g., 3 - 3 = 0) and subtractive identity (e.g., 3 - 0 = 3). Previous research indicates that preschoolers may have a fragile (i.e., unreliable or localized) understanding of the addition-subtraction inverse principle (e.g., 2 + 1 - 1 = 2). Recognition of a small…

[Construction of forward and reverse subtracted cDNA libraries between muscle tissue of Meishan and Landrace pigs].

PubMed

Xu, De-Quan; Zhang, Yi-Bing; Xiong, Yuan-Zhu; Gui, Jian-Fang; Jiang, Si-Wen; Su, Yu-Hong

2003-07-01

Using suppression subtractive hybridization (SSH) technique, forward and reverse subtracted cDNA libraries were constructed between Longissimus muscles from Meishan and Landrace pigs. A housekeeping gene, G3PDH, was used to estimate the efficiency of subtractive cDNA. In two cDNA libraries, G3PDH was subtracted very efficiently at appropriate 2(10) and 2(5) folds, respectively, indicating that some differentially expressed genes were also enriched at the same folds and the two subtractive cDNA libraries were very successful. A total of 709 and 673 positive clones were isolated from forward and reverse subtracted cDNA libraries, respectively. Analysis of PCR showed that most of all plasmids in the clones contained 150-750 bp inserts. The construction of subtractive cDNA libraries between muscle tissue from different pig breeds laid solid foundations for isolating and identifying the genes determining muscle growth and meat quality, which will be important to understand the mechanism of muscle growth, determination of meat quality and practice of molecular breeding.

A Case Study of a Reluctant Word Processor: A Look at One Student in a Word Processing Classroom.

ERIC Educational Resources Information Center

Sloane, Sarah

A case study examined the writing problems of Jay, a freshman composition student at the University of Massachusetts, to determine how teachers should handle students whose composing styles are not suited to writing with word processors. Interviews, classroom observation, and careful analyses of Jay's essays in progress and logsheets were…

Teaching Word Stress to Turkish EFL (English as a Foreign Language) Learners through Internet-Based Video Lessons

ERIC Educational Resources Information Center

Hismanoglu, Murat

2012-01-01

The purpose of this study is to elicit problem causing word stress patterns for Turkish EFL (English as a foreign language) learners and investigate whether Internet-based pronunciation lesson is superior to traditional pronunciation lesson in terms of enhancing Turkish EFL learners' accurate production of stressed syllables in English words. A…

Words and Pictures: An Electrophysiological Investigation of Domain Specific Processing in Native Chinese and English Speakers

ERIC Educational Resources Information Center

Yum, Yen Na; Holcomb, Phillip J.; Grainger, Jonathan

2011-01-01

Comparisons of word and picture processing using event-related potentials (ERPs) are contaminated by gross physical differences between the two types of stimuli. In the present study, we tackle this problem by comparing picture processing with word processing in an alphabetic and a logographic script, that are also characterized by gross physical…

Word Class Distinctions in Second Language Acquisition: An Experimental Study of L2 Spanish

ERIC Educational Resources Information Center

Zyzik, Eve; Azevedo, Clara

2009-01-01

Although the problem of word class has been explored in numerous first language studies, relatively little is known about this process in SLA. The present study measures second language (L2) learners' knowledge of word class distinctions (e.g., noun vs. adjective) in a variety of syntactic contexts. English-speaking learners of Spanish from…

Thinking can cause forgetting: memory dynamics in creative problem solving.

PubMed

Storm, Benjamin C; Angello, Genna; Bjork, Elizabeth Ligon

2011-09-01

Research on retrieval-induced forgetting has shown that retrieval can cause the forgetting of related or competing items in memory (Anderson, Bjork, & Bjork, 1994). In the present research, we examined whether an analogous phenomenon occurs in the context of creative problem solving. Using the Remote Associates Test (RAT; Mednick, 1962), we found that attempting to generate a novel common associate to 3 cue words caused the forgetting of other strong associates related to those cue words. This problem-solving-induced forgetting effect occurred even when participants failed to generate a viable solution, increased in magnitude when participants spent additional time problem solving, and was positively correlated with problem-solving success on a separate set of RAT problems. These results implicate a role for forgetting in overcoming fixation in creative problem solving. (c) 2011 APA, all rights reserved.

Fundamentals of the Design and the Operation of an Intelligent Tutoring System for the Learning of the Arithmetical and Algebraic Way of Solving Word Problems

ERIC Educational Resources Information Center

Arnau, David; Arevalillo-Herraez, Miguel; Puig, Luis; Gonzalez-Calero, Jose Antonio

2013-01-01

Designers of interactive learning environments with a focus on word problem solving usually have to compromise between the amount of resolution paths that a user is allowed to follow and the quality of the feedback provided. We have built an intelligent tutoring system (ITS) that is able to both track the user's actions and provide adequate…

Identifying Children in Middle Childhood Who Are at Risk for Reading Problems.

PubMed

Speece, Deborah L; Ritchey, Kristen D; Silverman, Rebecca; Schatschneider, Christopher; Walker, Caroline Y; Andrusik, Katryna N

2010-06-01

The purpose of this study was to identify and evaluate a universal screening battery for reading that is appropriate for older elementary students in a response to intervention model. Multiple measures of reading and reading correlates were administered to 230 fourth-grade children. Teachers rated children's reading skills, academic competence, and attention. Children were classified as not-at-risk or at-risk readers based on a three-factor model reflecting reading comprehension, word recognition/decoding, and word fluency. Predictors of reading status included group-administered tests of reading comprehension, silent word reading fluency, and teacher ratings of reading problems. Inclusion of individually administered tests and growth estimates did not add substantial variance. The receiver-operator characteristic curve analysis yielded an area under the curve index of 0.90, suggesting this model may both accurately and efficiently screen older elementary students with reading problems.

On the Difference Between Additive and Subtractive QM/MM Calculations

PubMed Central

Cao, Lili; Ryde, Ulf

2018-01-01

The combined quantum mechanical (QM) and molecular mechanical (MM) approach (QM/MM) is a popular method to study reactions in biochemical macromolecules. Even if the general procedure of using QM for a small, but interesting part of the system and MM for the rest is common to all approaches, the details of the implementations vary extensively, especially the treatment of the interface between the two systems. For example, QM/MM can use either additive or subtractive schemes, of which the former is often said to be preferable, although the two schemes are often mixed up with mechanical and electrostatic embedding. In this article, we clarify the similarities and differences of the two approaches. We show that inherently, the two approaches should be identical and in practice require the same sets of parameters. However, the subtractive scheme provides an opportunity to correct errors introduced by the truncation of the QM system, i.e., the link atoms, but such corrections require additional MM parameters for the QM system. We describe and test three types of link-atom correction, viz. for van der Waals, electrostatic, and bonded interactions. The calculations show that electrostatic and bonded link-atom corrections often give rise to problems in the geometries and energies. The van der Waals link-atom corrections are quite small and give results similar to a pure additive QM/MM scheme. Therefore, both approaches can be recommended. PMID:29666794

On the difference between additive and subtractive QM/MM calculations

NASA Astrophysics Data System (ADS)

Cao, Lili; Ryde, Ulf

2018-04-01

The combined quantum mechanical (QM) and molecular mechanical (MM) approach (QM/MM) is a popular method to study reactions in biochemical macromolecules. Even if the general procedure of using QM for a small, but interesting part of the system and MM for the rest is common to all approaches, the details of the implementations vary extensively, especially the treatment of the interface between the two systems. For example, QM/MM can use either additive or subtractive schemes, of which the former is often said to be preferable, although the two schemes are often mixed up with mechanical and electrostatic embedding. In this article, we clarify the similarities and differences of the two approaches. We show that inherently, the two approaches should be identical and in practice require the same sets of parameters. However, the subtractive scheme provides an opportunity to correct errors introduced by the truncation of the QM system, i.e. the link atoms, but such corrections require additional MM parameters for the QM system. We describe and test three types of link-atom correction, viz. for van der Waals, electrostatic and bonded interactions. The calculations show that electrostatic and bonded link-atom corrections often give rise to problems in the geometries and energies. The van der Waals link-atom corrections are quite small and give results similar to a pure additive QM/MM scheme. Therefore, both approaches can be recommended.

Digital subtraction dark-lumen MR colonography: initial experience.

PubMed

Ajaj, Waleed; Veit, Patrick; Kuehle, Christiane; Joekel, Michaela; Lauenstein, Thomas C; Herborn, Christoph U

2005-06-01

To evaluate image subtraction for the detection of colonic pathologies in a dark-lumen MR colonography exam. A total of 20 patients (12 males; 8 females; mean 51.4 years of age) underwent MR colonography after standard cleansing and a rectal water enema on a 1.5-T whole-body MR system. After suppression of peristaltic motion, native and Gd-contrast-enhanced three-dimensional T1-w gradient echo images were acquired in the coronal plane. Two radiologists analyzed the MR data sets in consensus on two separate occasions, with and without the subtracted images for lesion detection, and assessed the value of the subtracted data set on a five-point Likert scale (1=very helpful to 5=very unhelpful). All imaging results were compared with endoscopy. Without subtracted images, MR-colonography detected a total of five polyps, two inflammatory lesions, and one carcinoma in eight patients, which were all verified by endoscopy. Using subtraction, an additional polyp was found, and readout time was significantly shorter (6:41 vs. 7:39 minutes; P<0.05). In two patients, endoscopy detected a flat adenoma and a polyp (0.4 cm) that were missed in the MR exam. Sensitivity and specificity without subtraction were 0.67/1.0, and 0.76/1.0 with the subtracted images, respectively. Subtraction was assessed as helpful in all exams (mean value 1.8+/-0.5; Likert scale). We consider subtraction of native from contrast-enhanced dark-lumen MR colonography data sets as a beneficial supplement to the exam. Copyright (c) 2005 Wiley-Liss, Inc.

PCM synchronization by word stuffing

NASA Technical Reports Server (NTRS)

Butman, S.

1969-01-01

When a transmitted word, consisting of a number of pulses, is detected and removed from the data stream, the space left by the removal is eliminated by a memory buffer. This eliminates the need for a clock synchronizer thereby removing instability problems.

New subtraction algorithms for evaluation of lesions on dynamic contrast-enhanced MR mammography.

PubMed

Choi, Byung Gil; Kim, Hak Hee; Kim, Euy Neyng; Kim, Bum-soo; Han, Ji-Youn; Yoo, Seung-Schik; Park, Seog Hee

2002-12-01

We report new subtraction algorithms for the detection of lesions in dynamic contrast-enhanced MR mammography(CE MRM). Twenty-five patients with suspicious breast lesions underwent dynamic CE MRM using 3D fast low-angle shot. After the acquisition of the T1-weighted scout images, dynamic images were acquired six times after the bolus injection of contrast media. Serial subtractions, step-by-step subtractions, and reverse subtractions, were performed. Two radiologists attempted to differentiate benign from malignant lesion in consensus. The sensitivity, specificity, and accuracy of the method leading to the differentiation of malignant tumor from benign lesions were 85.7, 100, and 96%, respectively. Subtraction images allowed for better visualization of the enhancement as well as its temporal pattern than visual inspection of dynamic images alone. Our findings suggest that the new subtraction algorithm is adequate for screening malignant breast lesions and can potentially replace the time-intensity profile analysis on user-selected regions of interest.

What Are the Symptoms of Learning Disabilities?

MedlinePlus

... Difficulty with reading and/or writing Problems with math skills Difficulty remembering Problems paying attention Trouble following ... numbers. Other symptoms may include 7 : Difficulty with math-related word problems Trouble making change in cash ...

Word problems: a review of linguistic and numerical factors contributing to their difficulty

PubMed Central

Daroczy, Gabriella; Wolska, Magdalena; Meurers, Walt Detmar; Nuerk, Hans-Christoph

2015-01-01

Word problems (WPs) belong to the most difficult and complex problem types that pupils encounter during their elementary-level mathematical development. In the classroom setting, they are often viewed as merely arithmetic tasks; however, recent research shows that a number of linguistic verbal components not directly related to arithmetic contribute greatly to their difficulty. In this review, we will distinguish three components of WP difficulty: (i) the linguistic complexity of the problem text itself, (ii) the numerical complexity of the arithmetic problem, and (iii) the relation between the linguistic and numerical complexity of a problem. We will discuss the impact of each of these factors on WP difficulty and motivate the need for a high degree of control in stimuli design for experiments that manipulate WP difficulty for a given age group. PMID:25883575

Reduced attentional blink for gambling-related stimuli in problem gamblers.

PubMed

Brevers, Damien; Cleeremans, Axel; Tibboel, Helen; Bechara, Antoine; Kornreich, Charles; Verbanck, Paul; Noël, Xavier

2011-09-01

Although there is considerable information concerning the attentional biases in psychoactive substance use and misuse, much less is known about the contribution of attentional processing in problem gambling. The aim of this study was to examine whether problem gamblers (PrG) exhibit attentional bias at the level of the encoding processing stage. Forty PrG and 35 controls participated in an attentional blink (AB) paradigm in which they were required to identify both gambling and neutral words that appeared in a rapid serial visual presentation. Explicit motivation (e.g., intrinsic/arousal, extrinsic, amotivation) toward the gambling cues was recorded. A diminished AB effect for gambling-related words compared to neutral targets was identified in PrG. In contrast, AB was similar when either gambling-related or neutral words were presented to controls. Furthermore, there was a significant positive correlation between the reduced AB for gambling-related words and the sub-score of intrinsic/arousal motivation to gamble in PrG. Such findings suggest that the PrG group exhibits an enhanced ability to process gambling-related information, which is associated with their desire to gamble for arousal reasons. Theoretical and clinical implications of these results are discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

An improved dark-object subtraction technique for atmospheric scattering correction of multispectral data

USGS Publications Warehouse

Chavez, P.S.

1988-01-01

Digital analysis of remotely sensed data has become an important component of many earth-science studies. These data are often processed through a set of preprocessing or "clean-up" routines that includes a correction for atmospheric scattering, often called haze. Various methods to correct or remove the additive haze component have been developed, including the widely used dark-object subtraction technique. A problem with most of these methods is that the haze values for each spectral band are selected independently. This can create problems because atmospheric scattering is highly wavelength-dependent in the visible part of the electromagnetic spectrum and the scattering values are correlated with each other. Therefore, multispectral data such as from the Landsat Thematic Mapper and Multispectral Scanner must be corrected with haze values that are spectral band dependent. An improved dark-object subtraction technique is demonstrated that allows the user to select a relative atmospheric scattering model to predict the haze values for all the spectral bands from a selected starting band haze value. The improved method normalizes the predicted haze values for the different gain and offset parameters used by the imaging system. Examples of haze value differences between the old and improved methods for Thematic Mapper Bands 1, 2, 3, 4, 5, and 7 are 40.0, 13.0, 12.0, 8.0, 5.0, and 2.0 vs. 40.0, 13.2, 8.9, 4.9, 16.7, and 3.3, respectively, using a relative scattering model of a clear atmosphere. In one Landsat multispectral scanner image the haze value differences for Bands 4, 5, 6, and 7 were 30.0, 50.0, 50.0, and 40.0 for the old method vs. 30.0, 34.4, 43.6, and 6.4 for the new method using a relative scattering model of a hazy atmosphere. ?? 1988.

What relates newspaper, definite, and clothing? An article describing deficits in convergent problem solving and creativity following hippocampal damage.

PubMed

Warren, David E; Kurczek, Jake; Duff, Melissa C

2016-07-01

Creativity relies on a diverse set of cognitive processes associated with distinct neural correlates, and one important aspect of creativity, divergent thinking, has been associated with the hippocampus. However, hippocampal contributions to another important aspect of creativity, convergent problem solving, have not been investigated. We tested the necessity of hippocampus for convergent problem solving using a neuropsychological method. Participants with amnesia due to hippocampal damage (N = 5) and healthy normal comparison participants (N = 5) were tested using a task that promoted solutions based on existing knowledge (Bowden and Jung-Beeman, 2003). During each trial, participants were given a list of three words (e.g., fly, man, place) and asked to respond with a word that could be combined with each of the three words (e.g., fire). The amnesic group produced significantly fewer correct responses than the healthy comparison group. These findings indicate that the hippocampus is necessary for normal convergent problem solving and that changes in the status of the hippocampus should affect convergent problem solving in the context of creative problem-solving across short intervals. This proposed contribution of the hippocampus to convergent problem solving is consistent with an expanded perspective on hippocampal function that acknowledges its role in cognitive processes beyond declarative memory. © 2016 Wiley Periodicals, Inc. © 2016 Wiley Periodicals, Inc.

The research on medical image classification algorithm based on PLSA-BOW model.

PubMed

Cao, C H; Cao, H L

2016-04-29

With the rapid development of modern medical imaging technology, medical image classification has become more important for medical diagnosis and treatment. To solve the existence of polysemous words and synonyms problem, this study combines the word bag model with PLSA (Probabilistic Latent Semantic Analysis) and proposes the PLSA-BOW (Probabilistic Latent Semantic Analysis-Bag of Words) model. In this paper we introduce the bag of words model in text field to image field, and build the model of visual bag of words model. The method enables the word bag model-based classification method to be further improved in accuracy. The experimental results show that the PLSA-BOW model for medical image classification can lead to a more accurate classification.

A comparative study of novel spectrophotometric resolution techniques applied for pharmaceutical mixtures with partially or severely overlapped spectra

NASA Astrophysics Data System (ADS)

Lotfy, Hayam M.; Tawakkol, Shereen M.; Fahmy, Nesma M.; Shehata, Mostafa A.

2015-02-01

Simultaneous determination of mixtures of lidocaine hydrochloride (LH), flucortolone pivalate (FCP), in presence of chlorquinaldol (CQ) without prior separation steps was applied using either successive or progressive resolution techniques. According to the concentration of CQ the extent of overlapping changed so it can be eliminated from the mixture to get the binary mixture of LH and FCP using ratio subtraction method for partially overlapped spectra or constant value via amplitude difference followed by ratio subtraction or constant center followed by spectrum subtraction spectrum subtraction for severely overlapped spectra. Successive ratio subtraction was coupled with extended ratio subtraction, constant multiplication, derivative subtraction coupled constant multiplication, and spectrum subtraction can be applied for the analysis of partially overlapped spectra. On the other hand severely overlapped spectra can be analyzed by constant center and the novel methods namely differential dual wavelength (D1 DWL) for CQ, ratio difference and differential derivative ratio (D1 DR) for FCP, while LH was determined by applying constant value via amplitude difference followed by successive ratio subtraction, and successive derivative subtraction. The spectra of the cited drugs can be resolved and their concentrations are determined progressively from the same ratio spectrum using amplitude modulation method. The specificity of the developed methods was investigated by analyzing laboratory prepared mixtures and were successfully applied for the analysis of pharmaceutical formulations containing the cited drugs with no interference from additives. The proposed methods were validated according to the ICH guidelines. The obtained results were statistically compared with those of the official or reported methods; using student t-test, F-test, and one way ANOVA, showing no significant difference with respect to accuracy and precision.

Semantic trouble sources and their repair in conversations affected by Parkinson's disease

PubMed Central

Saldert, Charlotta; Ferm, Ulrika; Bloch, Steven

2014-01-01

Background It is known that dysarthria arising from Parkinson's disease may affect intelligibility in conversational interaction. Research has also shown that Parkinson's disease may affect cognition and cause word-retrieval difficulties and pragmatic problems in the use of language. However, it is not known whether or how these problems become manifest in everyday conversations or how conversation partners handle such problems. Aims To describe the pragmatic problems related to the use of words that occur in everyday conversational interaction in dyads including an individual with Parkinson's disease, and to explore how interactants in conversation handle the problems to re-establish mutual understanding. Methods & Procedures Twelve video-recorded everyday conversations involving three couples where one of the individuals had Parkinson's disease were included in the study. All instances of other-initiated repair following a contribution from the people with Parkinson's disease were analysed. Those instances involving a trouble source relating to the use of words were analysed with a qualitative interaction analysis based on the principles of conversation analysis. Outcomes & Results In 70% of the instances of other-initiated repair the trouble source could be related to the semantic content produced by the individual with Parkinson's disease. The problematic contributions were typically characterized by more or less explicit symptoms of word search or use of atypical wording. The conversation partners completed the repair work collaboratively, but typically the non-impaired individual made a rephrasing or provided a suggestion for what the intended meaning had been. Conclusions & Implications In clinical work with people with Parkinson's disease and their conversation partners it is important to establish what type of trouble sources occur in conversations in a specific dyad. It may often be necessary to look beyond intelligibility and into aspects of pragmatics to understand more fully the impact of Parkinson's disease on everyday conversational interaction. PMID:24934292

The functional architectures of addition and subtraction: Network discovery using fMRI and DCM.

PubMed

Yang, Yang; Zhong, Ning; Friston, Karl; Imamura, Kazuyuki; Lu, Shengfu; Li, Mi; Zhou, Haiyan; Wang, Haiyuan; Li, Kuncheng; Hu, Bin

2017-06-01

The neuronal mechanisms underlying arithmetic calculations are not well understood but the differences between mental addition and subtraction could be particularly revealing. Using fMRI and dynamic causal modeling (DCM), this study aimed to identify the distinct neuronal architectures engaged by the cognitive processes of simple addition and subtraction. Our results revealed significantly greater activation during subtraction in regions along the dorsal pathway, including the left inferior frontal gyrus (IFG), middle portion of dorsolateral prefrontal cortex (mDLPFC), and supplementary motor area (SMA), compared with addition. Subsequent analysis of the underlying changes in connectivity - with DCM - revealed a common circuit processing basic (numeric) attributes and the retrieval of arithmetic facts. However, DCM showed that addition was more likely to engage (numeric) retrieval-based circuits in the left hemisphere, while subtraction tended to draw on (magnitude) processing in bilateral parietal cortex, especially the right intraparietal sulcus (IPS). Our findings endorse previous hypotheses about the differences in strategic implementation, dominant hemisphere, and the neuronal circuits underlying addition and subtraction. Moreover, for simple arithmetic, our connectivity results suggest that subtraction calls on more complex processing than addition: auxiliary phonological, visual, and motor processes, for representing numbers, were engaged by subtraction, relative to addition. Hum Brain Mapp 38:3210-3225, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Approaches to Drug Abuse Prevention

ERIC Educational Resources Information Center

Gordon, Paula D.

1971-01-01

This article concerns the drug abuse related definitions of the words education" and prevention" as they have come to be used today. The writer infers that the changing uses of these words reflects an increasingly more enlightened approach to ameliorating the problem of drug abuse. (Author)

Microcomputers and Preschoolers.

ERIC Educational Resources Information Center

Evans, Dina

Preschool children can benefit by working with microcomputers. Thinking skills are enhanced by software games that focus on logic, memory, problem solving, and pattern recognition. Counting, sequencing, and matching games develop mathematics skills, and word games focusing on basic letter symbol and word recognition develop language skills.…

Posture Affects How Robots and Infants Map Words to Objects

PubMed Central

Morse, Anthony F.; Benitez, Viridian L.; Belpaeme, Tony; Cangelosi, Angelo; Smith, Linda B.

2015-01-01

For infants, the first problem in learning a word is to map the word to its referent; a second problem is to remember that mapping when the word and/or referent are again encountered. Recent infant studies suggest that spatial location plays a key role in how infants solve both problems. Here we provide a new theoretical model and new empirical evidence on how the body – and its momentary posture – may be central to these processes. The present study uses a name-object mapping task in which names are either encountered in the absence of their target (experiments 1–3, 6 & 7), or when their target is present but in a location previously associated with a foil (experiments 4, 5, 8 & 9). A humanoid robot model (experiments 1–5) is used to instantiate and test the hypothesis that body-centric spatial location, and thus the bodies’ momentary posture, is used to centrally bind the multimodal features of heard names and visual objects. The robot model is shown to replicate existing infant data and then to generate novel predictions, which are tested in new infant studies (experiments 6–9). Despite spatial location being task-irrelevant in this second set of experiments, infants use body-centric spatial contingency over temporal contingency to map the name to object. Both infants and the robot remember the name-object mapping even in new spatial locations. However, the robot model shows how this memory can emerge –not from separating bodily information from the word-object mapping as proposed in previous models of the role of space in word-object mapping – but through the body’s momentary disposition in space. PMID:25785834

Development of Fire Detection Algorithm at Its Early Stage Using Fire Colour and Shape Information

NASA Astrophysics Data System (ADS)

Suleiman Abdullahi, Zainab; Hamisu Dalhatu, Shehu; Hassan Abdullahi, Zakariyya

2018-04-01

Fire can be defined as a state in which substances combined chemically with oxygen from the air and give out heat, smoke and flame. Most of the conventional fire detection techniques such as smoke, fire and heat detectors respectively have a problem of travelling delay and also give a high false alarm. The algorithm begins by loading the selected video clip from the database developed to identify the present or absence of fire in a frame. In this approach, background subtraction was employed. If the result of subtraction is less than the set threshold, the difference is ignored and the next frame is taken. However, if the difference is equal to or greater than the set threshold then it subjected to colour and shape test. This is done by using combined RGB colour model and shape signature. The proposed technique was very effective in detecting fire compared to those technique using only motion or colour clues.

Solution of two-body relativistic bound state equations with confining plus Coulomb interactions

NASA Technical Reports Server (NTRS)

Maung, Khin Maung; Kahana, David E.; Norbury, John W.

1992-01-01

Studies of meson spectroscopy have often employed a nonrelativistic Coulomb plus Linear Confining potential in position space. However, because the quarks in mesons move at an appreciable fraction of the speed of light, it is necessary to use a relativistic treatment of the bound state problem. Such a treatment is most easily carried out in momentum space. However, the position space Linear and Coulomb potentials lead to singular kernels in momentum space. Using a subtraction procedure we show how to remove these singularities exactly and thereby solve the Schroedinger equation in momentum space for all partial waves. Furthermore, we generalize the Linear and Coulomb potentials to relativistic kernels in four dimensional momentum space. Again we use a subtraction procedure to remove the relativistic singularities exactly for all partial waves. This enables us to solve three dimensional reductions of the Bethe-Salpeter equation. We solve six such equations for Coulomb plus Confining interactions for all partial waves.

Differentially expressed genes of Tetrahymena thermophila in response to tributyltin (TBT) identified by suppression subtractive hybridization and real time quantitative PCR.

PubMed

Feng, Lifang; Miao, Wei; Wu, Yuxuan

2007-02-15

Tributyltin (TBT) is widely used as antifouling paints, agriculture biocides, and plastic stabilizers around the world, resulting in great pollution problem in aquatic environments. However, it has been short of the biomonitor to detect TBT in freshwater. We constructed the suppression subtractive hybridization library of Tetrahymena thermophila exposed to TBT, and screened out 101 Expressed Sequence Tags whose expressions were significantly up- or down-regulated with TBT treatment. From this, a series of genes related to the TBT toxicity were discovered, such as glutathione-S-transferase gene (down-regulated), plasma membrane Ca2+ ATPase isoforms 3 gene (up-regulated) and NgoA (up-regulated). Furthermore, their expressions under different concentrations of TBT treatment (0.5-40 ppb) were detected by real time fluorescent quantitative PCR. The differentially expressed genes of T. thermophila in response to TBT were identified, which provide the basic to make Tetrahymena as a sensitive, rapid and convenient TBT biomonitor in freshwater based on rDNA inducible expression system.

Effect of Orthographic Processes on Letter Identity and Letter-Position Encoding in Dyslexic Children

PubMed Central

Reilhac, Caroline; Jucla, Mélanie; Iannuzzi, Stéphanie; Valdois, Sylviane; Démonet, Jean-François

2012-01-01

The ability to identify letters and encode their position is a crucial step of the word recognition process. However and despite their word identification problem, the ability of dyslexic children to encode letter identity and letter-position within strings was not systematically investigated. This study aimed at filling this gap and further explored how letter identity and letter-position encoding is modulated by letter context in developmental dyslexia. For this purpose, a letter-string comparison task was administered to French dyslexic children and two chronological age (CA) and reading age (RA)-matched control groups. Children had to judge whether two successively and briefly presented four-letter strings were identical or different. Letter-position and letter identity were manipulated through the transposition (e.g., RTGM vs. RMGT) or substitution of two letters (e.g., TSHF vs. TGHD). Non-words, pseudo-words, and words were used as stimuli to investigate sub-lexical and lexical effects on letter encoding. Dyslexic children showed both substitution and transposition detection problems relative to CA-controls. A substitution advantage over transpositions was only found for words in dyslexic children whereas it extended to pseudo-words in RA-controls and to all type of items in CA-controls. Letters were better identified in the dyslexic group when belonging to orthographically familiar strings. Letter-position encoding was very impaired in dyslexic children who did not show any word context effect in contrast to CA-controls. Overall, the current findings point to a strong letter identity and letter-position encoding disorder in developmental dyslexia. PMID:22661961

Problem-Solving Support for English Language Learners

ERIC Educational Resources Information Center

Wiest, Lynda R.

2008-01-01

Although word problems pose greater language demands, they also encourage more meaningful problem solving and mathematics understanding. With proper instructional support, a student-centered, investigative approach to contextualized problem solving benefits all students. This article presents a lesson built on an author-adapted version of the…

An automated subtraction of NLO EW infrared divergences

NASA Astrophysics Data System (ADS)

Schönherr, Marek

2018-02-01

In this paper a generalisation of the Catani-Seymour dipole subtraction method to next-to-leading order electroweak calculations is presented. All singularities due to photon and gluon radiation off both massless and massive partons in the presence of both massless and massive spectators are accounted for. Particular attention is paid to the simultaneous subtraction of singularities of both QCD and electroweak origin which are present in the next-to-leading order corrections to processes with more than one perturbative order contributing at Born level. Similarly, embedding non-dipole-like photon splittings in the dipole subtraction scheme discussed. The implementation of the formulated subtraction scheme in the framework of the Sherpa Monte-Carlo event generator, including the restriction of the dipole phase space through the α -parameters and expanding its existing subtraction for NLO QCD calculations, is detailed and numerous internal consistency checks validating the obtained results are presented.

A Novel Sky-Subtraction Method Based on Non-negative Matrix Factorisation with Sparsity for Multi-object Fibre Spectroscopy

NASA Astrophysics Data System (ADS)

Zhang, Bo; Zhang, Long; Ye, Zhongfu

2016-12-01

A novel sky-subtraction method based on non-negative matrix factorisation with sparsity is proposed in this paper. The proposed non-negative matrix factorisation with sparsity method is redesigned for sky-subtraction considering the characteristics of the skylights. It has two constraint terms, one for sparsity and the other for homogeneity. Different from the standard sky-subtraction techniques, such as the B-spline curve fitting methods and the Principal Components Analysis approaches, sky-subtraction based on non-negative matrix factorisation with sparsity method has higher accuracy and flexibility. The non-negative matrix factorisation with sparsity method has research value for the sky-subtraction on multi-object fibre spectroscopic telescope surveys. To demonstrate the effectiveness and superiority of the proposed algorithm, experiments are performed on Large Sky Area Multi-Object Fiber Spectroscopic Telescope data, as the mechanisms of the multi-object fibre spectroscopic telescopes are similar.

Improvement of two-way continuous-variable quantum key distribution with virtual photon subtraction

NASA Astrophysics Data System (ADS)

Zhao, Yijia; Zhang, Yichen; Li, Zhengyu; Yu, Song; Guo, Hong

2017-08-01

We propose a method to improve the performance of two-way continuous-variable quantum key distribution protocol by virtual photon subtraction. The virtual photon subtraction implemented via non-Gaussian post-selection not only enhances the entanglement of two-mode squeezed vacuum state but also has advantages in simplifying physical operation and promoting efficiency. In two-way protocol, virtual photon subtraction could be applied on two sources independently. Numerical simulations show that the optimal performance of renovated two-way protocol is obtained with photon subtraction only used by Alice. The transmission distance and tolerable excess noise are improved by using the virtual photon subtraction with appropriate parameters. Moreover, the tolerable excess noise maintains a high value with the increase in distance so that the robustness of two-way continuous-variable quantum key distribution system is significantly improved, especially at long transmission distance.

The Integrated Spelling Curriculum.

ERIC Educational Resources Information Center

Ediger, Marlow

The traditional spelling curriculum emphasized that pupils learn to spell a specific set of words through memorization. However, major problems existed pertaining to using that method of teaching. Pupils soon forgot the correct spelling of memorized words. Educational psychologists have long advocated that pupils perceive knowledge as being…

Small

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

Montoya, Joseph

Representing the Center on Nanostructuring for Efficient Energy Conversion (CNEEC), this document is one of the entries in the Ten Hundred and One Word Challenge. As part of the challenge, the 46 Energy Frontier Research Centers were invited to represent their science in images, cartoons, photos, words and original paintings, but any descriptions or words could only use the 1000 most commonly used words in the English language, with the addition of one word important to each of the EFRCs and the mission of DOE energy. The mission of CNEEC is to understand how nanostructuring can enhance efficiency for energymore » conversion and solve fundamental cross-cutting problems in advanced energy conversion and storage systems.« less

Correction of Atmospheric Haze in RESOURCESAT-1 LISS-4 MX Data for Urban Analysis: AN Improved Dark Object Subtraction Approach

NASA Astrophysics Data System (ADS)

Mustak, S.

2013-09-01

The correction of atmospheric effects is very essential because visible bands of shorter wavelength are highly affected by atmospheric scattering especially of Rayleigh scattering. The objectives of the paper is to find out the haze values present in the all spectral bands and to correct the haze values for urban analysis. In this paper, Improved Dark Object Subtraction method of P. Chavez (1988) is applied for the correction of atmospheric haze in the Resoucesat-1 LISS-4 multispectral satellite image. Dark object Subtraction is a very simple image-based method of atmospheric haze which assumes that there are at least a few pixels within an image which should be black (% reflectance) and such black reflectance termed as dark object which are clear water body and shadows whose DN values zero (0) or Close to zero in the image. Simple Dark Object Subtraction method is a first order atmospheric correction but Improved Dark Object Subtraction method which tends to correct the Haze in terms of atmospheric scattering and path radiance based on the power law of relative scattering effect of atmosphere. The haze values extracted using Simple Dark Object Subtraction method for Green band (Band2), Red band (Band3) and NIR band (band4) are 40, 34 and 18 but the haze values extracted using Improved Dark Object Subtraction method are 40, 18.02 and 11.80 for aforesaid bands. Here it is concluded that the haze values extracted by Improved Dark Object Subtraction method provides more realistic results than Simple Dark Object Subtraction method.

Shifting senses in lexical semantic development

PubMed Central

Rabagliati, Hugh; Marcus, Gary F.; Pylkkänen, Liina

2010-01-01

Most words are associated with multiple senses. A DVD can be round (when describing a disc), and a DVD can be an hour long (when describing a movie), and in each case DVD means something different. The possible senses of a word are often predictable, and also constrained, as words cannot take just any meaning: for example, although a movie can be an hour long, it cannot sensibly be described as round (unlike a DVD). Learning the scope and limits of word meaning is vital for the comprehension of natural language, but poses a potentially difficult learnability problem for children. By testing what senses children are willing to assign to a variety of words, we demonstrate that, in comprehension, the problem is solved using a productive learning strategy. Children are perfectly capable of assigning different senses to a word; indeed they are essentially adult-like at assigning licensed meanings. But difficulties arise in determining which senses are assignable: children systematically overestimate the possible senses of a word, allowing meanings that adults rule unlicensed (e.g., taking round movie to refer to a disc). By contrast, this strategy does not extend to production, in which children use licensed, but not unlicensed, senses. Children’s productive comprehension strategy suggests an early emerging facility for using context in sense resolution (a difficult task for natural language processing algorithms), but leaves an intriguing question as to the mechanisms children use to learn a restricted, adult-like set of senses. PMID:20638655

Clue Insensitivity in Remote Associates Test Problem Solving

ERIC Educational Resources Information Center

Smith, Steven M.; Sifonis, Cynthia M.; Angello, Genna

2012-01-01

Does spreading activation from incidentally encountered hints cause incubation effects? We used Remote Associates Test (RAT) problems to examine effects of incidental clues on impasse resolution. When solution words were seen incidentally 3-sec before initially unsolved problems were retested, more problems were resolved (Experiment 1). When…

Latest Highlights from our Direct Measurement Video Collection

NASA Astrophysics Data System (ADS)

Vonk, M.; Bohacek, P. H.

2014-12-01

Recent advances in technology have made videos much easier to produce, edit, store, transfer, and view. This has spawned an explosion in a production of a wide variety of different types of pedagogical videos. But with the exception of student-made videos (which are often of poor quality) almost all of the educational videos being produced are passive. No matter how compelling the content, students are expected to simply sit and watch them. Because we feel that being engaged and active are necessary components of student learning, we have been working to create a free online library of Direct Measurement Videos (DMV's). These videos are short high-quality videos of real events, shot in a way that allows students to make measurements directly from the video. Instead of handing students a word problem about a car skidding on ice, we actually show them the car skidding on ice. We then ask them to measure the important quantities, make calculations based on those measurements and solve for unknowns. DMV's are more interesting than their word problem equivalents and frequently inspire further questions about the physics of the situation or about the uncertainty of the measurement in ways that word problems almost never do. We feel that it is simply impossible to a video of a roller coaster or a rocket and then argue that word problems are better. In this talk I will highlight some new additions to our DMV collection. This work is supported by NSF TUES award #1245268

To BG or not to BG: Background Subtraction for EIT Coronal Loops

NASA Astrophysics Data System (ADS)

Beene, J. E.; Schmelz, J. T.

2003-05-01

One of the few observational tests for various coronal heating models is to determine the temperature profile along coronal loops. Since loops are such an abundant coronal feature, this method originally seemed quite promising - that the coronal heating problem might actually be solved by determining the temperature as a function of arc length and comparing these observations with predictions made by different models. But there are many instruments currently available to study loops, as well as various techniques used to determine their temperature characteristics. Consequently, there are many different, mostly conflicting temperature results. We chose data for ten coronal loops observed with the Extreme ultraviolet Imaging Telescope (EIT), and chose specific pixels along each loop, as well as corresponding nearby background pixels where the loop emission was not present. Temperature analysis from the 171-to-195 and 195-to-284 angstrom image ratios was then performed on three forms of the data: the original data alone, the original data with a uniform background subtraction, and the original data with a pixel-by-pixel background subtraction. The original results show loops of constant temperature, as other authors have found before us, but the 171-to-195 and 195-to-284 results are significantly different. Background subtraction does not change the constant-temperature result or the value of the temperature itself. This does not mean that loops are isothermal, however, because the background pixels, which are not part of any contiguous structure, also produce a constant-temperature result with the same value as the loop pixels. These results indicate that EIT temperature analysis should not be trusted, and the isothermal loops that result from EIT (and TRACE) analysis may be an artifact of the analysis process. Solar physics research at the University of Memphis is supported by NASA grants NAG5-9783 and NAG5-12096.

Subtractive phage display selection for screening and identification of peptide sequences with potential use in serodiagnosis of paracoccidioidomycosis caused by Paracoccidioides brasiliensis.

PubMed

Portes, L da Silva; Kioshima, E S; de Camargo, Z P; Batista, W L; Xander, P

2017-11-01

Paracoccidioidomycosis (PCM) is a systemic granulomatous disease endemic in Latin America whose aetiologic agents are the thermodimorphic fungi Paracoccidioides brasiliensis and Paracoccidioides lutzii. Despite technological advances, some problems have been reported for the fungal antigens used for serological diagnosis, and inconsistencies among laboratories have been reported. The use of synthetic peptides in the serological diagnosis of infectious diseases has proved to be a valuable strategy because in some cases, the reactions are more specific and sensitive. In this study, we used a subtractive selection with a phage display library against purified polyclonal antibodies for negative and positive PCM sera caused by P. brasiliensis. The binding phages were sequenced and tested in a binding assay to evaluate its interaction with sera from normal individuals and PCM patients. Synthetic peptides derived from these phage clones were tested in a serological assay, and we observed a significant recognition of LP15 by sera from PCM patients infected with P. brasiliensis. Our results demonstrated that subtractive phage display selection may be useful for identifying new epitopes that can be applied to the serodiagnosis of PCM caused by P. brasiliensis. Currently, there is no standardized method for the preparation of paracoccidioidomycosis (PCM) antigens, which has resulted in differences in the antigens used for serological diagnosis. Here, we report a procedure that uses subtractive phage display selection to select and identify new epitopes for the serodiagnosis of PCM caused by Paracoccidioides brasiliensis. A synthetic peptide obtained using this methodology was successfully recognized by sera from PCM patients, thus demonstrating its potential use for improving the serodiagnosis of this mycosis. The development of synthetic peptides for the serodiagnosis of PCM could be a promising alternative for the better standardization of diagnoses among laboratories. © 2017 The Society for Applied Microbiology.

Stochastic Dynamics of Lexicon Learning in an Uncertain and Nonuniform World

NASA Astrophysics Data System (ADS)

Reisenauer, Rainer; Smith, Kenny; Blythe, Richard A.

2013-06-01

We study the time taken by a language learner to correctly identify the meaning of all words in a lexicon under conditions where many plausible meanings can be inferred whenever a word is uttered. We show that the most basic form of cross-situational learning—whereby information from multiple episodes is combined to eliminate incorrect meanings—can perform badly when words are learned independently and meanings are drawn from a nonuniform distribution. If learners further assume that no two words share a common meaning, we find a phase transition between a maximally efficient learning regime, where the learning time is reduced to the shortest it can possibly be, and a partially efficient regime where incorrect candidate meanings for words persist at late times. We obtain exact results for the word-learning process through an equivalence to a statistical mechanical problem of enumerating loops in the space of word-meaning mappings.

Visual attention based bag-of-words model for image classification

NASA Astrophysics Data System (ADS)

Wang, Qiwei; Wan, Shouhong; Yue, Lihua; Wang, Che

2014-04-01

Bag-of-words is a classical method for image classification. The core problem is how to count the frequency of the visual words and what visual words to select. In this paper, we propose a visual attention based bag-of-words model (VABOW model) for image classification task. The VABOW model utilizes visual attention method to generate a saliency map, and uses the saliency map as a weighted matrix to instruct the statistic process for the frequency of the visual words. On the other hand, the VABOW model combines shape, color and texture cues and uses L1 regularization logistic regression method to select the most relevant and most efficient features. We compare our approach with traditional bag-of-words based method on two datasets, and the result shows that our VABOW model outperforms the state-of-the-art method for image classification.

Longitudinal development of subtraction performance in elementary school.

PubMed

Artemenko, Christina; Pixner, Silvia; Moeller, Korbinian; Nuerk, Hans-Christoph

2017-10-05

A major goal of education in elementary mathematics is the mastery of arithmetic operations. However, research on subtraction is rather scarce, probably because subtraction is often implicitly assumed to be cognitively similar to addition, its mathematical inverse. To evaluate this assumption, we examined the relation between the borrow effect in subtraction and the carry effect in addition, and the developmental trajectory of the borrow effect in children using a choice reaction paradigm in a longitudinal study. In contrast to the carry effect in adults, carry and borrow effects in children were found to be categorical rather than continuous. From grades 3 to 4, children became more proficient in two-digit subtraction in general, but not in performing the borrow operation in particular. Thus, we observed no specific developmental progress in place-value computation, but a general improvement in subtraction procedures. Statement of contribution What is already known on this subject? The borrow operation increases difficulty in two-digit subtraction in adults. The carry effect in addition, as the inverse operation of borrowing, comprises categorical and continuous processing characteristics. What does this study add? In contrast to the carry effect in adults, the borrow and carry effects are categorical in elementary school children. Children generally improve in subtraction performance from grades 3 to 4 but do not progress in place-value computation in particular. © 2017 The British Psychological Society.

Relation between thallium-201/iodine 123-BMIPP subtraction and fluorine 18 deoxyglucose polar maps in patients with hypertrophic cardiomyopathy.

PubMed

Ito, Y; Hasegawa, S; Yamaguchi, H; Yoshioka, J; Uehara, T; Nishimura, T

2000-01-01

Clinical studies have shown discrepancies in the distribution of thallium-201 and iodine 123-beta-methyl-iodophenylpentadecanoic acid (BMIPP) in patients with hypertrophic cardiomyopathy (HCM). Myocardial uptake of fluorine 18 deoxyglucose (FDG) is increased in the hypertrophic area in HCM. We examined whether the distribution of a Tl-201/BMIPP subtraction polar map correlates with that of an FDG polar map. We normalized to maximum count each Tl-201 and BMIPP bull's-eye polar map of 6 volunteers and obtained a standard Tl-201/BMIPP subtraction polar map by subtracting a normalized BMIPP bull's-eye polar map from a normalized Tl-201 bull's-eye polar map. The Tl-201/BMIPP subtraction polar map was then applied to 8 patients with HCM (mean age 65+/-12 years) to evaluate the discrepancy between Tl-201 and BMIPP distribution. We compared the Tl-201/BMIPP subtraction polar map with an FDG polar map. In patients with HCM, the Tl-201/BMIPP subtraction polar map showed a focal uptake pattern in the hypertrophic area similar to that of the FDG polar map. By quantitative analysis, the severity score of the Tl-201/BMIPP subtraction polar map was significantly correlated with the percent dose uptake of the FDG polar map. These results suggest that this new quantitative method may be an alternative to FDG positron emission tomography for the routine evaluation of HCM.

The representation of grammatical categories in the brain.

PubMed

Shapiro, Kevin; Caramazza, Alfonso

2003-05-01

Language relies on the rule-based combination of words with different grammatical properties, such as nouns and verbs. Yet most research on the problem of word retrieval has focused on the production of concrete nouns, leaving open a crucial question: how is knowledge about different grammatical categories represented in the brain, and what components of the language production system make use of it? Drawing on evidence from neuropsychology, electrophysiology and neuroimaging, we argue that information about a word's grammatical category might be represented independently of its meaning at the levels of word form and morphological computation.

Puzzles, Pastimes, Problems.

ERIC Educational Resources Information Center

Eperson, D. B.

1985-01-01

Presents six mathematical problems (with answers) which focus on: (1) chess moves; (2) patterned numbers; (3) quadratics with rational roots; (4) number puzzles; (5) Euclidean geometry; and (6) Carrollian word puzzles. (JN)

Detecting causality from online psychiatric texts using inter-sentential language patterns

PubMed Central

2012-01-01

Background Online psychiatric texts are natural language texts expressing depressive problems, published by Internet users via community-based web services such as web forums, message boards and blogs. Understanding the cause-effect relations embedded in these psychiatric texts can provide insight into the authors’ problems, thus increasing the effectiveness of online psychiatric services. Methods Previous studies have proposed the use of word pairs extracted from a set of sentence pairs to identify cause-effect relations between sentences. A word pair is made up of two words, with one coming from the cause text span and the other from the effect text span. Analysis of the relationship between these words can be used to capture individual word associations between cause and effect sentences. For instance, (broke up, life) and (boyfriend, meaningless) are two word pairs extracted from the sentence pair: “I broke up with my boyfriend. Life is now meaningless to me”. The major limitation of word pairs is that individual words in sentences usually cannot reflect the exact meaning of the cause and effect events, and thus may produce semantically incomplete word pairs, as the previous examples show. Therefore, this study proposes the use of inter-sentential language patterns such as ≪broke up, boyfriend>,

Empirical Temperature Measurement in Protoplanetary Disks

NASA Astrophysics Data System (ADS)

Weaver, Erik; Isella, Andrea; Boehler, Yann

2018-02-01

The accurate measurement of temperature in protoplanetary disks is critical to understanding many key features of disk evolution and planet formation, from disk chemistry and dynamics, to planetesimal formation. This paper explores the techniques available to determine temperatures from observations of single, optically thick molecular emission lines. Specific attention is given to issues such as the inclusion of optically thin emission, problems resulting from continuum subtraction, and complications of real observations. Effort is also made to detail the exact nature and morphology of the region emitting a given line. To properly study and quantify these effects, this paper considers a range of disk models, from simple pedagogical models to very detailed models including full radiative transfer. Finally, we show how the use of the wrong methods can lead to potentially severe misinterpretations of data, leading to incorrect measurements of disk temperature profiles. We show that the best way to estimate the temperature of emitting gas is to analyze the line peak emission map without subtracting continuum emission. Continuum subtraction, which is commonly applied to observations of line emission, systematically leads to underestimation of the gas temperature. We further show that once observational effects such as beam dilution and noise are accounted for, the line brightness temperature derived from the peak emission is reliably within 10%–15% of the physical temperature of the emitting region, assuming optically thick emission. The methodology described in this paper will be applied in future works to constrain the temperature, and related physical quantities, in protoplanetary disks observed with ALMA.

Approach for counting vehicles in congested traffic flow

NASA Astrophysics Data System (ADS)

Tan, Xiaojun; Li, Jun; Liu, Wei

2005-02-01

More and more image sensors are used in intelligent transportation systems. In practice, occlusion is always a problem when counting vehicles in congested traffic. This paper tries to present an approach to solve the problem. The proposed approach consists of three main procedures. Firstly, a new algorithm of background subtraction is performed. The aim is to segment moving objects from an illumination-variant background. Secondly, object tracking is performed, where the CONDENSATION algorithm is used. This can avoid the problem of matching vehicles in successive frames. Thirdly, an inspecting procedure is executed to count the vehicles. When a bus firstly occludes a car and then the bus moves away a few frames later, the car will appear in the scene. The inspecting procedure should find the "new" car and add it as a tracking object.

Advanced Background Subtraction Applied to Aeroacoustic Wind Tunnel Testing

NASA Technical Reports Server (NTRS)

Bahr, Christopher J.; Horne, William C.

2015-01-01

An advanced form of background subtraction is presented and applied to aeroacoustic wind tunnel data. A variant of this method has seen use in other fields such as climatology and medical imaging. The technique, based on an eigenvalue decomposition of the background noise cross-spectral matrix, is robust against situations where isolated background auto-spectral levels are measured to be higher than levels of combined source and background signals. It also provides an alternate estimate of the cross-spectrum, which previously might have poor definition for low signal-to-noise ratio measurements. Simulated results indicate similar performance to conventional background subtraction when the subtracted spectra are weaker than the true contaminating background levels. Superior performance is observed when the subtracted spectra are stronger than the true contaminating background levels. Experimental results show limited success in recovering signal behavior for data where conventional background subtraction fails. They also demonstrate the new subtraction technique's ability to maintain a proper coherence relationship in the modified cross-spectral matrix. Beam-forming and de-convolution results indicate the method can successfully separate sources. Results also show a reduced need for the use of diagonal removal in phased array processing, at least for the limited data sets considered.

Solving Tommy's Writing Problems.

ERIC Educational Resources Information Center

Burdman, Debra

1986-01-01

The article describes an approach by which word processing helps to solve some of the writing problems of learning disabled students. Aspects considered include prewriting, drafting, revising, and completing the story. (CL)

The M Word: Multicollinearity in Multiple Regression.

ERIC Educational Resources Information Center

Morrow-Howell, Nancy

1994-01-01

Notes that existence of substantial correlation between two or more independent variables creates problems of multicollinearity in multiple regression. Discusses multicollinearity problem in social work research in which independent variables are usually intercorrelated. Clarifies problems created by multicollinearity, explains detection of…

Artifacts as Sources for Problem-Posing Activities

ERIC Educational Resources Information Center

Bonotto, Cinzia

2013-01-01

The problem-posing process represents one of the forms of authentic mathematical inquiry which, if suitably implemented in classroom activities, could move well beyond the limitations of word problems, at least as they are typically utilized. The two exploratory studies presented sought to investigate the impact of "problem-posing" activities when…

The Interference of Stereotype Threat with Women's Generation of Mathematical Problem-Solving Strategies.

ERIC Educational Resources Information Center

Quinn, Diane M.; Spencer, Steven J.

2001-01-01

Investigated whether stereotype threat would depress college women's math performance. In one test, men outperformed women when solving word problems, though women performed equally when problems were converted into numerical equivalents. In another test, participants solved difficult problems in high or reduced stereotype threat conditions. Women…

Kindergarten Students Solving Mathematical Word Problems

ERIC Educational Resources Information Center

Johnson, Nickey Owen

2013-01-01

The purpose of this study was to explore problem solving with kindergarten students. This line of inquiry is highly significant given that Common Core State Standards emphasize deep, conceptual understanding in mathematics as well as problem solving in kindergarten. However, there is little research on problem solving with kindergarten students.…

A Comparison of Two Mathematics Problem-Solving Strategies: Facilitate Algebra-Readiness

ERIC Educational Resources Information Center

Xin, Yan Ping; Zhang, Dake; Park, Joo Young; Tom, Kinsey; Whipple, Amanda; Si, Luo

2011-01-01

The authors compared a conceptual model-based problem-solving (COMPS) approach with a general heuristic instructional approach for teaching multiplication-division word-problem solving to elementary students with learning problems (LP). The results indicate that only the COMPS group significantly improved, from pretests to posttests, their…

Pork Puzzlers.

ERIC Educational Resources Information Center

National Pork Producers Council, Des Moines, IA.

Pork Puzzlers is a nutrition education activity booklet for elementary-level students. It includes word scrambles; quizzes with pictures that describe the Food Guide Pyramid; a nutrition word search; a mathematics problem that includes questions on pork; a maze that uses food clues; a letter decoding activity that focuses on a pork dinner; a meal…

Slot Machine Preferences of Pathological and Recreational Gamblers Are Verbally Constructed

ERIC Educational Resources Information Center

Dixon, Mark R.; Bihler, Holly L.; Nastally, Becky L.

2011-01-01

The current study attempted to alter preferences for concurrently available slot machines of equal payout through the development of equivalence classes and subsequent transfers of functions. Participants rated stimuli consisting of words thought to be associated with having a gambling problem (e.g., "desperation" and "debt"), words associated…

Don't Just Do the Math--Type It!

ERIC Educational Resources Information Center

Stephens, Greg

2016-01-01

Most word processors, including Google Docs™ and Microsoft® Word, include an equation editor. These are great tools for the occasional homework problem or project assignment. Getting the mathematics to display correctly means making decisions about exactly which elements of an expression go where. The feedback is immediate: Students can see…

Word Processing Curriculum Guide.

ERIC Educational Resources Information Center

Anderson, Marcia A.; Kusek, Robert W.

A combination of facts, examples, models, tools, and sources useful in developing and teaching word processing (WP) programs is provided in this guide. Eight sections are included. Sections 1 and 2 present introductory information on WP (e.g., history, five phases of WP, problems occurring in WP offices, factors of people, procedures, and…

Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties

ERIC Educational Resources Information Center

Koriakin, Taylor A.; Kaufman, Alan S.

2017-01-01

Although word reading has traditionally been viewed as a foundational skill for development of reading fluency and comprehension, some children demonstrate "specific" reading comprehension problems, in the context of intact word reading. The purpose of this study was to identify specific patterns of errors associated with reading…

[Iowa Studies in Rhetoric.

ERIC Educational Resources Information Center

Thorne, Edward J., Ed.

1972-01-01

This special issue opens with an article by Franklyn S. Haiman, "The Fighting Word Doctrine: From Chaplinsky to Brown," in which he reviews the problem of the use of "fighting words" in public situations. He discusses this type of communication as one that borders individual and collective rights, and provides background information on significant…

Reading Coaching for Math Word Problems

ERIC Educational Resources Information Center

Edwards, Sharon A.; Maloy, Robert W.; Anderson, Gordon

2009-01-01

"Math is language, too," Phyllis and David Whitin (2000) remind everyone in their informative book about reading and writing in the mathematics classroom. This means that students in elementary school math classes are learning two distinct, yet related languages--one of numbers, the other of words. These languages of numbers and words…

Bilingual Medical Phrase Book (In English and Vietnamese).

ERIC Educational Resources Information Center

Thuy, Vuong G.

This guide offers Vietnamese refugees and immigrants with limited English proficiency a short-cut, word-for-word bilingual reference tool for dealing with medical problems and situations in English-language environments. Seven chapters deal with different issues of the medical encounter and five appendixes present specialized terms and…

Bilingual Medical Phrase Book (In English and Laotian).

ERIC Educational Resources Information Center

Thuy, Vuong G.

This phrase book offers Laotian refugees and immigrants with limited English proficiency a short-cut, word-for-word bilingual reference tool for dealing with medical problems and situations in English-language environments. Seven chapters deal with different issues of the medical encounter and five appendixes present specialized terms and…

Bilingual Medical Phrase Book (In English and Cambodian (Khmer)).

ERIC Educational Resources Information Center

Thuy, Vuong G.

This guide offers Cambodian refugees and immigrants with limited English proficiency a short-cut, word-for-word bilingual reference tool for dealing with medical problems and situations in English-language environments. Seven chapters deal with different issues of the medical encounter and five appendixes present specialized terms and…

An investigation of self-subtraction holography in LiNbO3

NASA Technical Reports Server (NTRS)

Vahey, D. W.; Kenan, R. P.; Hartman, N. F.; Sherman, R. C.

1981-01-01

A sample having self subtraction characteristics that were very promising was tested in depth: hologram formation times were on the order of 150 sec, the null signal was less than 2.5% of the peak signal, and no fatigue nor instability was detected over the span of the experiments. Another sample, fabricated with, at most, slight modifications did not perform nearly as well. In all samples, attempts to improve self subtraction characteristics by various thermal treatments had no effects or adverse effects, with one exception in which improvement was noted after a time delay of several days. A theory developed to describe self subtraction showed the observed decrease in beam intensity with time, but the shape of the predicted decay curve was oscillatory in contrast to the exponential like decay observed. The theory was also inadequate to account for the experimental sensitivity of self subtraction to the Bragg angle of the hologram. It is concluded that self subtraction is a viable method for optical processing systems requiring background discrimination.

New sets of eigenvalues in inverse scattering for inhomogeneous media and their determination from scattering data

NASA Astrophysics Data System (ADS)

Audibert, Lorenzo; Cakoni, Fioralba; Haddar, Houssem

2017-12-01

In this paper we develop a general mathematical framework to determine interior eigenvalues from a knowledge of the modified far field operator associated with an unknown (anisotropic) inhomogeneity. The modified far field operator is obtained by subtracting from the measured far field operator the computed far field operator corresponding to a well-posed scattering problem depending on one (possibly complex) parameter. Injectivity of this modified far field operator is related to an appropriate eigenvalue problem whose eigenvalues can be determined from the scattering data, and thus can be used to obtain information about material properties of the unknown inhomogeneity. We discuss here two examples of such modification leading to a Steklov eigenvalue problem, and a new type of the transmission eigenvalue problem. We present some numerical examples demonstrating the viability of our method for determining the interior eigenvalues form far field data.

Teaching Methods for Modelling Problems and Students' Task-Specific Enjoyment, Value, Interest and Self-Efficacy Expectations

ERIC Educational Resources Information Center

Schukajlow, Stanislaw; Leiss, Dominik; Pekrun, Reinhard; Blum, Werner; Muller, Marcel; Messner, Rudolf

2012-01-01

In this study which was part of the DISUM-project, 224 ninth graders from 14 German classes from middle track schools (Realschule) were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems: intra-mathematical problems, word problems and modelling problems. Enjoyment, interest,…

Challenges in Math.

ERIC Educational Resources Information Center

Feng, Chengde

1992-01-01

Fourteen mathematics problems from the 1987 Chinese Primary School Mathematics Examination for fifth and sixth grade students are presented. The word problems, accompanied by answers, involve algebra, division, ratios, areas, and other mathematical processes. (JDD)

Reassessing word frequency as a determinant of word recognition for skilled and unskilled readers

PubMed Central

Kuperman, Victor; Van Dyke, Julie A.

2013-01-01

The importance of vocabulary in reading comprehension emphasizes the need to accurately assess an individual’s familiarity with words. The present article highlights problems with using occurrence counts in corpora as an index of word familiarity, especially when studying individuals varying in reading experience. We demonstrate via computational simulations and norming studies that corpus-based word frequencies systematically overestimate strengths of word representations, especially in the low-frequency range and in smaller-size vocabularies. Experience-driven differences in word familiarity prove to be faithfully captured by the subjective frequency ratings collected from responders at different experience levels. When matched on those levels, this lexical measure explains more variance than corpus-based frequencies in eye-movement and lexical decision latencies to English words, attested in populations with varied reading experience and skill. Furthermore, the use of subjective frequencies removes the widely reported (corpus) frequency-by-skill interaction, showing that more skilled readers are equally faster in processing any word than the less skilled readers, not disproportionally faster in processing lower-frequency words. This finding challenges the view that the more skilled an individual is in generic mechanisms of word processing the less reliant he/she will be on the actual lexical characteristics of that word. PMID:23339352

Keyword Extraction from Multiple Words for Report Recommendations in Media Wiki

NASA Astrophysics Data System (ADS)

Elakiya, K.; Sahayadhas, Arun

2017-03-01

This paper addresses the problem of multiple words search, with the goal of using these multiple word search to retrieve, relevant wiki page which will be recommended to end user. However, the existing system provides a link to wiki page for only a single keyword only which is available in Wikipedia. Therefore it is difficult to get the correct result when search input has multiple keywords or a sentence. We have introduced a ‘FastStringSearch’ technique which will provide option for efficient search with multiple key words and which will increase the flexibility for the end user to get his expected content easily.

Contexts for Column Addition and Subtraction

ERIC Educational Resources Information Center

Lopez Fernandez, Jorge M.; Velazquez Estrella, Aileen

2011-01-01

In this article, the authors discuss their approach to column addition and subtraction algorithms. Adapting an original idea of Paul Cobb and Erna Yackel's from "A Contextual Investigation of Three-Digit Addition and Subtraction" related to packing and unpacking candy in a candy factory, the authors provided an analogous context by…

Developing a Model to Support Students in Solving Subtraction

ERIC Educational Resources Information Center

Murdiyani, Nila Mareta; Zulkardi; Putri, Ratu Ilma Indra; van Eerde, Dolly; van Galen, Frans

2013-01-01

Subtraction has two meanings and each meaning leads to the different strategies. The meaning of "taking away something" suggests a direct subtraction, while the meaning of "determining the difference between two numbers" is more likely to be modeled as indirect addition. Many prior researches found that the second meaning and…

Purification of photon subtraction from continuous squeezed light by filtering

NASA Astrophysics Data System (ADS)

Yoshikawa, Jun-ichi; Asavanant, Warit; Furusawa, Akira

2017-11-01

Photon subtraction from squeezed states is a powerful scheme to create good approximation of so-called Schrödinger cat states. However, conventional continuous-wave-based methods actually involve some impurity in squeezing of localized wave packets, even in the ideal case of no optical losses. Here, we theoretically discuss this impurity by introducing mode match of squeezing. Furthermore, here we propose a method to remove this impurity by filtering the photon-subtraction field. Our method in principle enables creation of pure photon-subtracted squeezed states, which was not possible with conventional methods.

Socially Shared Metacognition of Dyads of Pupils in Collaborative Mathematical Problem-Solving Processes

ERIC Educational Resources Information Center

Iiskala, Tuike; Vauras, Marja; Lehtinen, Erno; Salonen, Pekka

2011-01-01

This study investigated how metacognition appears as a socially shared phenomenon within collaborative mathematical word-problem solving processes of dyads of high-achieving pupils. Four dyads solved problems of different difficulty levels. The pupils were 10 years old. The problem-solving activities were videotaped and transcribed in terms of…

Eye-Tracking Study of Complexity in Gas Law Problems

ERIC Educational Resources Information Center

Tang, Hui; Pienta, Norbert

2012-01-01

This study, part of a series investigating students' use of online tools to assess problem solving, uses eye-tracking hardware and software to explore the effect of problem difficulty and cognitive processes when students solve gas law word problems. Eye movements are indices of cognition; eye-tracking data typically include the location,…

Individual differences in solving arithmetic word problems

PubMed Central

2013-01-01

Background With the present functional magnetic resonance imaging (fMRI) study at 3 T, we investigated the neural correlates of visualization and verbalization during arithmetic word problem solving. In the domain of arithmetic, visualization might mean to visualize numbers and (intermediate) results while calculating, and verbalization might mean that numbers and (intermediate) results are verbally repeated during calculation. If the brain areas involved in number processing are domain-specific as assumed, that is, that the left angular gyrus (AG) shows an affinity to the verbal domain, and that the left and right intraparietal sulcus (IPS) shows an affinity to the visual domain, the activation of these areas should show a dependency on an individual’s cognitive style. Methods 36 healthy young adults participated in the fMRI study. The participants habitual use of visualization and verbalization during solving arithmetic word problems was assessed with a short self-report assessment. During the fMRI measurement, arithmetic word problems that had to be solved by the participants were presented in an event-related design. Results We found that visualizers showed greater brain activation in brain areas involved in visual processing, and that verbalizers showed greater brain activation within the left angular gyrus. Conclusions Our results indicate that cognitive styles or preferences play an important role in understanding brain activation. Our results confirm, that strong visualizers use mental imagery more strongly than weak visualizers during calculation. Moreover, our results suggest that the left AG shows a specific affinity to the verbal domain and subserves number processing in a modality-specific way. PMID:23883107

Auditory Processing Disorder (For Parents)

MedlinePlus

... or other speech-language difficulties? Are verbal (word) math problems difficult for your child? Is your child ... inferences from conversations, understanding riddles, or comprehending verbal math problems — require heightened auditory processing and language levels. ...

Numbers and functional lateralization: A visual half-field and dichotic listening study in proficient bilinguals.

PubMed

Klichowski, Michal; Króliczak, Gregory

2017-06-01

Potential links between language and numbers and the laterality of symbolic number representations in the brain are still debated. Furthermore, reports on bilingual individuals indicate that the language-number interrelationships might be quite complex. Therefore, we carried out a visual half-field (VHF) and dichotic listening (DL) study with action words and different forms of symbolic numbers used as stimuli to test the laterality of word and number processing in single-, dual-language and mixed -task and language- contexts. Experiment 1 (VHF) showed a significant right visual field/left hemispheric advantage in response accuracy for action word, as compared to any form of symbolic number processing. Experiment 2 (DL) revealed a substantially reversed effect - a significant right ear/left hemisphere advantage for arithmetic operations as compared to action word processing, and in response times in single- and dual-language contexts for number vs. action words. All these effects were language independent. Notably, for within-task response accuracy compared across modalities significant differences were found in all studied contexts. Thus, our results go counter to findings showing that action-relevant concepts and words, as well as number words are represented/processed primarily in the left hemisphere. Instead, we found that in the auditory context, following substantial engagement of working memory (here: by arithmetic operations), there is a subsequent functional reorganization of processing single stimuli, whether verbs or numbers. This reorganization - their weakened laterality - at least for response accuracy is not exclusive to processing of numbers, but the number of items to be processed. For response times, except for unpredictable tasks in mixed contexts, the "number problem" is more apparent. These outcomes are highly relevant to difficulties that simultaneous translators encounter when dealing with lengthy auditory material in which single items such as number words (and possibly other types of key words) need to be emphasized. Our results may also shed a new light on the "mathematical savant problem". Copyright © 2017 Elsevier Ltd. All rights reserved.

Concordancing for Schools: Problems and Potential.

ERIC Educational Resources Information Center

Pickard, Valerie; And Others

The value and role of concordancers (simple computer programs that can quickly analyze electronic texts to find occurrences of a given word, part of a word, or phrase and display it within its immediate context) in secondary school English-as-a-Second-Language (ESL) teaching are examined. First, their use in higher education is discussed,…

Perceptions of Ability to Program or to Use a Word Processor.

ERIC Educational Resources Information Center

Colley, Ann; And Others

1996-01-01

This study examined 117 undergraduates' perceptions of ability at computer programming and word processing. In particular, it rated the importance of prior experience factors, keyboarding skills, and personal attributes such as enjoyment of problem solving. Those were discovered, in general, to be more important than formal training or aptitude in…

A Method for Predicting Manning Factors in Post Year 2000 Ships

DTIC Science & Technology

1975-12-01

the automated condition. ij ;: Related to the problem of model validity is the consideration of the accuracy of the predictions. Linus Pauling ...described his use of the word "stochastic" in the April 1955 American Scientist. According to Pauling , the word is derived from a Greek stem which

Teamwork in Secular and Faith-Based Organizations

ERIC Educational Resources Information Center

Grant, Arnold R.

2007-01-01

The word "teamwork" has become a favorite of corporate leaders; however, many employees view "teamwork" as a word devoid of meaning. Part of the problem is that "teamwork" has an entirely different meaning to people at various levels in an organization, and this prevents individuals and different departments within a company from moving forward…

Readability: Theory and Practice.

ERIC Educational Resources Information Center

Wells, Barron; Spinks, Nelda

1991-01-01

Investigates readability levels of correspondence sent out by Gulf Coast area business offices. Finds that a large majority of the correspondence sent out from the offices under study is written at too high a reading level. Finds also that the greatest problem lies in syllable intensity--the use of "big" words where everyday words would have…

Can "CANISO" Activate "CASINO"? Transposed-Letter Similarity Effects with Nonadjacent Letter Positions

ERIC Educational Resources Information Center

Perea, Manuel; Lupker, Stephen J.

2004-01-01

Nonwords created by transposing two "adjacent" letters (i.e., transposed-letter (TL) nonwords like "jugde") are very effective at activating the lexical representation of their base words. This fact poses problems for most computational models of word recognition (e.g., the interactive-activation model and its extensions), which assume that exact…

International Quidditch: Using Cultural Translation Exercises to Teach Word Choice and Audience

ERIC Educational Resources Information Center

Ruwe, Donelle

2013-01-01

The American edition of "Harry Potter and the Sorcerer's Stone" has significant changes from the original British version, and every word of a Harry Potter book in translation derives from a translator's decision-making process. Focusing students on British-to-American cultural translation problems in the Harry Potter series encourages…

Math in Plain English: Literacy Strategies for the Mathematics Classroom

ERIC Educational Resources Information Center

Benjamin, Amy

2011-01-01

Do word problems and math vocabulary confuse students in your mathematics classes? Do simple keywords like "value" and "portion" seem to mislead them? Many words that students already know can have a different meaning in mathematics. To grasp that difference, students need to connect English literacy skills to math. Successful students speak,…

Linguistic Skills Involved in Learning to Spell: An Australian Study

ERIC Educational Resources Information Center

Daffern, Tessa

2017-01-01

Being able to accurately spell in Standard English requires efficient coordination of multiple knowledge sources. Therefore, spelling is a word-formation problem-solving process that can be difficult to learn. The present study uses Triple Word Form Theory as a conceptual framework to analyse Standard English spelling performance levels of…

Improving Elementary Students' Spelling Achievement Using High-Frequency Words.

ERIC Educational Resources Information Center

Durnil, Christina; And Others

An action research study detailed a program for improving spelling achievement across the curriculum. The targeted population is composed of second and third grade students from a growing, middle class community located in a suburb of Chicago, Illinois. The problem of misspelled words in the students' writing was documented through students'…

Assessing Adolescents' Communicative Self-Efficacy to Discuss Controversial Issues: Findings from a Randomized Study of the Word Generation Program

ERIC Educational Resources Information Center

Lin, Alex R.; Lawrence, Joshua F.; Snow, Catherine E.; Taylor, Karen S.

2016-01-01

Communicative self-efficacy serves as an important link between discussing controversial issues and civic engagement because confidence in one's discourse skills is important to managing conflicting perspectives and developing solutions to community-based problems. Freely available to schools, "Word Generation" is a cross-content…

Differences Arising from Language in Perceiving Some Terms in Physics Education

ERIC Educational Resources Information Center

Unsal, Yasin

2010-01-01

In several resources, especially in textbooks, there are two or more alternatives for terms. These terms generally come from foreign words and alternative equivalences of these words. The aim of the study is to investigate whether this situation causes students problems in perceiving the terms; in which alternatives, the conceptual perception is…

Writing Dear Abby: An Interim Report to Teachers of Spelling.

ERIC Educational Resources Information Center

Allen, Virginia French

New spellers, adults just beginning to learn to read and write, face daunting problems with English vocabulary. Teachers use varying approaches to help these students, including published lists of Words Most Frequently Used. This paper provides an inventory of words used in letters to syndicated columnist "Dear Abby" as published in a…

Environmental Terms--The Basics.

ERIC Educational Resources Information Center

Lee County School District, Ft. Myers, FL. Dept. of Environmental Education and Instructional Development Services.

One of the problems of the English language is that individual words can often convey such a breadth of meaning that people often find themselves speaking past each other. The jargon of the environment is not immune. The words included in this publication are some of those more basic to the understanding of the environment. Definitions offered…

Prediction of Word Recognition in the First Half of Grade 1

ERIC Educational Resources Information Center

Snel, M. J.; Aarnoutse, C. A. J.; Terwel, J.; van Leeuwe, J. F. J.; van der Veld, W. M.

2016-01-01

Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted…

GeoSegmenter: A statistically learned Chinese word segmenter for the geoscience domain

NASA Astrophysics Data System (ADS)

Huang, Lan; Du, Youfu; Chen, Gongyang

2015-03-01

Unlike English, the Chinese language has no space between words. Segmenting texts into words, known as the Chinese word segmentation (CWS) problem, thus becomes a fundamental issue for processing Chinese documents and the first step in many text mining applications, including information retrieval, machine translation and knowledge acquisition. However, for the geoscience subject domain, the CWS problem remains unsolved. Although a generic segmenter can be applied to process geoscience documents, they lack the domain specific knowledge and consequently their segmentation accuracy drops dramatically. This motivated us to develop a segmenter specifically for the geoscience subject domain: the GeoSegmenter. We first proposed a generic two-step framework for domain specific CWS. Following this framework, we built GeoSegmenter using conditional random fields, a principled statistical framework for sequence learning. Specifically, GeoSegmenter first identifies general terms by using a generic baseline segmenter. Then it recognises geoscience terms by learning and applying a model that can transform the initial segmentation into the goal segmentation. Empirical experimental results on geoscience documents and benchmark datasets showed that GeoSegmenter could effectively recognise both geoscience terms and general terms.

Written Language Ability in Mandarin-Speaking Children with Cochlear Implants.

PubMed

Wu, Che-Ming; Ko, Hui-Chen; Chen, Yen-An; Tsou, Yung-Ting; Chao, Wei-Chieh

2015-01-01

Objectives. To examine narrative writing in cochlear implant (CI) children and understand the factors associated with unfavorable outcomes. Materials and Methods. Forty-five CI children in grades 2-6 participated in this study. They received CIs at 4.1 ± 2.1 years of age and had used them for 6.5 ± 2.7 years. A story-writing test was conducted and scored on 4 subscales: Total Number of Words, Words per Sentence, Morphosyntax, and Semantics. Scores more than 1.5 SD lower than the mean of the normal-hearing normative sample were considered problematic. Language and speech skills were examined. Results. Significantly more implanted students were problematic on "Total Number of Words" (p < 0.001), "Words per Sentence" (p = 0.049), and "Semantics" (p < 0.001). Poorer receptive language and auditory performance were independently associated with problematic "Total Number of Words" (R (2) = 0.489) and "Semantics" (R (2) = 0.213), respectively. "Semantics" problem was more common in lower graders (grades 2-4) than in higher graders (grades 5-6; p = 0.016). Conclusion. Implanted children tend to write stories that are shorter, worse-organized, and without a plot, while formulating morphosyntactically correct sentences. Special attention is required on their auditory and language performances, which could lead to written language problems.

An Investigation on Chinese Teachers' Realistic Problem Posing and Problem Solving Ability and Beliefs

ERIC Educational Resources Information Center

Chen, Limin; Van Dooren, Wim; Chen, Qi; Verschaffel, Lieven

2011-01-01

In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary school teachers from Tianjin City in China, wherein the teachers were asked to solve 3…

Informed baseline subtraction of proteomic mass spectrometry data aided by a novel sliding window algorithm.

PubMed

Stanford, Tyman E; Bagley, Christopher J; Solomon, Patty J

2016-01-01

Proteomic matrix-assisted laser desorption/ionisation (MALDI) linear time-of-flight (TOF) mass spectrometry (MS) may be used to produce protein profiles from biological samples with the aim of discovering biomarkers for disease. However, the raw protein profiles suffer from several sources of bias or systematic variation which need to be removed via pre-processing before meaningful downstream analysis of the data can be undertaken. Baseline subtraction, an early pre-processing step that removes the non-peptide signal from the spectra, is complicated by the following: (i) each spectrum has, on average, wider peaks for peptides with higher mass-to-charge ratios ( m / z ), and (ii) the time-consuming and error-prone trial-and-error process for optimising the baseline subtraction input arguments. With reference to the aforementioned complications, we present an automated pipeline that includes (i) a novel 'continuous' line segment algorithm that efficiently operates over data with a transformed m / z -axis to remove the relationship between peptide mass and peak width, and (ii) an input-free algorithm to estimate peak widths on the transformed m / z scale. The automated baseline subtraction method was deployed on six publicly available proteomic MS datasets using six different m/z-axis transformations. Optimality of the automated baseline subtraction pipeline was assessed quantitatively using the mean absolute scaled error (MASE) when compared to a gold-standard baseline subtracted signal. Several of the transformations investigated were able to reduce, if not entirely remove, the peak width and peak location relationship resulting in near-optimal baseline subtraction using the automated pipeline. The proposed novel 'continuous' line segment algorithm is shown to far outperform naive sliding window algorithms with regard to the computational time required. The improvement in computational time was at least four-fold on real MALDI TOF-MS data and at least an order of magnitude on many simulated datasets. The advantages of the proposed pipeline include informed and data specific input arguments for baseline subtraction methods, the avoidance of time-intensive and subjective piecewise baseline subtraction, and the ability to automate baseline subtraction completely. Moreover, individual steps can be adopted as stand-alone routines.

Effects of global signal regression and subtraction methods on resting-state functional connectivity using arterial spin labeling data.

PubMed

Silva, João Paulo Santos; Mônaco, Luciana da Mata; Paschoal, André Monteiro; Oliveira, Ícaro Agenor Ferreira de; Leoni, Renata Ferranti

2018-05-16

Arterial spin labeling (ASL) is an established magnetic resonance imaging (MRI) technique that is finding broader applications in functional studies of the healthy and diseased brain. To promote improvement in cerebral blood flow (CBF) signal specificity, many algorithms and imaging procedures, such as subtraction methods, were proposed to eliminate or, at least, minimize noise sources. Therefore, this study addressed the main considerations of how CBF functional connectivity (FC) is changed, regarding resting brain network (RBN) identification and correlations between regions of interest (ROI), by different subtraction methods and removal of residual motion artifacts and global signal fluctuations (RMAGSF). Twenty young healthy participants (13 M/7F, mean age = 25 ± 3 years) underwent an MRI protocol with a pseudo-continuous ASL (pCASL) sequence. Perfusion-based images were obtained using simple, sinc and running subtraction. RMAGSF removal was applied to all CBF time series. Independent Component Analysis (ICA) was used for RBN identification, while Pearson' correlation was performed for ROI-based FC analysis. Temporal signal-to-noise ratio (tSNR) was higher in CBF maps obtained by sinc subtraction, although RMAGSF removal had a significant effect on maps obtained with simple and running subtractions. Neither the subtraction method nor the RMAGSF removal directly affected the identification of RBNs. However, the number of correlated and anti-correlated voxels varied for different subtraction and filtering methods. In an ROI-to-ROI level, changes were prominent in FC values and their statistical significance. Our study showed that both RMAGSF filtering and subtraction method might influence resting-state FC results, especially in an ROI level, consequently affecting FC analysis and its interpretation. Taking our results and the whole discussion together, we understand that for an exploratory assessment of the brain, one could avoid removing RMAGSF to not bias FC measures, but could use sinc subtraction to minimize low-frequency contamination. However, CBF signal specificity and frequency range for filtering purposes still need to be assessed in future studies. Copyright © 2018 Elsevier Inc. All rights reserved.

Nonenhanced magnetic resonance angiography (MRA) of the calf arteries at 3 Tesla: intraindividual comparison of 3D flow-dependent subtractive MRA and 2D flow-independent non-subtractive MRA.

PubMed

Knobloch, Gesine; Lauff, Marie-Teres; Hirsch, Sebastian; Schwenke, Carsten; Hamm, Bernd; Wagner, Moritz

2016-12-01

To prospectively compare 3D flow-dependent subtractive MRA vs. 2D flow-independent non-subtractive MRA for assessment of the calf arteries at 3 Tesla. Forty-two patients with peripheral arterial occlusive disease underwent nonenhanced MRA of calf arteries at 3 Tesla with 3D flow-dependent subtractive MRA (fast spin echo sequence; 3D-FSE-MRA) and 2D flow-independent non-subtractive MRA (balanced steady-state-free-precession sequence; 2D-bSSFP-MRA). Moreover, all patients underwent contrast-enhanced MRA (CE-MRA) as standard-of-reference. Two readers performed a per-segment evaluation for image quality (4 = excellent to 0 = non-diagnostic) and severity of stenosis. Image quality scores of 2D-bSSFP-MRA were significantly higher compared to 3D-FSE-MRA (medians across readers: 4 vs. 3; p < 0.0001) with lower rates of non-diagnostic vessel segments on 2D-bSSFP-MRA (reader 1: <1 % vs. 15 %; reader 2: 1 % vs. 29 %; p < 0.05). Diagnostic performance of 2D-bSSFP-MRA and 3D-FSE-MRA across readers showed sensitivities of 89 % (214/240) vs. 70 % (168/240), p = 0.0153; specificities: 91 % (840/926) vs. 63 % (585/926), p < 0.0001; and diagnostic accuracies of 90 % (1054/1166) vs. 65 % (753/1166), p < 0.0001. 2D flow-independent non-subtractive MRA (2D-bSSFP-MRA) is a robust nonenhanced MRA technique for assessment of the calf arteries at 3 Tesla with significantly higher image quality and diagnostic accuracy compared to 3D flow-dependent subtractive MRA (3D-FSE-MRA). • 2D flow-independent non-subtractive MRA (2D-bSSFP-MRA) is a robust NE-MRA technique at 3T • 2D-bSSFP-MRA outperforms 3D flow-dependent subtractive MRA (3D-FSE-MRA) as NE-MRA of calf arteries • 2D-bSSFP-MRA is a promising alternative to CE-MRA for calf PAOD evaluation.

An enquiry into the process of categorization of pictures and words.

PubMed

Viswanathan, Madhubalan; Childers, Terry L

2003-02-01

This paper reports a series of experiments conducted to study the categorization of pictures and words. Whereas some studies reported in the past have found a picture advantage in categorization, other studies have yielded no differences between pictures and words. This paper used an experimental paradigm designed to overcome some methodological problems to examine picture-word categorization. The results of one experiment were consistent with an advantage for pictures in categorization. To identify the source of the picture advantage in categorization, two more experiments were conducted. Findings suggest that semantic relatedness may play an important role in the categorization of both pictures and words. We explain these findings by suggesting that pictures simultaneously access both their concept and visually salient features whereas words may initially access their concept and may subsequently activate features. Therefore, pictures have an advantage in categorization by offering multiple routes to semantic processing.

What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades?

PubMed

Yeung, Pui-Sze; Ho, Connie Suk-Han; Chan, David Wai-Ock; Chung, Kevin Kien-Hoa

2014-05-01

To identify the indicators of persistent reading difficulties among Chinese readers in early elementary grades, the performance of three groups of Chinese children with different reading trajectories ('persistent poor word readers', 'improved poor word readers' and 'skilled word readers') in reading-related measures was analysed in a 3-year longitudinal study. The three groups were classified according to their performance in a standardized Chinese word reading test in Grade 1 and Grade 4. Results of analysis of variance and logistic regression on the reading-related measures revealed that rapid naming and syntactic skills were important indicators of early word reading difficulty. Syntactic skills and morphological awareness were possible markers of persistent reading problems. Chinese persistent poor readers did not differ significantly from skilled readers on the measures of phonological skills. Copyright © 2014 John Wiley & Sons, Ltd.

North American Veterinary Licensing Examination pacing study.

PubMed

Subhiyah, Raja G; Boyce, John R

2010-01-01

The National Board of Veterinary Medical Examiners was interested in the possible effects of word count on the outcomes of the North American Veterinary Licensing Examination. In this study, the authors investigated the effects of increasing word count on the pacing of examinees during each section of the examination and on the performance of examinees on the items. Specifically, the authors analyzed the effect of item word count on the average time spent on each item within a section of the examination, the average number of items omitted at the end of a section, and the average difficulty of items as a function of presentation order. The average word count per item increased from 2001 to 2008. As expected, there was a relationship between word count and time spent on the item. No significant relationship was found between word count and item difficulty, and an analysis of omitted items and pacing patterns showed no indication of overall pacing problems.

Subtraction coronary CT angiography using second-generation 320-detector row CT.

PubMed

Yoshioka, Kunihiro; Tanaka, Ryoichi; Muranaka, Kenta; Sasaki, Tadashi; Ueda, Takanori; Chiba, Takuya; Takeda, Kouta; Sugawara, Tsuyoshi

2015-06-01

The purpose of this study was to explore the feasibility of subtraction coronary computed tomography angiography (CCTA) by second-generation 320-detector row CT in patients with severe coronary artery calcification using invasive coronary angiography (ICA) as the gold standard. This study was approved by the institutional board, and all subjects provided written consent. Twenty patients with calcium scores of >400 underwent conventional CCTA and subtraction CCTA followed by ICA. A total of 82 segments were evaluated for image quality using a 4-point scale and the presence of significant (>50 %) luminal stenosis by two independent readers. The average image quality was 2.3 ± 0.8 with conventional CCTA and 3.2 ± 0.6 with subtraction CCTA (P < 0.001). The percentage of segments with non-diagnostic image quality was 43.9 % on conventional CCTA versus 8.5 % on subtraction CCTA (P = 0.004). The segment-based diagnostic accuracy for detecting significant stenosis according to ICA revealed an area under the receiver operating characteristics curve of 0.824 (95 % confidence interval [CI], 0.750-0.899) for conventional CCTA and 0.936 (95 % CI 0.889-0.936) for subtraction CCTA (P = 0.001). The sensitivity, specificity, positive predictive value, and negative predictive value for conventional CCTA were 88.2, 62.5, 62.5, and 88.2 %, respectively, and for subtraction CCTA they were 94.1, 85.4, 82.1, and 95.3 %, respectively. As compared to conventional, subtraction CCTA using a second-generation 320-detector row CT showed improvement in diagnostic accuracy at segment base analysis in patients with severe calcifications.

Orthographic Reading Deficits in Dyslexic Japanese Children: Examining the Transposed-Letter Effect in the Color-Word Stroop Paradigm

PubMed Central

Ogawa, Shino; Shibasaki, Masahiro; Isomura, Tomoko; Masataka, Nobuo

2016-01-01

In orthographic reading, the transposed-letter effect (TLE) is the perception of a transposed-letter position word such as “cholocate” as the correct word “chocolate.” Although previous studies on dyslexic children using alphabetic languages have reported such orthographic reading deficits, the extent of orthographic reading impairment in dyslexic Japanese children has remained unknown. This study examined the TLE in dyslexic Japanese children using the color-word Stroop paradigm comprising congruent and incongruent Japanese hiragana words with correct and transposed-letter positions. We found that typically developed children exhibited Stroop effects in Japanese hiragana words with both correct and transposed-letter positions, thus indicating the presence of TLE. In contrast, dyslexic children indicated Stroop effects in correct letter positions in Japanese words but not in transposed, which indicated an absence of the TLE. These results suggest that dyslexic Japanese children, similar to dyslexic children using alphabetic languages, may also have a problem with orthographic reading. PMID:27303331

Orthographic Reading Deficits in Dyslexic Japanese Children: Examining the Transposed-Letter Effect in the Color-Word Stroop Paradigm.

PubMed

Ogawa, Shino; Shibasaki, Masahiro; Isomura, Tomoko; Masataka, Nobuo

2016-01-01

In orthographic reading, the transposed-letter effect (TLE) is the perception of a transposed-letter position word such as "cholocate" as the correct word "chocolate." Although previous studies on dyslexic children using alphabetic languages have reported such orthographic reading deficits, the extent of orthographic reading impairment in dyslexic Japanese children has remained unknown. This study examined the TLE in dyslexic Japanese children using the color-word Stroop paradigm comprising congruent and incongruent Japanese hiragana words with correct and transposed-letter positions. We found that typically developed children exhibited Stroop effects in Japanese hiragana words with both correct and transposed-letter positions, thus indicating the presence of TLE. In contrast, dyslexic children indicated Stroop effects in correct letter positions in Japanese words but not in transposed, which indicated an absence of the TLE. These results suggest that dyslexic Japanese children, similar to dyslexic children using alphabetic languages, may also have a problem with orthographic reading.

Intellectual Abilities That Discriminate Good and Poor Problem Solvers.

ERIC Educational Resources Information Center

Meyer, Ruth Ann

1981-01-01

This study compared good and poor fourth-grade problem solvers on a battery of 19 "reference" tests for verbal, induction, numerical, word fluency, memory, perceptual speed, and simple visualization abilities. Results suggest verbal, numerical, and especially induction abilities are important to successful mathematical problem solving.…

Reading-Enhanced Word Problem Solving: A Theoretical Model

ERIC Educational Resources Information Center

Capraro, Robert M.; Capraro, Mary Margaret; Rupley, William H.

2012-01-01

There is a reciprocal relationship between mathematics and reading cognition. Metacognitive training within reading-enhanced problem solving should facilitate students developing an awareness of what good readers do when reading for meaning in solving mathematical problems enabling them to apply these strategies. The constructs for each cognitive…

Comparative efficiency of a scheme of cyclic alternating-period subtraction

NASA Astrophysics Data System (ADS)

Golikov, V. S.; Artemenko, I. G.; Malinin, A. P.

1986-06-01

The estimation of the detection quality of a signal on a background of correlated noise according to the Neumann-Pearson criterion is examined. It is shown that, in a number of cases, the cyclic alternating-period subtraction scheme has a higher noise immunity than the conventional alternating-period subtraction scheme.

Relearning To Teach Arithmetic Addition and Subtraction: A Teacher's Study Guide.

ERIC Educational Resources Information Center

Russell, Susan Jo

This package features videotapes and a study guide that are designed to help teachers revisit the operations of addition and subtraction and consider how students can develop meaningful approaches to these operations. The study guides' sessions are on addition, subtraction, the teacher's role, and goals for students and teachers. The readings in…

Mental Computation or Standard Algorithm? Children's Strategy Choices on Multi-Digit Subtractions

ERIC Educational Resources Information Center

Torbeyns, Joke; Verschaffel, Lieven

2016-01-01

This study analyzed children's use of mental computation strategies and the standard algorithm on multi-digit subtractions. Fifty-eight Flemish 4th graders of varying mathematical achievement level were individually offered subtractions that either stimulated the use of mental computation strategies or the standard algorithm in one choice and two…