Exploring the functional relation of magnetic density and magnetocaloric effect based on a dinuclear system

Author(s):  
Zi‐Yuan Liu ◽  
Xu‐Ke Huang ◽  
Zi‐Lu Chen ◽  
Dong‐Cheng Liu ◽  
Hua‐Hong Zou ◽  
...  

2019 ◽  
Author(s):  
Corey Peltier ◽  
Mindy E Lingo ◽  
Faye Autry-Schreffler ◽  
Malarie Deardorff ◽  
Leslie Mathews ◽  
...  

Students identified with a specific learning disability (SLD) experience difficulty with mathematical problem solving. One specific intervention identified as a promising practice for students with a SLD is schema-based instruction (SBI). The current projects aimed to tests the efficacy of SBI under routine conditions. This extends prior literature by (a) using a teacher as the implementer, (b) allowing flexibility in the intervention protocol, (c) condensing the duration of intervention sessions, and (d) providing instruction in small group settings. In addition, we examined student problem solving performance on word problems requiring two-steps and combined schema structures. We used a multiple-probe design across three groups of fifth-grade participants (n = 7) receiving supplemental instruction in a resource room setting. Results indicated a functional relation between SBI and problem-solving performance for all students on simple structure word problems, with the magnitude of effects varying across cases. The NAP, Tau, and BC-SMD effect sizes were used to quantify effects. Implications were discussed in regard to systematic replication and conditions that may impact fidelity.



2020 ◽  
Vol 12 (1) ◽  
pp. 01018-1-01018-4
Author(s):  
Anna Kosogor ◽  
◽  
Serafima I. Palamarchuk ◽  
Victor A. Lvov ◽  
◽  
...  


2020 ◽  
Author(s):  
Jia-Wang Xu ◽  
Xinqi Zheng ◽  
Shu-Xian Yang ◽  
L. Xi ◽  
J. Y. Zhang ◽  
...  


2019 ◽  
Vol 42 (1) ◽  
pp. 31-39
Author(s):  
Krystal L. Werfel ◽  
Marren C. Brooks ◽  
Lisa Fitton

Although speech–language pathologists increasingly make use of tablets in clinical practice, little research to date has evaluated the effectiveness or efficiency of tablet use for targeting speech sound goals. The twofold purpose of this study was to compare (a) the effectiveness and (b) the efficiency of speech sound intervention using tablets versus flashcards. Four kindergarten students with at least two similar speech sound errors participated in this adapted alternating treatments single subject design study that explored the functional relation between speech sound intervention that differed by modality of delivery (tablet vs. flashcards) and increased speech sound skill in elementary school children with speech sound errors. Flashcards and tablets were both effective single-word speech sound intervention modalities; however, for three of the four participants, flashcards were more efficient than tablets.



2017 ◽  
Vol 702 ◽  
pp. 546-550 ◽  
Author(s):  
Yikun Zhang ◽  
Dan Guo ◽  
Yang Yang ◽  
Shuhua Geng ◽  
Xi Li ◽  
...  


2020 ◽  
Vol 46 (8) ◽  
pp. 11988-11993 ◽  
Author(s):  
Bingbing Wu ◽  
Dan Guo ◽  
Yaming Wang ◽  
Yikun Zhang


Author(s):  
TRU H. CAO

Conceptual graphs and fuzzy logic are two logical formalisms that emphasize the target of natural language, where conceptual graphs provide a structure of formulas close to that of natural language sentences while fuzzy logic provides a methodology for computing with words. This paper proposes fuzzy conceptual graphs as a knowledge representation language that combines the advantages of both the two formalisms for artificial intelligence approaching human expression and reasoning. Firstly, the conceptual graph language is extended with functional relation types for representing functional dependency, and conjunctive types for joining concepts and relations. Then fuzzy conceptual graphs are formulated as a generalization of conceptual graphs where fuzzy types and fuzzy attribute-values are used in place of crisp types and crisp attribute-values. Projection and join as basic operations for reasoning on fuzzy conceptual graphs are defined, taking into account the semantics of fuzzy set-based values.



2014 ◽  
Vol 115 (17) ◽  
pp. 17A911 ◽  
Author(s):  
R. R. Wu ◽  
L. F. Bao ◽  
F. X. Hu ◽  
J. Wang ◽  
X. Q. Zheng ◽  
...  


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