Letter to the Editor: HCC surveillance in cirrhosis patients: Is the real‐world situation even worse than reported?

Bimodal audiovisual (AV) stimuli are detected or discriminated faster and more accurately than either visual or auditory unimodal stimuli. This effect is called audiovisual integration. Recently, researchers have been increasingly focused on the audiovisual integration of natural, auditory, and visual stimuli in real-world situations. There are some differences between audiovisual integration of naturalistic stimuli and non-naturalistic stimuli, such as the time of occurrence of audiovisual integration, and the neural mechanism. Factors affecting audiovisual integration in real-world situations are summarized here, with particular focus on temporal asynchrony and semantic matching. Stimuli of audiovisual integration in the real-world situation should be controlled strictly, especially emotional factors, familiarity factors, semantic matching, and the match of the naturalistic stimuli and non-naturalistic stimuli. In the future, researchers should study the influence of attention on audiovisual integration and the mechanism of audiovisual integration with naturalistic stimuli in the real-world situation.

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The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan

Educational Studies in Mathematics ◽

10.1007/s10649-021-10058-9 ◽

2021 ◽

Author(s):

Janina Krawitz ◽

Yu-Ping Chang ◽

Kai-Lin Yang ◽

Stanislaw Schukajlow

Keyword(s):

Reading Comprehension ◽

Mathematical Modelling ◽

Real World ◽

Situational Interest ◽

Problem Solver ◽

Learning Material ◽

World Model ◽

The Real ◽

Real World Situation ◽

Modelling Problems

AbstractTo solve mathematical modelling problems, students must translate real-world situations, which are typically presented in text form, into mathematical models. To complete the translation process, the problem-solver must first understand the real-world situation. Therefore, reading comprehension can be considered an essential part of solving modelling problems, and fostering reading comprehension might lead to better modelling competence. Further, ease of comprehension and involvement have been found to increase interest in the learning material, and thus, improving reading comprehension might also increase interest in modelling. The aims of this study were to (a) determine whether providing students with reading comprehension prompts would improve the modelling sub-competencies needed to construct a model of the real-world situation and their interest in modelling and (b) analyze the hypothesized effects in two different educational environments (Germany and Taiwan). We conducted an experimental study of 495 ninth graders (201 German and 294 Taiwanese students). The results unexpectedly revealed that providing reading comprehension prompts did not affect the construction of a real-world model. Further, providing reading comprehension prompts improved students’ situational interest. The effects of providing reading comprehension prompts on the construction of a real-world model were similar in Germany and Taiwan. Students’ interest in modelling improved more in Germany. An in-depth quantitative analysis of students’ responses to reading prompts, their solutions, and their interest in the experimental group confirmed the positive relation between reading comprehension and modelling and indicated that the reading comprehension prompts were not sufficient for improving reading comprehension. Implications for future research are discussed.

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Further Discussion on Population Growth Models by Stochastic Differential Equations

Advanced Materials Research ◽

10.4028/www.scientific.net/amr.705.499 ◽

2013 ◽

Vol 705 ◽

pp. 499-503 ◽

Cited By ~ 1

Author(s):

Fei Yang ◽

Liang Di Zhang ◽

Jing Fang Shen

Keyword(s):

Differential Equations ◽

Population Growth ◽

Stochastic Differential Equations ◽

Real World ◽

Growth Models ◽

The Real ◽

Simplifying Assumptions ◽

Advanced Model ◽

Real World Situation ◽

Population Growth Models

Malthusian population growth model is not applicable to the real world situation in most cases, since the simplifying assumptions are too ideal. In this article, we will generalize the classic population growth models by Stochastic differential equations, and get the extended models appealed to the real world better as well. When modeling the environmental perturbation by white noise process, we get an advanced model .

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A good experiment of choice behavior is a good caricature of a real situation

Behavioral and Brain Sciences ◽

10.1017/s0140525x0129414x ◽

2001 ◽

Vol 24 (3) ◽

pp. 409-410 ◽

Cited By ~ 2

Author(s):

Francisco J. Gil-White

Keyword(s):

Real World ◽

Choice Behavior ◽

Real Situation ◽

The Real ◽

Good Experiment ◽

Real World Situation ◽

What Matters

I argue that (1) the accusation that psychological methods are too diverse conflates “reliability” with “validity”; (2) one must not choose methods by the results they produce – what matters is whether a method acceptably models the real-world situation one is trying to understand; (3) one must also distinguish methodological failings from differences that arise from the pursuit of different theoretical questions.

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A Simulation Game Teaching Aid for Rural Development

Journal of Agricultural and Applied Economics ◽

10.1017/s0081305200012425 ◽

1975 ◽

Vol 7 (1) ◽

pp. 239-245

Author(s):

James Nelson ◽

Gerald Doeksen

Keyword(s):

Graduate Students ◽

Rural Development ◽

Real World ◽

Simulation Game ◽

Strict Adherence ◽

The Real ◽

Course Planning ◽

Time Limitations ◽

Real World Situation ◽

Classroom Time

Teaching rural development must reflect the breadth and complexity of the real world situation. Time limitations may restrict the teacher primarily to presentation and discussion of the field's many facets, leaving little time to consider how these diverse elements interact. Even if careful course planning and strict adherence to a course outlined provide classroom time for such consideration, only advanced graduate students are likely to have sufficient expertise to readily understand the relationships, real or hypothesized, resulting from these interactions.Alternatives in the classroom include giving these relationships only cursory, descriptive treatment, or digging into them with analytical fervor, thereby causing many students a great deal of chagrin. A third alternative is demonstrating interactive aspects of rural development with a game. Such a game is discussed in this paper.

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Place of Pragmatics in EFL Classroom

Khazar Journal of Humanities and Social Sciences ◽

10.5782/2223-2621.2021.24.1.66 ◽

2021 ◽

Vol 24 (1) ◽

pp. 66-81

Author(s):

Ali Akbar Khansir ◽

Farhad Pakdel

Keyword(s):

Real World ◽

Language Teaching ◽

Functional Approach ◽

Language Teachers ◽

The Other ◽

The Real ◽

Other Hand ◽

Language Studies ◽

Language Classroom ◽

Real World Situation

This article’s main aim was to discuss the place of Pragmatics in EFL classrooms. Pragmatics is one of the branches of linguistics concerned with the study of meaning as communicated by a speaker and interpreted by a listener. Pragmatics has relatively recently become the focuses of attention in language studies. On the other hand, it is important to remember that pragmatics components have been used in language teaching contexts in recent years, syllabus design by language teachers worldwide. Many research works have been done by many language researchers in different aspects of pragmatics competence. Language teachers use pragmatics as a functional approach in the language classroom. However, pragmatics follows the general principles for men when they communicate with others. Pragmatics study sentences not in isolation but regarding contexts of situations, and it is defined as the interaction between a sequence of language and the real-world situation in which it is used.

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The Rotating Snake Illusion is a straightforward consequence of non-linearity in arrays of standard motion detectors

10.1101/2020.04.30.070623 ◽

2020 ◽

Author(s):

Michael Bach ◽

Lea Atala-Gérard

Keyword(s):

Opposite Direction ◽

Real World ◽

Illusory Motion ◽

New Model ◽

The Real ◽

Steady Fixation ◽

Free Parameters ◽

Motion Detectors ◽

Straightforward Consequence ◽

Real World Situation

AbstractThe Rotating Snakes illusion is a motion illusion based on repeating, asymmetric luminance patterns. Recently, we found certain grey-value conditions where a weak, illusory motion occurs in the opposite direction. Of the four models for explaining the illusion, one (Backus and Oruç, 2005) also explains the unexpected perceived opposite direction. We here present a simple new model, without free parameters, based on an array of standard correlation-type motion detectors with a subsequent non-linearity (e.g., saturation) before summing the detector outputs. The model predicts (1) the pattern-appearance motion illusion for steady fixation, (2) an illusion under the real-world situation of saccades across or near the pattern (pattern shift), (3) a relative maximum of illusory motion for the same grey values where it is found psychophysically, and (4) the inverse illusion for certain luminance values. We submit that the model’s sparseness of assumptions justifies adding a fifth model to explain this illusion.

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