Minecraft as a Generative Platform for Analyzing and Practicing Spatial Reasoning

Author(s):  
Brian Andrus ◽  
David Bar-El ◽  
Camille Msall ◽  
David Uttal ◽  
Marcelo Worsley
Keyword(s):  
Author(s):  
Allison J. Jaeger ◽  
Andrew F. Jarosz ◽  
Jennifer Wiley
Keyword(s):  

2001 ◽  
Author(s):  
John R. Rani ◽  
Thomas E. Dawson ◽  
Julia H. Chariker

1984 ◽  
Author(s):  
T. Matsuyama ◽  
V. S. S. Hwang ◽  
L. S. Davis

2021 ◽  
Vol 5 (1) ◽  
pp. 1-20
Author(s):  
Isabelle Bloch

Abstract In many domains of information processing, such as knowledge representation, preference modeling, argumentation, multi-criteria decision analysis, spatial reasoning, both vagueness, or imprecision, and bipolarity, encompassing positive and negative parts of information, are core features of the information to be modeled and processed. This led to the development of the concept of bipolar fuzzy sets, and of associated models and tools, such as fusion and aggregation, similarity and distances, mathematical morphology. Here we propose to extend these tools by defining algebraic and topological relations between bipolar fuzzy sets, including intersection, inclusion, adjacency and RCC relations widely used in mereotopology, based on bipolar connectives (in a logical sense) and on mathematical morphology operators. These definitions are shown to have the desired properties and to be consistent with existing definitions on sets and fuzzy sets, while providing an additional bipolar feature. The proposed relations can be used for instance for preference modeling or spatial reasoning. They apply more generally to any type of functions taking values in a poset or a complete lattice, such as L-fuzzy sets.


2021 ◽  
Vol 11 (4) ◽  
pp. 155
Author(s):  
Gonzalo Duque de Blas ◽  
Isabel Gómez-Veiga ◽  
Juan A. García-Madruga

Solving arithmetic word problems is a complex task that requires individuals to activate their working memory resources, as well as the correct performance of the underlying executive processes involved in order to inhibit semantic biases or superficial responses caused by the problem’s statement. This paper describes a study carried out with 135 students of Secondary Obligatory Education, each of whom solved 5 verbal arithmetic problems: 2 consistent problems, whose mathematical operation (add/subtract) and the verbal statement of the problem coincide, and 3 inconsistent problems, whose required operation is the inverse of the one suggested by the verbal term(s). Measures of reading comprehension, visual–spatial reasoning and deductive reasoning were also obtained. The results show the relationship between arithmetic problems and cognitive measures, as well as the ability of these problems to predict academic performance. Regression analyses confirmed that arithmetic word problems were the only measure with significant power of association with academic achievement in both History/Geography (β = 0.25) and Mathematics (β = 0.23).


2021 ◽  
Vol 1828 (1) ◽  
pp. 012145
Author(s):  
Ye Qin ◽  
Zhiping Zhou ◽  
Chen Biao ◽  
Li Wenjie

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