scholarly journals How Text Presentation and Financial Literacy Affect Pension Communication Success

2017 ◽  
Vol 55 (2) ◽  
pp. 135-163
Author(s):  
Louise Nell ◽  
Leo Lentz ◽  
Henk Pander Maat

This study examined the effects of (a) text presentation and (b) prior knowledge and language skill on finding information in financial documents. First, the participants filled out tests that measured their levels of vocabulary, reading skill, domain knowledge, and topic knowledge. Subsequently, they read an on-screen text on pension information in either a linear structure (“nonlayered”) or a hypertext structure (“layered”). Readers’ performance was measured by verbal scenario questions. No difference was found for text presentation. Language skill and domain knowledge were both important predictors for finding, whereas topic knowledge was not associated with readers’ performance at all. When differentiating between text presentation conditions, we found that domain knowledge only plays a role in the nonlayered condition, not in the layered condition. These results indicate that the set of skills needed to successfully read a document varies with both type of task and type of reading, confirming prior research.

1991 ◽  
Vol 23 (4) ◽  
pp. 487-508 ◽  
Author(s):  
Steven A. Stahl ◽  
Victoria Chou Hare ◽  
Richard Sinatra ◽  
James F. Gregory

Although both prior topic knowledge and vocabulary knowledge have been known to affect comprehension in general, less is known about the specifics of the interactions between these factors. Using a magazine article about a ceremony marking the retirement of a baseball player's jersey number, this study examines the effects of knowledge of baseball in general and of the career of Tom Seaver in specific and of knowledge of word meanings in general and of words used in the passage specifically on tenth graders' recall of different aspects of passage content. Vocabulary knowledge tended to affect the number of units recalled overall; prior knowledge influenced which units were recalled. Prior topic knowledge influenced whether subjects produced a gist statement in their recall and how well they recalled numbers relevant to Seaver's career. High knowledge subjects also tended to focus more on information given about his career than low knowledge subjects. Specific and general domain knowledge were so closely related that their effects could not be disentangled. A qualitative analysis of the protocols confirmed the general trends in the quantitative analysis. Results suggest both that domain knowledge and vocabulary have independent effects on comprehension and that these effects are on what is comprehended as well as how much is comprehended.


2018 ◽  
Vol 71 (1) ◽  
pp. 93-102 ◽  
Author(s):  
Jennifer Wiley ◽  
Tim George ◽  
Keith Rayner

Two experiments investigated the effects of domain knowledge on the resolution of ambiguous words with dominant meanings related to baseball. When placed in a sentence context that strongly biased toward the non-baseball meaning (positive evidence), or excluded the baseball meaning (negative evidence), baseball experts had more difficulty than non-experts resolving the ambiguity. Sentence contexts containing positive evidence supported earlier resolution than did the negative evidence condition for both experts and non-experts. These experiments extend prior findings, and can be seen as support for the reordered access model of lexical access, where both prior knowledge and discourse context influence the availability of word meanings.


2021 ◽  
Vol 20 (5s) ◽  
pp. 1-25
Author(s):  
Zhenge Jia ◽  
Yiyu Shi ◽  
Samir Saba ◽  
Jingtong Hu

Atrial Fibrillation (AF), one of the most prevalent arrhythmias, is an irregular heart-rate rhythm causing serious health problems such as stroke and heart failure. Deep learning based methods have been exploited to provide an end-to-end AF detection by automatically extracting features from Electrocardiogram (ECG) signal and achieve state-of-the-art results. However, the pre-trained models cannot adapt to each patient’s rhythm due to the high variability of rhythm characteristics among different patients. Furthermore, the deep models are prone to overfitting when fine-tuned on the limited ECG of the specific patient for personalization. In this work, we propose a prior knowledge incorporated learning method to effectively personalize the model for patient-specific AF detection and alleviate the overfitting problems. To be more specific, a prior-incorporated portion importance mechanism is proposed to enforce the network to learn to focus on the targeted portion of the ECG, following the cardiologists’ domain knowledge in recognizing AF. A prior-incorporated regularization mechanism is further devised to alleviate model overfitting during personalization by regularizing the fine-tuning process with feature priors on typical AF rhythms of the general population. The proposed personalization method embeds the well-defined prior knowledge in diagnosing AF rhythm into the personalization procedure, which improves the personalized deep model and eliminates the workload of manually adjusting parameters in conventional AF detection method. The prior knowledge incorporated personalization is feasibly and semi-automatically conducted on the edge, device of the cardiac monitoring system. We report an average AF detection accuracy of 95.3% of three deep models over patients, surpassing the pre-trained model by a large margin of 11.5% and the fine-tuning strategy by 8.6%.


IZDIHAR ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Zulli Umri Siregar

Reading is a language skill through the interpretation of written symbols into comprehensible readable meanings in that the skill appears in the reader's interaction with the readable text, its understanding, criticism, taste, and use in solving the problems encountered by the reader and its use in the behavior it produces during reading or after completion. To achieve this result, a strategy is needed for each individual and differs from one another. In order to upgrade the ability of this skill in the least time and effort, Stephen's theory (STIFIn) provided an effective method of learning according to the most prominent intelligence engine that will help the individual more effective and efficient. By learning how to learn about this theory, you will also know the strategy of good reading skill that achieves the goal of this reading, and the researcher will search for how Stephen's strategies of reading skills, especially for the sense of the relaxed and diastolic feeling.


2021 ◽  
Author(s):  
Michelangelo Diligenti ◽  
Francesco Giannini ◽  
Marco Gori ◽  
Marco Maggini ◽  
Giuseppe Marra

Neural-symbolic models bridge the gap between sub-symbolic and symbolic approaches, both of which have significant limitations. Sub-symbolic approaches, like neural networks, require a large amount of labeled data to be successful, whereas symbolic approaches, like logic reasoners, require a small amount of prior domain knowledge but do not easily scale to large collections of data. This chapter presents a general approach to integrate learning and reasoning that is based on the translation of the available prior knowledge into an undirected graphical model. Potentials on the graphical model are designed to accommodate dependencies among random variables by means of a set of trainable functions, like those computed by neural networks. The resulting neural-symbolic framework can effectively leverage the training data, when available, while exploiting high-level logic reasoning in a certain domain of discourse. Although exact inference is intractable within this model, different tractable models can be derived by making different assumptions. In particular, three models are presented in this chapter: Semantic-Based Regularization, Deep Logic Models and Relational Neural Machines. Semantic-Based Regularization is a scalable neural-symbolic model, that does not adapt the parameters of the reasoner, under the assumption that the provided prior knowledge is correct and must be exactly satisfied. Deep Logic Models preserve the scalability of Semantic-Based Regularization, while providing a flexible exploitation of logic knowledge by co-training the parameters of the reasoner during the learning procedure. Finally, Relational Neural Machines provide the fundamental advantages of perfectly replicating the effectiveness of training from supervised data of standard deep architectures, and of preserving the same generality and expressive power of Markov Logic Networks, when considering pure reasoning on symbolic data. The bonding between learning and reasoning is very general as any (deep) learner can be adopted, and any output structure expressed via First-Order Logic can be integrated. However, exact inference within a Relational Neural Machine is still intractable, and different factorizations are discussed to increase the scalability of the approach.


2021 ◽  
pp. 002224292199318
Author(s):  
Kellen Mrkva ◽  
Nathaniel A. Posner ◽  
Crystal Reeck ◽  
Eric J. Johnson

Choice architecture tools, commonly known as nudges, powerfully impact decisions and can improve welfare. Yet it is unclear who is most impacted by nudges. If nudge effects are moderated by socioeconomic status (SES), these differential effects could increase or decrease disparities across consumers. Using field data and several pre-registered studies, we demonstrate that consumers with lower SES, domain knowledge, and numerical ability are impacted more by a wide variety of nudges. As a result, “good nudges” designed to increase selection of superior options reduced choice disparities, improving choices more among consumers with lower SES, financial literacy, and numeracy than among those with higher levels of these variables. Compared to “good nudges”, “bad nudges” designed to facilitate selection of inferior options exacerbated choice disparities. These results generalized across real retirement decisions, different nudges, and different decision domains. Across studies, we tested different explanations of why SES, domain knowledge, and numeracy moderate nudges. Our results suggest that nudges are a useful tool for those who wish to reduce disparities. We discuss implications for marketing firms and segmentation.


2018 ◽  
Vol 2018 ◽  
pp. 1-12 ◽  
Author(s):  
Cheng Xu ◽  
Jie He ◽  
Xiaotong Zhang ◽  
Haipiao Cai ◽  
Shihong Duan ◽  
...  

Motion related human activity recognition using wearable sensors can potentially enable various useful daily applications. So far, most studies view it as a stand-alone mathematical classification problem without considering the physical nature and temporal information of human motions. Consequently, they suffer from data dependencies and encounter the curse of dimension and the overfitting issue. Their models are hard to be intuitively understood. Given a specific motion set, if structured domain knowledge could be manually obtained, it could be used for better recognizing certain motions. In this study, we start from a deep analysis on natural physical properties and temporal recurrent transformation possibilities of human motions and then propose a useful Recurrent Transformation Prior Knowledge-based Decision Tree (RT-PKDT) model for recognition of specific human motions. RT-PKDT utilizes temporal information and hierarchical classification method, making the most of sensor streaming data and human knowledge to compensate the possible data inadequacy. The experiment results indicate that the proposed method performs superior to those adopted in related works, such as SVM, BP neural networks, and Bayesian Network, obtaining an accuracy of 96.68%.


Author(s):  
Bärbel Fürstenau ◽  
Mandy Hommel

Abstract Background and aim Financial literacy (or financial competence) has become an internationally relevant and highly regarded topic. Since people often lack sufficient financial competence, in many countries efforts have been made to foster formal financial education. Less attention, however, has been paid to whether informal learning using information available on the Internet can also support the development of financial competence. However, this seems to be an important question because the Internet has expanded the opportunities for informal learning. In addition, people need to acquire financial competence on their own because not every financial topic relevant in one’s lifetime is covered in formal education syllabi. Against this background, in this study we tested whether people are able to develop financial competence by learning informally using information available on the Internet. We focused on mortgage loans, as they are comparatively complex financial products. Mortgage loans have the potential to significantly influence an individual’s financial situation. In addition, society might carry the burdens of risky and uninformed decisions about mortgage loans—as the financial and real estate crisis has shown. Method 45 students of economics and business studies in their final undergraduate year participated. They were randomly assigned to an experimental or a control group. The experimental group explored information about mortgage loans using the loan calculator of a German bank. The control group did not explore webpages. Before the intervention, students from both groups completed knowledge tests and self-assessed their financial knowledge and behaviour. After the intervention, students had to work on a case and to decide whether a small family should take out a mortgage loan for financing a house. The decision had to be justified. In addition, students were administered an immediate and delayed knowledge test. Results and conclusions Students of both groups did not differ in knowledge acquisition, decision making about taking a mortgage loan and argumentation quality. However, prior knowledge can be referred to in order to explain the results. Therefore, informal learning using the Internet did not seem to be effective if people did not have sufficient prior knowledge. This result underlines, on the one hand, the necessity of financial education—be it prior to informal learning or in the course of informal learning. On the other hand, the results can be interpreted as a hint to consider how to improve informal learning activities, e.g. by supporting self-regulation or by improving information material.


Author(s):  
Brigitta Septarini Rahmasari ◽  
Rengganis Siwi Amumpuni

<p>Over the last few decades, many instructors have been trying all kinds of teaching methods, but without benefit. Nevertheless, in the 1986, a new technique is appeared which called K-W-L technique. It is specified for reading comprehension passages because reading skill is not easy matter for students. Therefore, the K-W-L technique is a good one for thinking and experiences. The outcomes of present research appeared that K-W-L enables the students to activate their prior knowledge and operate their thinking.</p>


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