Is There a Functional Relation between the Median Index and the Repeat-Sales Index?

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.

Transaction Volume and Price Dispersion in the Presale and Spot Real Estate Market - Implications for Construction of Repeat Sales Price Indices

SSRN Electronic Journal ◽

10.2139/ssrn.1267102 ◽

2008 ◽

Cited By ~ 1

Author(s):

Chung Yim Edward Yiu ◽

K.W. Chau ◽

Siu Kei Wong

Keyword(s):

Real Estate ◽

Price Dispersion ◽

Real Estate Market ◽

Repeat Sales ◽

Price Indices ◽

Sales Price

A New Approach for Constructing Home Price Indices in China: The Pseudo Repeat Sales Model

SSRN Electronic Journal ◽

10.2139/ssrn.2127336 ◽

2012 ◽

Cited By ~ 1

Author(s):

Xiaoyang Guo ◽

Siqi Zheng ◽

David Geltner ◽

Hongyu Liu

Keyword(s):

Repeat Sales ◽

Price Indices ◽

New Approach ◽

Sales Model

The Comparative Efficiency of Speech Sound Interventions That Differ by Delivery Modality: Flashcards Versus Tablet

Communication Disorders Quarterly ◽

10.1177/1525740119859520 ◽

2019 ◽

Vol 42 (1) ◽

pp. 31-39

Author(s):

Krystal L. Werfel ◽

Marren C. Brooks ◽

Lisa Fitton

Keyword(s):

Elementary School Children ◽

Speech Sound ◽

Functional Relation ◽

Kindergarten Students ◽

Single Subject ◽

Single Subject Design ◽

Single Word ◽

Or Efficiency ◽

Comparative Efficiency ◽

Subject Design

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.

A FORMALISM FOR REPRESENTING AND REASONING WITH LINGUISTIC INFORMATION

International Journal of Uncertainty Fuzziness and Knowledge-Based Systems ◽

10.1142/s021848850200148x ◽

2002 ◽

Vol 10 (03) ◽

pp. 281-307 ◽

Cited By ~ 4

Author(s):

TRU H. CAO

Keyword(s):

Artificial Intelligence ◽

Fuzzy Logic ◽

Natural Language ◽

Functional Relation ◽

Computing With Words ◽

Conceptual Graphs ◽

Graph Language ◽

Conceptual Graph ◽

Knowledge Representation Language ◽

Representation Language

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.