Dimensions of Fractional Brownian Images

This paper concerns the intermediate dimensions, a spectrum of dimensions that interpolate between the Hausdorff and box dimensions. Potential-theoretic methods are used to produce dimension bounds for images of sets under Hölder maps and certain stochastic processes. We apply this to compute the almost-sure value of the dimension of Borel sets under index-$$\alpha $$ α fractional Brownian motion in terms of dimension profiles defined using capacities. As a corollary, this establishes continuity of the profiles for Borel sets and allows us to obtain an explicit condition showing how the Hausdorff dimension of a set may influence the typical box dimension of Hölder images such as projections. The methods used propose a general strategy for related problems; dimensional information about a set may be learned from analysing particular fractional Brownian images of that set. To conclude, we obtain bounds on the Hausdorff dimension of exceptional sets, with respect to intermediate dimensions, in the setting of projections.

Random transformations and invariance of semimartingales on Lie groups

Invariance properties of semimartingales on Lie groups under a family of random transformations are defined and investigated, generalizing the random rotations of the Brownian motion. A necessary and sufficient explicit condition characterizing semimartingales with this kind of invariance is given in terms of their stochastic characteristics. Non-trivial examples of symmetric semimartingales are provided and applications of this concept to stochastic analysis are discussed.

An examination of perseverative errors and cognitive flexibility in autism

Perseveration is a well-replicated finding in autism. The aim of this study was to examine how the context of the task influences performance with respect to this phenomenon. We randomly assigned 137 children aged 6–12 with and without autism to complete a modified card-sorting task under one of two conditions: Children were either told the sorting rules on each trial (Explicit), or were given feedback to formulate the rules themselves (Implicit). While performance was enhanced on the Explicit condition for participants without autism, the participants with autism were disadvantaged by this manipulation. In contrast, there were few differences in performance between groups on the Implicit condition. Exploratory analyses were used to examine this unexpected result; increased autism symptomology was associated with poorer performance.

Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder

Purpose The purpose of this paper is to investigate why children with autism spectrum disorder (ASD) tend to respond to tasks from their own perspective. The authors investigated the effects of explicitness of viewpoint on performance of spontaneous level 2 perspective-taking skills in six- to eight-year-old children with ASD. Design/methodology/approach The authors conducted visual perspective-taking tasks with explicit and implicit instructions about the viewpoint to be used. Participants operated a toy car on a map while listening to the experimenter’s instructions. In the implicit condition, when the experimenter said “Turn right/left” at each intersection, the participants moved the car accordingly. Subsequently, in the explicit condition, the experimenter said “Look from the driver’s viewpoint and turn right/left” at each intersection. Findings In the implicit condition, the authors did not observe a clear developmental change in performance between six- and eight-year-old children in the ASD group. In contrast, performance in the ASD group improved under the explicit condition relative to that under the implicit condition. Originality/value The results suggest six- to eight-year-old children with ASD tend not to spontaneously use level 2 perspective-taking skills. Therefore, viewpoints should be explicitly instructed to children with ASD. In addition, it is also important to implement training to encourage spontaneous transitions from self-perspective to other-perspective under the implicit condition.

A Problems Faced by Freight Forwarders of Cold Chain Supply Logistics on Safety of Vaccines with Special Reference To Yashimarine Logistics

Cold chains are normal in the sustenance and pharmaceutical industry and furthermore in some component shipments. One general temperature run for a virus chain in pharmaceutical businesses is 2 to 8 °C. yet, the precise temperature (and time at warmth) resistances rely upon the real creation being transported. Interesting to new create cargoes, the virus chain requires to also keep up item explicit condition parameters which incorporate air quality levels (carbon dioxide, oxygen, dampness and others), which makes this the most convoluted virus chain to work. The general target of this examination is to evaluate the issues looked by cargo forwarders in virus chain supply coordinations on security of immunizations in pharmaceutical merchants. Different goals are to decide how stockpiling conditions in pharmaceutical merchants impacts wellbeing of immunizations, assess the impact of bundling in pharmaceutical wholesalers on the security of antibodies and to set up the degree to which specialized limit in pharmaceutical wholesalers impact wellbeing of Vaccines.

Detecting Latent Heterogeneity

We address the task of determining, from statistical averages alone, whether a population under study consists of several subpopulations, unknown to the investigator, each responding to a given treatment markedly differently. We show that such determination is feasible in three cases: (1) randomized trials with binary treatments, (2) models where treatment effects can be identified by adjustment for covariates, and (3) models in which treatment effects can be identified by mediating instruments. In each of these cases, we provide an explicit condition which, if confirmed empirically, proves that treatment effect is not uniform but varies appreciably across individuals.

Implicit and explicit instruction

This study examined the influence of implicit and explicit instruction for the acquisition of two types of Dutch spelling rules: a morphological and a phonological rule. A sample of 193 first grade, low- and high skilled spellers was assigned to an implicit-instruction, explicit-instruction, or control-group condition. The results showed that for both rules, students in the explicit condition made more progress than students in the control condition. For the morphological rule, students in the explicit condition had higher posttest scores on pseudo-words than students in the implicit condition. The effects of the three conditions were the same for low- and high-skilled spellers. Both low- and high-skilled spellers in the implicit and explicit condition did not fully generalize their knowledge of both rules to new and pseudo-words.

Less skilled comprehenders’ ERPs show sluggish word-to-text integration processes

We examined the word-to-text integration processes of less skilled comprehenders using ERPs recorded during text reading. The first sentence of each text controlled the accessibility of an antecedent referent for a critical word, which was the first content word of the second sentence. In the explicit condition, the critical word had occurred in the first sentence; in the paraphrase condition, a word or phrase similar in meaning had occurred in the first sentence; in the inference condition, a referent could have been established during the first sentence only if the reader made a forward inference; a baseline condition provided no obvious antecedent for the critical word. PCA, topographic results, and mean amplitude analyses converged on a picture of integration difficulty. Integration effects emerged in the expected mid-latency ranges for the explicit and inference conditions. The pattern of effects differed from that of skilled comprehenders, who, in another study, showed earlier integration effects for explicit and paraphrase conditions, but not reliably for the inference condition. Paraphrase effects were especially weak and late occurring for less skilled comprehenders. Compared with skilled comprehenders, less skilled comprehenders show slow word-to-text integration processes.