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Sample records for integration arithmetic motivic

  1. Simplification of integrity constraints with aggregates and arithmetic built-ins

    DEFF Research Database (Denmark)

    Martinenghi, Davide

    2004-01-01

    Both aggregates and arithmetic built-ins are widely used in current database query languages: Aggregates are second-order constructs such as CNT and SUM of SQL; arithmetic built-ins include relational and other mathematical operators that apply to numbers, such as < and +. These features are also...... time, simplified versions of such integrity constraints that can be tested before the execution of any update. In this way, virtually no time is spent for optimization or rollbacks at run time. Both set and bag semantics are considered....... of interest in the context of database integrity constraints: correct and efficient integrity checking is crucial, as, without any guarantee of data consistency, the answers to queries cannot be trusted. In this paper we propose a method of practical relevance that can be used to derive, at database design...

  2. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School.

    Science.gov (United States)

    Daches Cohen, Lital; Rubinsten, Orly

    2017-01-01

    Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother's math anxiety and maternal behaviors (environmental factors); (b) children's arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children's math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers' attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children's skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

  3. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

    Science.gov (United States)

    Daches Cohen, Lital; Rubinsten, Orly

    2017-01-01

    Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a) mother’s math anxiety and maternal behaviors (environmental factors); (b) children’s arithmetic skills (cognitive factors); and (c) intrinsic math motivation (personal factor). A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed. PMID:29180973

  4. Mothers, Intrinsic Math Motivation, Arithmetic Skills, and Math Anxiety in Elementary School

    Directory of Open Access Journals (Sweden)

    Lital Daches Cohen

    2017-11-01

    Full Text Available Math anxiety is influenced by environmental, cognitive, and personal factors. Yet, the concurrent relationships between these factors have not been examined. To this end, the current study investigated how the math anxiety of 30 sixth graders is affected by: (a mother’s math anxiety and maternal behaviors (environmental factors; (b children’s arithmetic skills (cognitive factors; and (c intrinsic math motivation (personal factor. A rigorous assessment of children’s math anxiety was made by using both explicit and implicit measures. The results indicated that accessible self-representations of math anxiety, as reflected by the explicit self-report questionnaire, were strongly affected by arithmetic skills. However, unconscious cognitive constructs of math anxiety, as reflected by the numerical dot-probe task, were strongly affected by environmental factors, such as maternal behaviors and mothers’ attitudes toward math. Furthermore, the present study provided preliminary evidence of intergenerational transmission of math anxiety. The conclusions are that in order to better understand the etiology of math anxiety, multiple facets of parenting and children’s skills should be taken into consideration. Implications for researchers, parents, and educators are discussed.

  5. Reversible arithmetic logic unit for quantum arithmetic

    DEFF Research Database (Denmark)

    Thomsen, Michael Kirkedal; Glück, Robert; Axelsen, Holger Bock

    2010-01-01

    This communication presents the complete design of a reversible arithmetic logic unit (ALU) that can be part of a programmable reversible computing device such as a quantum computer. The presented ALU is garbage free and uses reversible updates to combine the standard reversible arithmetic...... and logical operations in one unit. Combined with a suitable control unit, the ALU permits the construction of an r-Turing complete computing device. The garbage-free ALU developed in this communication requires only 6n elementary reversible gates for five basic arithmetic-logical operations on two n......-bit operands and does not use ancillae. This remarkable low resource consumption was achieved by generalizing the V-shape design first introduced for quantum ripple-carry adders and nesting multiple V-shapes in a novel integrated design. This communication shows that the realization of an efficient reversible...

  6. Matrix inequalities for the difference between arithmetic mean and harmonic mean

    OpenAIRE

    Liao, Wenshi; Wu, Junliang

    2015-01-01

    Motivated by the refinements and reverses of arithmetic-geometric mean and arithmetic-harmonic mean inequalities for scalars and matrices, in this article, we generalize the scalar and matrix inequalities for the difference between arithmetic mean and harmonic mean. In addition, relevant inequalities for the Hilbert-Schmidt norm and determinant are established.

  7. ASIC For Complex Fixed-Point Arithmetic

    Science.gov (United States)

    Petilli, Stephen G.; Grimm, Michael J.; Olson, Erlend M.

    1995-01-01

    Application-specific integrated circuit (ASIC) performs 24-bit, fixed-point arithmetic operations on arrays of complex-valued input data. High-performance, wide-band arithmetic logic unit (ALU) designed for use in computing fast Fourier transforms (FFTs) and for performing ditigal filtering functions. Other applications include general computations involved in analysis of spectra and digital signal processing.

  8. Arithmetic geometry over global function fields

    CERN Document Server

    Longhi, Ignazio; Trihan, Fabien

    2014-01-01

    This volume collects the texts of five courses given in the Arithmetic Geometry Research Programme 2009–2010 at the CRM Barcelona. All of them deal with characteristic p global fields; the common theme around which they are centered is the arithmetic of L-functions (and other special functions), investigated in various aspects. Three courses examine some of the most important recent ideas in the positive characteristic theory discovered by Goss (a field in tumultuous development, which is seeing a number of spectacular advances): they cover respectively crystals over function fields (with a number of applications to L-functions of t-motives), gamma and zeta functions in characteristic p, and the binomial theorem. The other two are focused on topics closer to the classical theory of abelian varieties over number fields: they give respectively a thorough introduction to the arithmetic of Jacobians over function fields (including the current status of the BSD conjecture and its geometric analogues, and the con...

  9. Computer arithmetic and validity theory, implementation, and applications

    CERN Document Server

    Kulisch, Ulrich

    2013-01-01

    This is the revised and extended second edition of the successful basic book on computer arithmetic. It is consistent with the newest recent standard developments in the field. The book shows how the arithmetic capability of the computer can be enhanced. The work is motivated by the desire and the need to improve the accuracy of numerical computing and to control the quality of the computed results (validity). The accuracy requirements for the elementary floating-point operations are extended to the customary product spaces of computations including interval spaces. The mathematical properties

  10. Integrative Perspectives of Academic Motivation

    Science.gov (United States)

    Chittum, Jessica Rebecca

    My overall objective in this dissertation was to develop more integrative perspectives of several aspects of academic motivation. Rarely have researchers and theorists examined a more comprehensive model of academic motivation that pools multiple constructs that interact in a complex and dynamic fashion (Kaplan, Katz, & Flum, 2012; Turner, Christensen, Kackar-Cam, Trucano, & Fulmer, 2014). The more common trend in motivation research and theory has been to identify and explain only a few motivation constructs and their linear relationships rather than examine complex relationships involving "continuously emerging systems of dynamically interrelated components" (Kaplan et al., 2014, para. 4). In this dissertation, my co-author and I focused on a more integrative perspective of academic motivation by first reviewing varying characterizations of one motivation construct (Manuscript 1) and then empirically testing dynamic interactions among multiple motivation constructs using a person-centered methodological approach (Manuscript 2). Within the first manuscript (Chapter 2), a theoretical review paper, we summarized multiple perspectives of the need for autonomy and similar constructs in academic motivation, primarily autonomy in self-determination theory, autonomy supports, and choice. We provided an integrative review and extrapolated practical teaching implications. We concluded with recommendations for researchers and instructors, including a call for more integrated perspectives of academic motivation and autonomy that focus on complex and dynamic patterns in individuals' motivational beliefs. Within the second manuscript (Chapter 3), we empirically investigated students' motivation in science class as a complex, dynamic, and context-bound phenomenon that incorporates multiple motivation constructs. Following a person-centered approach, we completed cluster analyses of students' perceptions of 5 well-known motivation constructs (autonomy, utility value, expectancy

  11. RSFQ logic arithmetic

    International Nuclear Information System (INIS)

    Mukhanov, O.A.; Rylov, S.V.; Semenov, V.K.; Vyshenskii, S.V.

    1989-01-01

    Several ways of local timing of the Josephson-junction RSFQ (Rapid Single Flux Quantum) logic elements are proposed, and their peculiarities are discussed. Several examples of serial and parallel pipelined arithmetic blocks using various types of timing are suggested and their possible performance is discussed. Serial devices enable one to perform n-bit functions relatively slowly but using integrated circuits of a moderate integration scale, while parallel pipelined devices are more hardware-wasteful but promise extremely high productivity

  12. Towards an arithmetical logic the arithmetical foundations of logic

    CERN Document Server

    Gauthier, Yvon

    2015-01-01

    This book offers an original contribution to the foundations of logic and mathematics, and focuses on the internal logic of mathematical theories, from arithmetic or number theory to algebraic geometry. Arithmetical logic is the term used to refer to the internal logic of classical arithmetic, here called Fermat-Kronecker arithmetic, and combines Fermat’s method of infinite descent with Kronecker’s general arithmetic of homogeneous polynomials. The book also includes a treatment of theories in physics and mathematical physics to underscore the role of arithmetic from a constructivist viewpoint. The scope of the work intertwines historical, mathematical, logical and philosophical dimensions in a unified critical perspective; as such, it will appeal to a broad readership from mathematicians to logicians, to philosophers interested in foundational questions. Researchers and graduate students in the fields of philosophy and mathematics will benefit from the author’s critical approach to the foundations of l...

  13. Arithmetic noncommutative geometry

    CERN Document Server

    Marcolli, Matilde

    2005-01-01

    Arithmetic noncommutative geometry denotes the use of ideas and tools from the field of noncommutative geometry, to address questions and reinterpret in a new perspective results and constructions from number theory and arithmetic algebraic geometry. This general philosophy is applied to the geometry and arithmetic of modular curves and to the fibers at archimedean places of arithmetic surfaces and varieties. The main reason why noncommutative geometry can be expected to say something about topics of arithmetic interest lies in the fact that it provides the right framework in which the tools of geometry continue to make sense on spaces that are very singular and apparently very far from the world of algebraic varieties. This provides a way of refining the boundary structure of certain classes of spaces that arise in the context of arithmetic geometry, such as moduli spaces (of which modular curves are the simplest case) or arithmetic varieties (completed by suitable "fibers at infinity"), by adding boundaries...

  14. Perceiving fingers in single-digit arithmetic problems.

    Science.gov (United States)

    Berteletti, Ilaria; Booth, James R

    2015-01-01

    In this study, we investigate in children the neural underpinnings of finger representation and finger movement involved in single-digit arithmetic problems. Evidence suggests that finger representation and finger-based strategies play an important role in learning and understanding arithmetic. Because different operations rely on different networks, we compared activation for subtraction and multiplication problems in independently localized finger somatosensory and motor areas and tested whether activation was related to skill. Brain activations from children between 8 and 13 years of age revealed that only subtraction problems significantly activated finger motor areas, suggesting reliance on finger-based strategies. In addition, larger subtraction problems yielded greater somatosensory activation than smaller problems, suggesting a greater reliance on finger representation for larger numerical values. Interestingly, better performance in subtraction problems was associated with lower activation in the finger somatosensory area. Our results support the importance of fine-grained finger representation in arithmetical skill and are the first neurological evidence for a functional role of the somatosensory finger area in proficient arithmetical problem solving, in particular for those problems requiring quantity manipulation. From an educational perspective, these results encourage investigating whether different finger-based strategies facilitate arithmetical understanding and encourage educational practices aiming at integrating finger representation and finger-based strategies as a tool for instilling stronger numerical sense.

  15. Adelic divisors on arithmetic varieties

    CERN Document Server

    Moriwaki, Atsushi

    2016-01-01

    In this article, the author generalizes several fundamental results for arithmetic divisors, such as the continuity of the volume function, the generalized Hodge index theorem, Fujita's approximation theorem for arithmetic divisors, Zariski decompositions for arithmetic divisors on arithmetic surfaces and a special case of Dirichlet's unit theorem on arithmetic varieties, to the case of the adelic arithmetic divisors.

  16. Perceiving fingers in single-digit arithmetic problems

    Directory of Open Access Journals (Sweden)

    Ilaria eBerteletti

    2015-03-01

    Full Text Available In this study, we investigate in children the neural underpinnings of finger representation and finger movement involved in single-digit arithmetic problems. Evidence suggests that finger representation and finger-based strategies play an important role in learning and understanding arithmetic. Because different operations rely on different networks, we compared activation for subtraction and multiplication problems in independently localized finger somatosensory and motor areas and tested whether activation was related to skill. Brain activations from children between 8 and 13 years of age revealed that only subtraction problems significantly activated finger motor areas, suggesting reliance on finger-based strategies. In addition, larger subtraction problems yielded greater somatosensory activation than smaller problems, suggesting a greater reliance on finger representation for larger numerical values. Interestingly, better performance in subtraction problems was associated with lower activation in the finger somatosensory area. Our results support the importance of fine-grained finger representation in arithmetical skill and are the first neurological evidence for a functional role of the somatosensory finger area in proficient arithmetical problem solving, in particular for those problems requiring quantity manipulation. From an educational perspective, these results encourage investigating whether different finger-based strategies facilitate arithmetical understanding and encourage educational practices aiming at integrating finger representation and finger-based strategies as a tool for instilling stronger numerical sense.

  17. Intrinsic motivation and learning in a schizophrenia spectrum sample.

    Science.gov (United States)

    Choi, Jimmy; Medalia, Alice

    2010-05-01

    A motivation is a telling hallmark of negative symptomatology in schizophrenia, and it impacts nearly every facet of behavior, including inclination to attempt the difficult cognitive tasks involved in cognitive remediation therapy. Experiences of external reward, reinforcement, and hedonic anticipatory enjoyment are diminished in psychosis, so therapeutics which instead target intrinsic motivation for cognitive tasks may enhance task engagement, and subsequently, remediation outcome. We examined whether outpatients could attain benefits from an intrinsically motivating instructional approach which (a) presents learning materials in a meaningful game-like context, (b) personalizes elements of the learning materials into themes of high interest value, and (c) offers choices so patients can increase their control over the learning process. We directly compared one learning method that incorporated the motivational paradigm into an arithmetic learning program against another method that carefully manipulated out the motivational variables in the same learning program. Fifty-seven subjects with schizophrenia or schizoaffective disorder were randomly assigned to one of the two learning programs for 10 thirty-minute sessions while an intent-to-treat convenience subsample (n=15) was used to account for practice effect. Outcome measures were arithmetic learning, attention, motivation, self competency, and symptom severity. Results showed the motivational group (a) acquired more arithmetic skill, (b) possessed greater intrinsic motivation for the task, (c) reported greater feelings of self competency post-treatment, and (d) demonstrated better post-test attention. Interestingly, baseline perception of self competency was a significant predictor of post-test arithmetic scores. Results demonstrated that incorporating intrinsically motivating instructional techniques into a difficult cognitive task promoted greater learning of the material, higher levels of intrinsic

  18. Gaussian width bounds with applications to arithmetic progressions in random settings

    NARCIS (Netherlands)

    J. Briët (Jop); S. Gopi (Sivakanth)

    2017-01-01

    textabstractMotivated by two problems on arithmetic progressions (APs)—concerning large deviations for AP counts in random sets and random differences in Szemer´edi’s theorem— we prove upper bounds on the Gaussian width of the image of the n-dimensional Boolean hypercube under a mapping ψ : Rn →

  19. Four (Algorithms) in One (Bag): An Integrative Framework of Knowledge for Teaching the Standard Algorithms of the Basic Arithmetic Operations

    Science.gov (United States)

    Raveh, Ira; Koichu, Boris; Peled, Irit; Zaslavsky, Orit

    2016-01-01

    In this article we present an integrative framework of knowledge for teaching the standard algorithms of the four basic arithmetic operations. The framework is based on a mathematical analysis of the algorithms, a connectionist perspective on teaching mathematics and an analogy with previous frameworks of knowledge for teaching arithmetic…

  20. Development of arithmetical abilities

    Directory of Open Access Journals (Sweden)

    Tatjana Levstek

    2014-02-01

    Full Text Available Arithmetic (from the word 'arithmos' which means 'numbers' is an elementary branch of mathematics. Numeracy is essential for understanding mathematics, so the development of arithmetic abilities has been an area of scientific research for a long time. Recent research has shown that the development of arithmetic abilities is not based only on gaining experience and learning. Some arithmetic abilities, especially the sense of quantity, are innate. Even babies are able to distinguish between groups with different number of elements and they perceive numeracy amodally. Six-month-olds distinguish between two groups with the numeracy ratio of 1 : 2. With age this ratio improves rapidly. Five-year-old children already distinguish between groups with the number ratio 7 : 8. The ability to compare two quantities begins to develop after 15 months of age and children learn how to count spontaneously, together with the acquisition of language. Speech enables children to understand number in its abstract, symbolic sense, thus opening the way to symbolic arithmetic. During the preschool period children use intuition when doing calculations, but in school the arithmetic is based on the knowledge of arithmetical algorithms. So, in order to acquire mathematical knowledge, it is necessary to incorporate memory and automate arithmetical processes, without the use of intuition. However, research has shown that intuition is very important and is even a predictive factor for the development of mathematical abilities throughout the schooling process.

  1. Arithmetic of Complex Manifolds

    CERN Document Server

    Lange, Herbert

    1989-01-01

    It was the aim of the Erlangen meeting in May 1988 to bring together number theoretists and algebraic geometers to discuss problems of common interest, such as moduli problems, complex tori, integral points, rationality questions, automorphic forms. In recent years such problems, which are simultaneously of arithmetic and geometric interest, have become increasingly important. This proceedings volume contains 12 original research papers. Its main topics are theta functions, modular forms, abelian varieties and algebraic three-folds.

  2. [Acquisition of arithmetic knowledge].

    Science.gov (United States)

    Fayol, Michel

    2008-01-01

    The focus of this paper is on contemporary research on the number counting and arithmetical competencies that emerge during infancy, the preschool years, and the elementary school. I provide a brief overview of the evolution of children's conceptual knowledge of arithmetic knowledge, the acquisition and use of counting and how they solve simple arithmetic problems (e.g. 4 + 3).

  3. Algebra 1 groups, rings, fields and arithmetic

    CERN Document Server

    Lal, Ramji

    2017-01-01

    This is the first in a series of three volumes dealing with important topics in algebra. It offers an introduction to the foundations of mathematics together with the fundamental algebraic structures, namely groups, rings, fields, and arithmetic. Intended as a text for undergraduate and graduate students of mathematics, it discusses all major topics in algebra with numerous motivating illustrations and exercises to enable readers to acquire a good understanding of the basic algebraic structures, which they can then use to find the exact or the most realistic solutions to their problems.

  4. Arithmetic circuits for DSP applications

    CERN Document Server

    Stouraitis, Thanos

    2017-01-01

    Arithmetic Circuits for DSP Applications is a complete resource on arithmetic circuits for digital signal processing (DSP). It covers the key concepts, designs and developments of different types of arithmetic circuits, which can be used for improving the efficiency of implementation of a multitude of DSP applications. Each chapter includes various applications of the respective class of arithmetic circuits along with information on the future scope of research. Written for students, engineers, and researchers in electrical and computer engineering, this comprehensive text offers a clear understanding of different types of arithmetic circuits used for digital signal processing applications. The text includes contributions from noted researchers on a wide range of topics, including a review o circuits used in implementing basic operations like additions and multiplications; distributed arithmetic as a technique for the multiplier-less implementation of inner products for DSP applications; discussions on look ...

  5. High performance integer arithmetic circuit design on FPGA architecture, implementation and design automation

    CERN Document Server

    Palchaudhuri, Ayan

    2016-01-01

    This book describes the optimized implementations of several arithmetic datapath, controlpath and pseudorandom sequence generator circuits for realization of high performance arithmetic circuits targeted towards a specific family of the high-end Field Programmable Gate Arrays (FPGAs). It explores regular, modular, cascadable, and bit-sliced architectures of these circuits, by directly instantiating the target FPGA-specific primitives in the HDL. Every proposed architecture is justified with detailed mathematical analyses. Simultaneously, constrained placement of the circuit building blocks is performed, by placing the logically related hardware primitives in close proximity to one another by supplying relevant placement constraints in the Xilinx proprietary “User Constraints File”. The book covers the implementation of a GUI-based CAD tool named FlexiCore integrated with the Xilinx Integrated Software Environment (ISE) for design automation of platform-specific high-performance arithmetic circuits from us...

  6. Number processing and arithmetic skills in children with cochlear implants

    Directory of Open Access Journals (Sweden)

    Silvia ePixner

    2014-12-01

    Full Text Available Though previous findings report that hearing impaired children exhibit impaired language and arithmetic skills, our current understanding of how hearing and the associated language impairments may influence the development of arithmetic skills is still limited. In the current study numerical/arithmetic performance of 45 children with a cochlea implant were compared to that of controls matched for hearing age, intelligence and sex. Our main results were twofold disclosing that children with CI show general as well as specific numerical/arithmetic impairments. On the one hand, we found an increased percentage of children with CI with an indication of dyscalculia symptoms, a general slowing in multiplication and subtraction as well as less accurate number line estimations. On the other hand, however, children with CI exhibited very circumscribed difficulties associated with place-value processing. Performance declined specifically when subtraction required a borrow procedure and number line estimation required the integration of units, tens, and hundreds instead of only units and tens. Thus, it seems that despite initially atypical language development, children with CI are able to acquire arithmetic skills in a qualitatively similar fashion as their normal hearing peers. Nonetheless, when demands on place-value understanding, which has only recently been proposed to be language mediated, hearing impaired children experience specific difficulties.

  7. Arithmetic of quantum entropy function

    International Nuclear Information System (INIS)

    Sen, Ashoke

    2009-01-01

    Quantum entropy function is a proposal for computing the entropy associated with the horizon of a black hole in the extremal limit, and is related via AdS/CFT correspondence to the dimension of the Hilbert space in a dual quantum mechanics. We show that in N = 4 supersymmetric string theories, quantum entropy function formalism naturally explains the origin of the subtle differences between the microscopic degeneracies of quarter BPS dyons carrying different torsion, i.e. different arithmetical properties. These arise from additional saddle points in the path integral - whose existence depends on the arithmetical properties of the black hole charges - constructed as freely acting orbifolds of the original AdS 2 x S 2 near horizon geometry. During this analysis we demonstrate that the quantum entropy function is insensitive to the details of the infrared cutoff used in the computation, and the details of the boundary terms added to the action. We also discuss the role of the asymptotic symmetries of AdS 2 in carrying out the path integral in the definition of quantum entropy function. Finally we show that even though quantum entropy function is expected to compute the absolute degeneracy in a given charge and angular momentum sector, it can also be used to compute the index. This can then be compared with the microscopic computation of the index.

  8. Sets with Prescribed Arithmetic Densities

    Czech Academy of Sciences Publication Activity Database

    Luca, F.; Pomerance, C.; Porubský, Štefan

    2008-01-01

    Roč. 3, č. 2 (2008), s. 67-80 ISSN 1336-913X R&D Projects: GA ČR GA201/07/0191 Institutional research plan: CEZ:AV0Z10300504 Keywords : generalized arithmetic density * generalized asymptotic density * generalized logarithmic density * arithmetical semigroup * weighted arithmetic mean * ratio set * R-dense set * Axiom A * delta-regularly varying function Subject RIV: BA - General Mathematics

  9. Arithmetic soft-core accelerators

    NARCIS (Netherlands)

    Calderon Rocabado, D.R.H.

    2007-01-01

    In this dissertation, we address the design of multi-functional arithmetic units working with the most common fixed-point number representations, namely: unsigned, sign-magnitude, fractional, ten's and two's complement notations. The main design goal is to collapse multiple complex arithmetic

  10. The geometric and arithmetic volume of Shimura varieties of orthogonal type

    CERN Document Server

    Hörmann, Fritz

    2015-01-01

    This book outlines a functorial theory of integral models of (mixed) Shimura varieties and of their toroidal compactifications, for odd primes of good reduction. This is the integral version, developed in the author's thesis, of the theory invented by Deligne and Pink in the rational case. In addition, the author develops a theory of arithmetic Chern classes of integral automorphic vector bundles with singular metrics using the work of Burgos, Kramer and Kühn. The main application is calculating arithmetic volumes or "heights" of Shimura varieties of orthogonal type using Borcherds' famous modular forms with their striking product formula-an idea due to Bruinier-Burgos-Kühn and Kudla. This should be seen as an Arakelov analogue of the classical calculation of volumes of orthogonal locally symmetric spaces by Siegel and Weil. In the latter theory, the volumes are related to special values of (normalized) Siegel Eisenstein series. In this book, it is proved that the Arakelov analogues are related to special d...

  11. The roots of physics students' motivations: Fear and integrity

    Science.gov (United States)

    Van Dusen, Ben

    Too often, physics students are beset by feelings of failure and isolation rather than experiencing the creative joys of discovery that physics has to offer. This dissertation research was founded on the desire of a teacher to make physics class exciting and motivating to his students. This work explores how various aspects of learning environments interact with student motivation. This work uses qualitative and quantitative methods to explore how students are motivated to engage in physics and how they feel about themselves while engaging in physics. The collection of four studies in this dissertation culminates in a sociocultural perspective on motivation and identity. This perspective uses two extremes of how students experience physics as a lens for understanding motivation: fear and self-preservation versus integrity and self-expression. Rather than viewing motivation as a property of the student, or viewing students as inherently interested or disinterested in physics, the theoretical perspective on motivation and identity helps examine features of the learning environments that determine how students' experience themselves through physics class. This perspective highlights the importance of feeling a sense of belonging in the context of physics and the power that teachers have in shaping students' motivation through the construction of their classroom learning environments. Findings demonstrate how different ways that students experience themselves in physics class impact their performance and interest in physics. This dissertation concludes with a set of design principles that can foster integration and integrity among students in physics learning environments.

  12. Arithmetic the foundation of mathematics

    CERN Document Server

    2015-01-01

    Arithmetic factors into our lives on a daily basis, so it's hard to imagine a world without the six basic operations: addition, subtraction, multiplication, division, raising to powers, and finding roots. Readers will get a solid overview of arithmetic, while offering useful examples of how they are used in routine activities, such as social media applications. It reinforces Common Core math standards, including understanding basic math concepts and how they apply to students' daily lives and challenges. A history of arithmetic helps provide a contextual framework for the course of its develop

  13. Curiosities of arithmetic gases

    International Nuclear Information System (INIS)

    Bakas, I.; Bowick, M.J.

    1991-01-01

    Statistical mechanical systems with an exponential density of states are considered. The arithmetic analog of parafermions of arbitrary order is constructed and a formula for boson-parafermion equivalence is obtained using properties of the Riemann zeta function. Interactions (nontrivial mixing) among arithmetic gases using the concept of twisted convolutions are also introduced. Examples of exactly solvable models are discussed in detail

  14. Arithmetic learning in advanced age.

    Science.gov (United States)

    Zamarian, Laura; Scherfler, Christoph; Kremser, Christian; Pertl, Marie-Theres; Gizewski, Elke; Benke, Thomas; Delazer, Margarete

    2018-01-01

    Acquisition of numerical knowledge and understanding of numerical information are crucial for coping with the changing demands of our digital society. In this study, we assessed arithmetic learning in older and younger individuals in a training experiment including brain imaging. In particular, we assessed age-related effects of training intensity, prior arithmetic competence, and neuropsychological variables on the acquisition of new arithmetic knowledge and on the transfer to new, unknown problems. Effects were assessed immediately after training and after 3 months. Behavioural results showed higher training effects for younger individuals than for older individuals and significantly better performance after 90 problem repetitions than after 30 repetitions in both age groups. A correlation analysis indicated that older adults with lower memory and executive functions at baseline could profit more from intensive training. Similarly, training effects in the younger group were higher for those individuals who had lower arithmetic competence and executive functions prior to intervention. In younger adults, successful transfer was associated with higher executive functions. Memory and set-shifting emerged as significant predictors of training effects in the older group. For the younger group, prior arithmetic competence was a significant predictor of training effects, while cognitive flexibility was a predictor of transfer effects. After training, a subgroup of participants underwent an MRI assessment. A voxel-based morphometry analysis showed a significant interaction between training effects and grey matter volume of the right middle temporal gyrus extending to the angular gyrus for the younger group relative to the older group. The reverse contrast (older group vs. younger group) did not yield any significant results. These results suggest that improvements in arithmetic competence are supported by temporo-parietal areas in the right hemisphere in younger

  15. Handbook of floating-point arithmetic

    CERN Document Server

    Muller, Jean-Michel; de Dinechin, Florent; Jeannerod, Claude-Pierre; Joldes, Mioara; Lefèvre, Vincent; Melquiond, Guillaume; Revol, Nathalie; Torres, Serge

    2018-01-01

    This handbook is a definitive guide to the effective use of modern floating-point arithmetic, which has considerably evolved, from the frequently inconsistent floating-point number systems of early computing to the recent IEEE 754-2008 standard. Most of computational mathematics depends on floating-point numbers, and understanding their various implementations will allow readers to develop programs specifically tailored for the standard’s technical features. Algorithms for floating-point arithmetic are presented throughout the book and illustrated where possible by example programs which show how these techniques appear in actual coding and design. The volume itself breaks its core topic into four parts: the basic concepts and history of floating-point arithmetic; methods of analyzing floating-point algorithms and optimizing them; implementations of IEEE 754-2008 in hardware and software; and useful extensions to the standard floating-point system, such as interval arithmetic, double- and triple-word arithm...

  16. CORPORATIVE MOTIVES ON IMPLEMENTATION OF INTEGRATED MANAGEMENT SYSTEM (IMS

    Directory of Open Access Journals (Sweden)

    Dragan Rajkovic

    2009-09-01

    Full Text Available Integration of management systems for quality, environment, health and risk management as well as corporative social responsibilities is workable corporative approach to reduce costs, effective use of resources, higher motivation of employees and better fulfillment of requirements of social engagements and stakeholders. This paper presents contents of literature and review of a company motives on integrated management system (IMS implementation, namely factors affecting the IMS implementation.

  17. Philosophy of arithmetic psychological and logical investigations with supplementary texts from 1887–1901

    CERN Document Server

    Husserl, Edmund

    2003-01-01

    In his first book, Philosophy of Arithmetic, Edmund Husserl provides a carefully worked out account of number as a categorial or formal feature of the objective world, and of arithmetic as a symbolic technique for mastering the infinite field of numbers for knowledge. It is a realist account of numbers and number relations that interweaves them into the basic structure of the universe and into our knowledge of reality. It provides an answer to the question of how arithmetic applies to reality, and gives an account of how, in general, formalized systems of symbols work in providing access to the world. The "appendices" to this book provide some of Husserl's subsequent discussions of how formalisms work, involving David Hilbert's program of completeness for arithmetic. "Completeness" is integrated into Husserl's own problematic of the "imaginary", and allows him to move beyond the analysis of "representations" in his understanding of the logic of mathematics. Husserl's work here provides an alternative model of...

  18. Knowing, Applying, and Reasoning about Arithmetic: Roles of Domain-General and Numerical Skills in Multiple Domains of Arithmetic Learning

    Science.gov (United States)

    Zhang, Xiao; Räsänen, Pekka; Koponen, Tuire; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Nurmi, Jari-Erik

    2017-01-01

    The longitudinal relations of domain-general and numerical skills at ages 6-7 years to 3 cognitive domains of arithmetic learning, namely knowing (written computation), applying (arithmetic word problems), and reasoning (arithmetic reasoning) at age 11, were examined for a representative sample of 378 Finnish children. The results showed that…

  19. Conceptual Knowledge of Fraction Arithmetic

    Science.gov (United States)

    Siegler, Robert S.; Lortie-Forgues, Hugues

    2015-01-01

    Understanding an arithmetic operation implies, at minimum, knowing the direction of effects that the operation produces. However, many children and adults, even those who execute arithmetic procedures correctly, may lack this knowledge on some operations and types of numbers. To test this hypothesis, we presented preservice teachers (Study 1),…

  20. The Cognitive Correlates of Third-Grade Skill in Arithmetic, Algorithmic Computation, and Arithmetic Word Problems

    Science.gov (United States)

    Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Powell, Sarah R.; Seethaler, Pamela M.; Capizzi, Andrea M.; Schatschneider, Christopher; Fletcher, Jack M.

    2006-01-01

    The purpose of this study was to examine the cognitive correlates of RD-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word…

  1. An Arithmetic-Algebraic Work Space for the Promotion of Arithmetic and Algebraic Thinking: Triangular Numbers

    Science.gov (United States)

    Hitt, Fernando; Saboya, Mireille; Cortés Zavala, Carlos

    2016-01-01

    This paper presents an experiment that attempts to mobilise an arithmetic-algebraic way of thinking in order to articulate between arithmetic thinking and the early algebraic thinking, which is considered a prelude to algebraic thinking. In the process of building this latter way of thinking, researchers analysed pupils' spontaneous production…

  2. Conceptual Knowledge of Decimal Arithmetic

    Science.gov (United States)

    Lortie-Forgues, Hugues; Siegler, Robert S.

    2017-01-01

    In 2 studies (Ns = 55 and 54), the authors examined a basic form of conceptual understanding of rational number arithmetic, the direction of effect of decimal arithmetic operations, at a level of detail useful for informing instruction. Middle school students were presented tasks examining knowledge of the direction of effects (e.g., "True or…

  3. The Arithmetic of Elliptic Fibrations in Gauge Theories on a Circle

    CERN Document Server

    Grimm, Thomas W.; Klevers, Denis

    2016-01-01

    The geometry of elliptic fibrations translates to the physics of gauge theories in F-theory. We systematically develop the dictionary between arithmetic structures on elliptic curves as well as desingularized elliptic fibrations and symmetries of gauge theories on a circle. We show that the Mordell-Weil group law matches integral large gauge transformations around the circle in Abelian gauge theories and explain the significance of Mordell-Weil torsion in this context. We also use Higgs transitions and circle large gauge transformations to introduce a group law for genus-one fibrations with multi-sections. Finally, we introduce a novel arithmetic structure on elliptic fibrations with non-Abelian gauge groups in F-theory. It is defined on the set of exceptional divisors resolving the singularities and divisor classes of sections of the fibration. This group structure can be matched with certain integral non-Abelian large gauge transformations around the circle when studying the theory on the lower-dimensional ...

  4. Quality of Arithmetic Education for Children with Cerebral Palsy

    Science.gov (United States)

    Jenks, Kathleen M.; de Moor, Jan; van Lieshout, Ernest C. D. M.; Withagen, Floortje

    2010-01-01

    The aim of this exploratory study was to investigate the quality of arithmetic education for children with cerebral palsy. The use of individual educational plans, amount of arithmetic instruction time, arithmetic instructional grouping, and type of arithmetic teaching method were explored in three groups: children with cerebral palsy (CP) in…

  5. Arithmetic Training Does Not Improve Approximate Number System Acuity

    Directory of Open Access Journals (Sweden)

    Marcus Lindskog

    2016-10-01

    Full Text Available The Approximate Number System (ANS is thought to support non-symbolic representations of numerical magnitudes in humans. Recently much debate has focused on the causal direction for an observed relation between ANS acuity and arithmetic fluency. Here we investigate if arithmetic training can improve ANS acuity. We show with an experimental training study consisting of six 45-minute training sessions that although feedback during arithmetic training improves arithmetic performance substantially, it does not influence ANS acuity. Hence, we find no support for a causal link where symbolic arithmetic training influences the ANS acuity. Further, although short-term number memory is likely involved in arithmetic tasks we did not find that short-term memory capacity for numbers, measured by a digit-span test, was effected by arithmetic training. This suggests that the improvement in arithmetic fluency may have occurred independent of short-term memory efficiency, but rather due to long-term memory processes and/or mental calculation strategy development. The theoretical implications of these findings are discussed.

  6. An algorithm for the arithmetic classification of multilattices.

    Science.gov (United States)

    Indelicato, Giuliana

    2013-01-01

    A procedure for the construction and the classification of monoatomic multilattices in arbitrary dimension is developed. The algorithm allows one to determine the location of the points of all monoatomic multilattices with a given symmetry, or to determine whether two assigned multilattices are arithmetically equivalent. This approach is based on ideas from integral matrix theory, in particular the reduction to the Smith normal form, and can be coded to provide a classification software package.

  7. Personal Experience and Arithmetic Meaning in Semantic Dementia

    Science.gov (United States)

    Julien, Camille L.; Neary, David; Snowden, Julie S.

    2010-01-01

    Arithmetic skills are generally claimed to be preserved in semantic dementia (SD), suggesting functional independence of arithmetic knowledge from other aspects of semantic memory. However, in a recent case series analysis we showed that arithmetic performance in SD is not entirely normal. The finding of a direct association between severity of…

  8. Guest Editors' Introduction: Special Section on Computer Arithmetic

    DEFF Research Database (Denmark)

    Nannarelli, Alberto; Seidel, Peter-Michael; Tang, Ping Tak Peter

    2014-01-01

    and their subsequent testing and verification. Many practitioners of the field also focus on the art and science of using computer arithmetic to carry out scientific and engineering computations. Computer arithmetic is therefore an interdisciplinary field that draws upon mathematics, computer science and electrical......The articles in this special issue focus on current trends and developments in the field of computer arithmetic. This is a field that encompasses the definition and standardization of arithmetic system for computers. The field also deals with issues of hardware and software implementations...

  9. Numerical Magnitude Representations Influence Arithmetic Learning

    Science.gov (United States)

    Booth, Julie L.; Siegler, Robert S.

    2008-01-01

    This study examined whether the quality of first graders' (mean age = 7.2 years) numerical magnitude representations is correlated with, predictive of, and causally related to their arithmetic learning. The children's pretest numerical magnitude representations were found to be correlated with their pretest arithmetic knowledge and to be…

  10. A Computational Model of Fraction Arithmetic

    Science.gov (United States)

    Braithwaite, David W.; Pyke, Aryn A.; Siegler, Robert S.

    2017-01-01

    Many children fail to master fraction arithmetic even after years of instruction, a failure that hinders their learning of more advanced mathematics as well as their occupational success. To test hypotheses about why children have so many difficulties in this area, we created a computational model of fraction arithmetic learning and presented it…

  11. How Do Different Aspects of Spatial Skills Relate to Early Arithmetic and Number Line Estimation?

    Directory of Open Access Journals (Sweden)

    Véronique Cornu

    2017-12-01

    Full Text Available The present study investigated the predictive role of spatial skills for arithmetic and number line estimation in kindergarten children (N = 125. Spatial skills are known to be related to mathematical development, but due to the construct’s non-unitary nature, different aspects of spatial skills need to be differentiated. In the present study, a spatial orientation task, a spatial visualization task and visuo-motor integration task were administered to assess three different aspects of spatial skills. Furthermore, we assessed counting abilities, knowledge of Arabic numerals, quantitative knowledge, as well as verbal working memory and verbal intelligence in kindergarten. Four months later, the same children performed an arithmetic and a number line estimation task to evaluate how the abilities measured at Time 1 predicted early mathematics outcomes. Hierarchical regression analysis revealed that children’s performance in arithmetic was predicted by their performance on the spatial orientation and visuo-motor integration task, as well as their knowledge of the Arabic numerals. Performance in number line estimation was significantly predicted by the children’s spatial orientation performance. Our findings emphasize the role of spatial skills, notably spatial orientation, in mathematical development. The relation between spatial orientation and arithmetic was partially mediated by the number line estimation task. Our results further show that some aspects of spatial skills might be more predictive of mathematical development than others, underlining the importance to differentiate within the construct of spatial skills when it comes to understanding numerical development.

  12. Fourier transforms on Cantor sets: A study in non-Diophantine arithmetic and calculus

    International Nuclear Information System (INIS)

    Aerts, Diederik; Czachor, Marek; Kuna, Maciej

    2016-01-01

    Highlights: • Fractal arithmetic allows to define Fourier transforms on Cantor-like sets. • General construction is illustrated on the example of a sawtooth signal. • The formalism is much simpler than the approaches discussed so far in the literature. - Abstract: Fractals equipped with intrinsic arithmetic lead to a natural definition of differentiation, integration, and complex structure. Applying the formalism to the problem of a Fourier transform on fractals we show that the resulting transform has all the required basic properties. As an example we discuss a sawtooth signal on the ternary middle-third Cantor set. The formalism works also for fractals that are not self-similar.

  13. Specificity and Overlap in Skills Underpinning Reading and Arithmetical Fluency

    Science.gov (United States)

    van Daal, Victor; van der Leij, Aryan; Ader, Herman

    2013-01-01

    The aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading, arithmetic, and listening comprehension disabled…

  14. Arithmetic groups and their generalizations what, why, and how

    CERN Document Server

    Ji, Lizhen

    2010-01-01

    In one guise or another, many mathematicians are familiar with certain arithmetic groups, such as \\mathbf{Z} or \\mathrm{SL}(n,\\mathbf{Z}). Yet, many applications of arithmetic groups and many connections to other subjects within mathematics are less well known. Indeed, arithmetic groups admit many natural and important generalizations. The purpose of this expository book is to explain, through some brief and informal comments and extensive references, what arithmetic groups and their generalizations are, why they are important to study, and how they can be understood and applied to many fields, such as analysis, geometry, topology, number theory, representation theory, and algebraic geometry. It is hoped that such an overview will shed a light on the important role played by arithmetic groups in modern mathematics.

  15. New technological design of arithmetics

    International Nuclear Information System (INIS)

    Hanitriarivo, R.

    2008-01-01

    There are illogical and irrational rules in numbers writing and pronunciation in almost of languages. A part of the aim is to show the electronic applications possibility of logical and systematic rules which are proposed by Raoelina Andriambololona to write and pronounce numbers; we had studied and created the arithmetic operations representation corresponding in binary basis and in hexadecimal basis. The brand new found concept corresponds as well as the method which uses the matrix product calculation, in according with the writing and the pronunciation of numbers. It was shown how to concept the arithmetic operators in digital electronics; and we proposed and assumed to make headway and to do amelioration for technical conception of calculator and arithmetic unite those are at the basic function of all computers and almost domestic sophisticated machine. The left hand side- right hand side and increasing order writing of number is exploited to build a new computer programming for a scientific calculator. [fr

  16. Incorporating "motivation" into the functional analysis of challenging behavior: on the interactive and integrative potential of the motivating operation.

    Science.gov (United States)

    Langthorne, Paul; McGill, Peter; O'Reilly, Mark

    2007-07-01

    Sensitivity theory attempts to account for the variability often observed in challenging behavior by recourse to the "aberrant motivation" of people with intellectual and developmental disabilities. In this article, we suggest that a functional analysis based on environmental (challenging environments) and biological (challenging needs) motivating operations provides a more parsimonious and empirically grounded account of challenging behavior than that proposed by sensitivity theory. It is argued that the concept of the motivating operation provides a means of integrating diverse strands of research without the undue inference of mentalistic constructs. An integrated model of challenging behavior is proposed, one that remains compatible with the central tenets of functional analysis.

  17. Baby Arithmetic: One Object Plus One Tone

    Science.gov (United States)

    Kobayashi, Tessei; Hiraki, Kazuo; Mugitani, Ryoko; Hasegawa, Toshikazu

    2004-01-01

    Recent studies using a violation-of-expectation task suggest that preverbal infants are capable of recognizing basic arithmetical operations involving visual objects. There is still debate, however, over whether their performance is based on any expectation of the arithmetical operations, or on a general perceptual tendency to prefer visually…

  18. Trace formulae for arithmetical systems

    International Nuclear Information System (INIS)

    Bogomolny, E.B.; Georgeot, B.; Giannoni, M.J.; Schmit, C.

    1992-09-01

    For quantum problems on the pseudo-sphere generated by arithmetic groups there exist special trace formulae, called trace formulae for Hecke operators, which permit the reconstruction of wave functions from the knowledge of periodic orbits. After a short discussion of this subject, the Hecke operators trace formulae are presented for the Dirichlet problem on the modular billiard, which is a prototype of arithmetical systems. The results of numerical computations for these semiclassical type relations are in good agreement with the directly computed eigenfunctions. (author) 23 refs.; 2 figs

  19. The arithmetic of elliptic fibrations in gauge theories on a circle

    Energy Technology Data Exchange (ETDEWEB)

    Grimm, Thomas W. [Max-Planck-Institut für Physik,Föhringer Ring 6, 80805 Munich (Germany); Institute for Theoretical Physics,Utrecht University, Leuvenlaan 4, 3584 CE Utrecht (Netherlands); Center for Extreme Matter and Emergent Phenomena,Utrecht University, Leuvenlaan 4, 3584 CE Utrecht (Netherlands); Kapfer, Andreas [Max-Planck-Institut für Physik,Föhringer Ring 6, 80805 Munich (Germany); Klevers, Denis [Theory Group, Physics Department, CERN,CH-1211, Geneva 23 (Switzerland)

    2016-06-20

    The geometry of elliptic fibrations translates to the physics of gauge theories in F-theory. We systematically develop the dictionary between arithmetic structures on elliptic curves as well as desingularized elliptic fibrations and symmetries of gauge theories on a circle. We show that the Mordell-Weil group law matches integral large gauge transformations around the circle in Abelian gauge theories and explain the significance of Mordell-Weil torsion in this context. We also use Higgs transitions and circle large gauge transformations to introduce a group law for genus-one fibrations with multi-sections. Finally, we introduce a novel arithmetic structure on elliptic fibrations with non-Abelian gauge groups in F-theory. It is defined on the set of exceptional divisors resolving the singularities and divisor classes of sections of the fibration. This group structure can be matched with certain integral non-Abelian large gauge transformations around the circle when studying the theory on the lower-dimensional Coulomb branch. Its existence is required by consistency with Higgs transitions from the non-Abelian theory to its Abelian phases in which it becomes the Mordell-Weil group. This hints towards the existence of a new underlying geometric symmetry.

  20. The arithmetic of elliptic fibrations in gauge theories on a circle

    Science.gov (United States)

    Grimm, Thomas W.; Kapfer, Andreas; Klevers, Denis

    2016-06-01

    The geometry of elliptic fibrations translates to the physics of gauge theories in F-theory. We systematically develop the dictionary between arithmetic structures on elliptic curves as well as desingularized elliptic fibrations and symmetries of gauge theories on a circle. We show that the Mordell-Weil group law matches integral large gauge transformations around the circle in Abelian gauge theories and explain the significance of Mordell-Weil torsion in this context. We also use Higgs transitions and circle large gauge transformations to introduce a group law for genus-one fibrations with multi-sections. Finally, we introduce a novel arithmetic structure on elliptic fibrations with non-Abelian gauge groups in F-theory. It is defined on the set of exceptional divisors resolving the singularities and divisor classes of sections of the fibration. This group structure can be matched with certain integral non-Abelian large gauge transformations around the circle when studying the theory on the lower-dimensional Coulomb branch. Its existence is required by consistency with Higgs transitions from the non-Abelian theory to its Abelian phases in which it becomes the Mordell-Weil group. This hints towards the existence of a new underlying geometric symmetry.

  1. The arithmetic of elliptic fibrations in gauge theories on a circle

    International Nuclear Information System (INIS)

    Grimm, Thomas W.; Kapfer, Andreas; Klevers, Denis

    2016-01-01

    The geometry of elliptic fibrations translates to the physics of gauge theories in F-theory. We systematically develop the dictionary between arithmetic structures on elliptic curves as well as desingularized elliptic fibrations and symmetries of gauge theories on a circle. We show that the Mordell-Weil group law matches integral large gauge transformations around the circle in Abelian gauge theories and explain the significance of Mordell-Weil torsion in this context. We also use Higgs transitions and circle large gauge transformations to introduce a group law for genus-one fibrations with multi-sections. Finally, we introduce a novel arithmetic structure on elliptic fibrations with non-Abelian gauge groups in F-theory. It is defined on the set of exceptional divisors resolving the singularities and divisor classes of sections of the fibration. This group structure can be matched with certain integral non-Abelian large gauge transformations around the circle when studying the theory on the lower-dimensional Coulomb branch. Its existence is required by consistency with Higgs transitions from the non-Abelian theory to its Abelian phases in which it becomes the Mordell-Weil group. This hints towards the existence of a new underlying geometric symmetry.

  2. Face Recognition using Approximate Arithmetic

    DEFF Research Database (Denmark)

    Marso, Karol

    Face recognition is image processing technique which aims to identify human faces and found its use in various different fields for example in security. Throughout the years this field evolved and there are many approaches and many different algorithms which aim to make the face recognition as effective...... processing applications the results do not need to be completely precise and use of the approximate arithmetic can lead to reduction in terms of delay, space and power consumption. In this paper we examine possible use of approximate arithmetic in face recognition using Eigenfaces algorithm....

  3. Specificity and overlap in skills underpinning reading and arithmetical fluency

    NARCIS (Netherlands)

    van Daal, V.; van der Leij, A.; Adèr, H.

    2013-01-01

    The aim of this study was to examine unique and common causes of problems in reading and arithmetic fluency. 13- to 14-year-old students were placed into one of five groups: reading disabled (RD, n = 16), arithmetic disabled (AD, n = 34), reading and arithmetic disabled (RAD, n = 17), reading,

  4. If Gravity is Geometry, is Dark Energy just Arithmetic?

    Science.gov (United States)

    Czachor, Marek

    2017-04-01

    Arithmetic operations (addition, subtraction, multiplication, division), as well as the calculus they imply, are non-unique. The examples of four-dimensional spaces, R+4 and (- L/2, L/2)4, are considered where different types of arithmetic and calculus coexist simultaneously. In all the examples there exists a non-Diophantine arithmetic that makes the space globally Minkowskian, and thus the laws of physics are formulated in terms of the corresponding calculus. However, when one switches to the `natural' Diophantine arithmetic and calculus, the Minkowskian character of the space is lost and what one effectively obtains is a Lorentzian manifold. I discuss in more detail the problem of electromagnetic fields produced by a pointlike charge. The solution has the standard form when expressed in terms of the non-Diophantine formalism. When the `natural' formalsm is used, the same solution looks as if the fields were created by a charge located in an expanding universe, with nontrivially accelerating expansion. The effect is clearly visible also in solutions of the Friedman equation with vanishing cosmological constant. All of this suggests that phenomena attributed to dark energy may be a manifestation of a miss-match between the arithmetic employed in mathematical modeling, and the one occurring at the level of natural laws. Arithmetic is as physical as geometry.

  5. Integrating Motivational Interviewing and Brief Behavioral Activation Therapy: Theoretical and Practical Considerations

    OpenAIRE

    Balán, Iván C.; Lejuez, C. W.; Hoffer, Marcela; Blanco, Carlos

    2016-01-01

    Behavioral Activation and specifically the Brief Behavioral Activation Therapy for Depression (BATD) has a strong record of empirical support but its focus on practical out of session activation-based assignments can lead to poor levels of adherence if efforts to enhance motivation are not prioritized. Towards this end, this manuscript describes the assimilative integration of Motivational Interviewing (MI) and BATD to improve clinical outcomes by integrating MI's focus on building and mainta...

  6. Syntactic Awareness and Arithmetic Word Problem Solving in Children with and without Learning Disabilities

    Science.gov (United States)

    Peake, Christian; Jiménez, Juan E.; Rodríguez, Cristina; Bisschop, Elaine; Villarroel, Rebeca

    2015-01-01

    Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in…

  7. Training of Attention in Children With Low Arithmetical Achievement

    Directory of Open Access Journals (Sweden)

    Maria Guarnera

    2014-05-01

    Full Text Available This study focuses on the role of attentional processes in arithmetical skills and examines if training of basic attentive skills may improve also working memory abilities reducing arithmetic difficulties. In order to study the efficacy of attentional treatment in arithmetic achievement and in enhancing working memory abilities a test-treatment-retest quasi experimental design was adopted. The research involved 14 children, attending fourth and fifth grades, with Arithmetical Learning Disabilities (ALD assigned to experimental and control conditions. The numerical comprehension and calculation processes were assessed using the ABCA battery (Lucangeli, Tressoldi, & Fiore, 1998. Attentional abilities were evaluated using a multitask computerized assessment battery Attenzione e Concentrazione (Di Nuovo, 2000. WM abilities were evaluated by Listening span task, Digit span backward, Making verbal trails and Making colour trails. The results showed that intensive computerized attention training increased basic attentive skills and arithmetical performances with respect to numeric system in children with ALD. No effect on working memory abilities was found. Results are also important from a clinical perspective, since they may suggest strategies for planning individualized training programs.

  8. Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers

    Directory of Open Access Journals (Sweden)

    Emily Szkudlarek

    2018-05-01

    Full Text Available Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1 compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2 to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children (n = 158 were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that

  9. Approximate Arithmetic Training Improves Informal Math Performance in Low Achieving Preschoolers.

    Science.gov (United States)

    Szkudlarek, Emily; Brannon, Elizabeth M

    2018-01-01

    Recent studies suggest that practice with approximate and non-symbolic arithmetic problems improves the math performance of adults, school aged children, and preschoolers. However, the relative effectiveness of approximate arithmetic training compared to available educational games, and the type of math skills that approximate arithmetic targets are unknown. The present study was designed to (1) compare the effectiveness of approximate arithmetic training to two commercially available numeral and letter identification tablet applications and (2) to examine the specific type of math skills that benefit from approximate arithmetic training. Preschool children ( n = 158) were pseudo-randomly assigned to one of three conditions: approximate arithmetic, letter identification, or numeral identification. All children were trained for 10 short sessions and given pre and post tests of informal and formal math, executive function, short term memory, vocabulary, alphabet knowledge, and number word knowledge. We found a significant interaction between initial math performance and training condition, such that children with low pretest math performance benefited from approximate arithmetic training, and children with high pretest math performance benefited from symbol identification training. This effect was restricted to informal, and not formal, math problems. There were also effects of gender, socio-economic status, and age on post-test informal math score after intervention. A median split on pretest math ability indicated that children in the low half of math scores in the approximate arithmetic training condition performed significantly better than children in the letter identification training condition on post-test informal math problems when controlling for pretest, age, gender, and socio-economic status. Our results support the conclusion that approximate arithmetic training may be especially effective for children with low math skills, and that approximate arithmetic

  10. Arithmetical meadows

    OpenAIRE

    Bergstra, J.A.; Middelburg, C.A.

    2009-01-01

    An inversive meadow is a commutative ring with identity equipped with a multiplicative inverse operation made total by choosing 0 as its value at 0. Previously, inversive meadows were shortly called meadows. A divisive meadow is an inversive meadows with the multiplicative inverse operation replaced by a division operation. In the spirit of Peacock's arithmetical algebra, we introduce variants of inversive and divisive meadows without an additive identity element and an additive inverse opera...

  11. Arithmetic differential equations on $GL_n$, I: differential cocycles

    OpenAIRE

    Buium, Alexandru; Dupuy, Taylor

    2013-01-01

    The theory of differential equations has an arithmetic analogue in which derivatives are replaced by Fermat quotients. One can then ask what is the arithmetic analogue of a linear differential equation. The study of usual linear differential equations is the same as the study of the differential cocycle from $GL_n$ into its Lie algebra given by the logarithmic derivative. However we prove here that there are no such cocycles in the context of arithmetic differential equations. In sequels of t...

  12. Interactive Realizability and the elimination of Skolem functions in Peano Arithmetic

    Directory of Open Access Journals (Sweden)

    Federico Aschieri

    2012-10-01

    Full Text Available We present a new syntactical proof that first-order Peano Arithmetic with Skolem axioms is conservative over Peano Arithmetic alone for arithmetical formulas. This result – which shows that the Excluded Middle principle can be used to eliminate Skolem functions – has been previously proved by other techniques, among them the epsilon substitution method and forcing. In our proof, we employ Interactive Realizability, a computational semantics for Peano Arithmetic which extends Kreisel's modified realizability to the classical case.

  13. Cognitive mechanisms underlying third graders' arithmetic skills: Expanding the pathways to mathematics model.

    Science.gov (United States)

    Träff, Ulf; Olsson, Linda; Skagerlund, Kenny; Östergren, Rickard

    2018-03-01

    A modified pathways to mathematics model was used to examine the cognitive mechanisms underlying arithmetic skills in third graders. A total of 269 children were assessed on tasks tapping the four pathways and arithmetic skills. A path analysis showed that symbolic number processing was directly supported by the linguistic and approximate quantitative pathways. The direct contribution from the four pathways to arithmetic proficiency varied; the linguistic pathway supported single-digit arithmetic and word problem solving, whereas the approximate quantitative pathway supported only multi-digit calculation. The spatial processing and verbal working memory pathways supported only arithmetic word problem solving. The notion of hierarchical levels of arithmetic was supported by the results, and the different levels were supported by different constellations of pathways. However, the strongest support to the hierarchical levels of arithmetic were provided by the proximal arithmetic skills. Copyright © 2017 Elsevier Inc. All rights reserved.

  14. Optical modular arithmetic

    Science.gov (United States)

    Pavlichin, Dmitri S.; Mabuchi, Hideo

    2014-06-01

    Nanoscale integrated photonic devices and circuits offer a path to ultra-low power computation at the few-photon level. Here we propose an optical circuit that performs a ubiquitous operation: the controlled, random-access readout of a collection of stored memory phases or, equivalently, the computation of the inner product of a vector of phases with a binary selector" vector, where the arithmetic is done modulo 2pi and the result is encoded in the phase of a coherent field. This circuit, a collection of cascaded interferometers driven by a coherent input field, demonstrates the use of coherence as a computational resource, and of the use of recently-developed mathematical tools for modeling optical circuits with many coupled parts. The construction extends in a straightforward way to the computation of matrix-vector and matrix-matrix products, and, with the inclusion of an optical feedback loop, to the computation of a weighted" readout of stored memory phases. We note some applications of these circuits for error correction and for computing tasks requiring fast vector inner products, e.g. statistical classification and some machine learning algorithms.

  15. Studi Kompresi Data dengan Metode Arithmetic Coding

    OpenAIRE

    Santoso, Petrus

    2001-01-01

    In Bahasa Indonesia : Ada banyak sekali metode kompresi data yang ada saat ini. Sebagian besar metode tersebut bisa dikelompokkan ke dalam salah satu dari dua kelompok besar, statistical based dan dictionary based. Contoh dari dictionary based coding adalah Lempel Ziv Welch dan contoh dari statistical based coding adalah Huffman Coding dan Arithmetic Coding yang merupakan algoritma terbaru. Makalah ini mengulas prinsip-prinsip dari Arithmetic Coding serta keuntungan-keuntungannya dibandi...

  16. Operator Arithmetic-Harmonic Mean Inequality on Krein Spaces

    Directory of Open Access Journals (Sweden)

    M. Dehghani

    2014-03-01

    Full Text Available We prove an operator arithmetic-harmonic mean type inequality in Krein space setting, by using some block matrix techniques of indefinite type. We also give an example which shows that the operator arithmetic-geometric-harmonic mean inequality for two invertible selfadjoint operators on Krein spaces is not valid, in general.

  17. MOTIVATION

    Institute of Scientific and Technical Information of China (English)

    1994-01-01

    Introduction What is the difference between instrumental and integrative motivation? What kind of motivations do students have? How can our knowledge of motivation help the language learning process? Motivation can be very important in language teaching. Students can do very well when they are motivated. Teachers, with their knowledge of motivation, can make their classes more efficient and successful. Middle school teachers, in addition to learning about the English language itself, and about teaching methods, should also learn more about motivation and how this affects our students. "When we consider language teaching, motivation can be classified as either integrative or instrumental motivation" (Luxon)

  18. Digital speech processing arithmetic and its realization on ADSP-2191 system

    International Nuclear Information System (INIS)

    Zhang Wansheng; Wang Yonggang

    2005-01-01

    The paper reports the realization of LPC arithmetic in fixed-point DSP system. First we introduce the theory of LPC arithmetic and describe the chip (ADSP-2191)'s structure and function relating to the LPC arithmetic; emphasized on the realization process of LPC in ADSP-2191 and its result. (authors)

  19. Some studies on arithmetical chaos in classical and quantum mechanics

    International Nuclear Information System (INIS)

    Bolte, J.

    1993-04-01

    Several aspects of classical and quantum mechanics applied to a class of strongly chaotic systems are studied. The latter consists of single particles moving without external forces on surfaces of constant negative Gaussian curvature whose corresponding fundamental groups are supplied with an arithmetic structure. It is shown that the arithmetical features of the considered systems lead to exceptional properties of the corresponding spectra of lengths of closed geodesics (periodic orbits). The most significant one is an exponential growth of degeneracies in these geodesic length spectra. Furthermore, the arithmetical systems are distinguished by a structure that appears as a generalization of geometric symmetries. These pseudosymmetries occur in the quantization of the classical arithmetic systems as Hecke operators, which form an infinite algebra of self-adjoint operators commuting with the Hamiltonian. The statistical properties of quantum energies in the arithmetical systems have previously been identified as exceptional. They do not fit into the general scheme of random matrix theory. It is shown with the help of a simplified model for the spectral form factor how the spectral statistics in arithmetical quantum chaos can be understood by the properties of the corresponding classical geodesic length spectra. A decisive role is played by the exponentially increasing multiplicities of lengths. The model developed for the level spacings distribution and for the number variance is compared to the corresponding quantities obtained from quantum energies for a specific arithmetical system. Finally, the convergence properties of a representation for the Selberg zeta function as a Dirichlet series are studied. It turns out that the exceptional classical and quantum mechanical properties shared by the arithmetical systems prohibit a convergence of this important function in the physically interesting domain. (orig.)

  20. How to be Brilliant at Mental Arithmetic

    CERN Document Server

    Webber, Beryl

    2010-01-01

    How to be Brilliant at Mental Arithmetic addresses the twin pillars of mental arithmetic - mental recall and mental agility. Mental recall depends on familiarity with number bonds and plenty of opportunity to practise. Mental agility depends more on confidence with the number system and the four operations. Using the worksheets in this book, students will learn about: tens and units; addition, subtraction, multiplication and division; addition shortcuts; product squares; quick recall; number se

  1. Employee commitment and motivation: a conceptual analysis and integrative model.

    Science.gov (United States)

    Myer, John P; Becker, Thomas E; Vandenberghe, Christian

    2004-12-01

    Theorists and researchers interested in employee commitment and motivation have not made optimal use of each other's work. Commitment researchers seldom address the motivational processes through which commitment affects behavior, and motivation researchers have not recognized important distinctions in the forms, foci, and bases of commitment. To encourage greater cross-fertilization, the authors present an integrative framework in which commitment is presented as one of several energizing forces for motivated behavior. E. A. Locke's (1997) model of the work motivation process and J. P. Meyer and L. Herscovitch's (2001) model of workplace commitments serve as the foundation for the development of this new framework. To facilitate the merger, a new concept, goal regulation, is derived from self-determination theory (E. L. Deci & R. M. Ryan, 1985) and regulatory focus theory (E. I. Higgins, 1997). By including goal regulation, it is acknowledged that motivated behavior can be accompanied by different mindsets that have particularly important implications for the explanation and prediction of discretionary work behavior. 2004 APA, all rights reserved

  2. Integrative research on environmental and landscape change: PhD students' motivations and challenges.

    Science.gov (United States)

    Tress, Bärbel; Tress, Gunther; Fry, Gary

    2009-07-01

    The growing demand for integrative (interdisciplinary or transdisciplinary) approaches in the field of environmental and landscape change has increased the number of PhD students working in this area. Yet, the motivations to join integrative projects and the challenges for PhD students have so far not been investigated. The aims of this paper were to identify the understanding of PhD students with regard to integrative research, their motivations to join integrative projects, their expectations in terms of integration and results, and to reveal the challenges they face in integrative projects. We collected data by a questionnaire survey of 104 PhD students attending five PhD Master Classes held from 2003 to 2006. We used manual content analysis to analyse the free-text answers. The results revealed that students lack a differentiated understanding of integrative approaches. The main motivations to join integrative projects were the dissertation subject, the practical relevance of the project, the intellectual stimulation of working with different disciplines, and the belief that integrative research is more innovative. Expectations in terms of integration were high. Core challenges for integration included intellectual and external challenges such as lack of knowledge of other disciplines, knowledge transfer, reaching depth, supervision, lack of exchange with other students and time demands. To improve the situation for PhD students, we suggest improving knowledge on integrative approaches, balancing practical applicability with theoretical advancement, providing formal introductions to other fields of research, and enhancing institutional support for integrative PhD projects.

  3. Individual differences in children's understanding of inversion and arithmetical skill.

    Science.gov (United States)

    Gilmore, Camilla K; Bryant, Peter

    2006-06-01

    Background and aims. In order to develop arithmetic expertise, children must understand arithmetic principles, such as the inverse relationship between addition and subtraction, in addition to learning calculation skills. We report two experiments that investigate children's understanding of the principle of inversion and the relationship between their conceptual understanding and arithmetical skills. A group of 127 children from primary schools took part in the study. The children were from 2 age groups (6-7 and 8-9 years). Children's accuracy on inverse and control problems in a variety of presentation formats and in canonical and non-canonical forms was measured. Tests of general arithmetic ability were also administered. Children consistently performed better on inverse than control problems, which indicates that they could make use of the inverse principle. Presentation format affected performance: picture presentation allowed children to apply their conceptual understanding flexibly regardless of the problem type, while word problems restricted their ability to use their conceptual knowledge. Cluster analyses revealed three subgroups with different profiles of conceptual understanding and arithmetical skill. Children in the 'high ability' and 'low ability' groups showed conceptual understanding that was in-line with their arithmetical skill, whilst a 3rd group of children had more advanced conceptual understanding than arithmetical skill. The three subgroups may represent different points along a single developmental path or distinct developmental paths. The discovery of the existence of the three groups has important consequences for education. It demonstrates the importance of considering the pattern of individual children's conceptual understanding and problem-solving skills.

  4. Reading instead of reasoning? Predictors of arithmetic skills in children with cochlear implants.

    Science.gov (United States)

    Huber, Maria; Kipman, Ulrike; Pletzer, Belinda

    2014-07-01

    The aim of the present study was to evaluate whether the arithmetic achievement of children with cochlear implants (CI) was lower or comparable to that of their normal hearing peers and to identify predictors of arithmetic achievement in children with CI. In particular we related the arithmetic achievement of children with CI to nonverbal IQ, reading skills and hearing variables. 23 children with CI (onset of hearing loss in the first 24 months, cochlear implantation in the first 60 months of life, atleast 3 years of hearing experience with the first CI) and 23 normal hearing peers matched by age, gender, and social background participated in this case control study. All attended grades two to four in primary schools. To assess their arithmetic achievement, all children completed the "Arithmetic Operations" part of the "Heidelberger Rechentest" (HRT), a German arithmetic test. To assess reading skills and nonverbal intelligence as potential predictors of arithmetic achievement, all children completed the "Salzburger Lesetest" (SLS), a German reading screening, and the Culture Fair Intelligence Test (CFIT), a nonverbal intelligence test. Children with CI did not differ significantly from hearing children in their arithmetic achievement. Correlation and regression analyses revealed that in children with CI, arithmetic achievement was significantly (positively) related to reading skills, but not to nonverbal IQ. Reading skills and nonverbal IQ were not related to each other. In normal hearing children, arithmetic achievement was significantly (positively) related to nonverbal IQ, but not to reading skills. Reading skills and nonverbal IQ were positively correlated. Hearing variables were not related to arithmetic achievement. Children with CI do not show lower performance in non-verbal arithmetic tasks, compared to normal hearing peers. Copyright © 2014. Published by Elsevier Ireland Ltd.

  5. Learning, Realizability and Games in Classical Arithmetic

    Science.gov (United States)

    Aschieri, Federico

    2010-12-01

    In this dissertation we provide mathematical evidence that the concept of learning can be used to give a new and intuitive computational semantics of classical proofs in various fragments of Predicative Arithmetic. First, we extend Kreisel modified realizability to a classical fragment of first order Arithmetic, Heyting Arithmetic plus EM1 (Excluded middle axiom restricted to Sigma^0_1 formulas). We introduce a new realizability semantics we call "Interactive Learning-Based Realizability". Our realizers are self-correcting programs, which learn from their errors and evolve through time. Secondly, we extend the class of learning based realizers to a classical version PCFclass of PCF and, then, compare the resulting notion of realizability with Coquand game semantics and prove a full soundness and completeness result. In particular, we show there is a one-to-one correspondence between realizers and recursive winning strategies in the 1-Backtracking version of Tarski games. Third, we provide a complete and fully detailed constructive analysis of learning as it arises in learning based realizability for HA+EM1, Avigad's update procedures and epsilon substitution method for Peano Arithmetic PA. We present new constructive techniques to bound the length of learning processes and we apply them to reprove - by means of our theory - the classic result of Godel that provably total functions of PA can be represented in Godel's system T. Last, we give an axiomatization of the kind of learning that is needed to computationally interpret Predicative classical second order Arithmetic. Our work is an extension of Avigad's and generalizes the concept of update procedure to the transfinite case. Transfinite update procedures have to learn values of transfinite sequences of non computable functions in order to extract witnesses from classical proofs.

  6. How absent negativity relates to affect and motivation: an integrative relief model.

    Science.gov (United States)

    Deutsch, Roland; Smith, Kevin J M; Kordts-Freudinger, Robert; Reichardt, Regina

    2015-01-01

    The present paper concerns the motivational underpinnings and behavioral correlates of the prevention or stopping of negative stimulation - a situation referred to as relief. Relief is of great theoretical and applied interest. Theoretically, it is tied to theories linking affect, emotion, and motivational systems. Importantly, these theories make different predictions regarding the association between relief and motivational systems. Moreover, relief is a prototypical antecedent of counterfactual emotions, which involve specific cognitive processes compared to factual or mere anticipatory emotions. Practically, relief may be an important motivator of addictive and phobic behaviors, self destructive behaviors, and social influence. In the present paper, we will first provide a review of conflicting conceptualizations of relief. We will then present an integrative relief model (IRMO) that aims at resolving existing theoretical conflicts. We then review evidence relevant to distinctive predictions regarding the moderating role of various procedural features of relief situations. We conclude that our integrated model results in a better understanding of existing evidence on the affective and motivational underpinnings of relief, but that further evidence is needed to come to a more comprehensive evaluation of the viability of IRMO.

  7. How absent negativity relates to affect and motivation: an integrative relief model

    Science.gov (United States)

    Deutsch, Roland; Smith, Kevin J. M.; Kordts-Freudinger, Robert; Reichardt, Regina

    2015-01-01

    The present paper concerns the motivational underpinnings and behavioral correlates of the prevention or stopping of negative stimulation – a situation referred to as relief. Relief is of great theoretical and applied interest. Theoretically, it is tied to theories linking affect, emotion, and motivational systems. Importantly, these theories make different predictions regarding the association between relief and motivational systems. Moreover, relief is a prototypical antecedent of counterfactual emotions, which involve specific cognitive processes compared to factual or mere anticipatory emotions. Practically, relief may be an important motivator of addictive and phobic behaviors, self destructive behaviors, and social influence. In the present paper, we will first provide a review of conflicting conceptualizations of relief. We will then present an integrative relief model (IRMO) that aims at resolving existing theoretical conflicts. We then review evidence relevant to distinctive predictions regarding the moderating role of various procedural features of relief situations. We conclude that our integrated model results in a better understanding of existing evidence on the affective and motivational underpinnings of relief, but that further evidence is needed to come to a more comprehensive evaluation of the viability of IRMO. PMID:25806008

  8. Educators' motivation on integration of ICTs into pedagogy: case of ...

    African Journals Online (AJOL)

    Educators' motivation on integration of ICTs into pedagogy: case of disadvantaged areas .... disciplines such as Information Sciences, Business and. Engineering, it has been noted ..... by a particular textbook. One has .... the ETHICS method.

  9. Frege, Dedekind, and Peano on the foundations of arithmetic

    CERN Document Server

    Gillies, Donald

    2013-01-01

    First published in 1982, this reissue contains a critical exposition of the views of Frege, Dedekind and Peano on the foundations of arithmetic. The last quarter of the 19th century witnessed a remarkable growth of interest in the foundations of arithmetic. This work analyses both the reasons for this growth of interest within both mathematics and philosophy and the ways in which this study of the foundations of arithmetic led to new insights in philosophy and striking advances in logic. This historical-critical study provides an excellent introduction to the problems of the philosop

  10. Patterns of problem-solving in children's literacy and arithmetic.

    Science.gov (United States)

    Farrington-Flint, Lee; Vanuxem-Cotterill, Sophie; Stiller, James

    2009-11-01

    Patterns of problem-solving among 5-to-7 year-olds' were examined on a range of literacy (reading and spelling) and arithmetic-based (addition and subtraction) problem-solving tasks using verbal self-reports to monitor strategy choice. The results showed higher levels of variability in the children's strategy choice across Years I and 2 on the arithmetic (addition and subtraction) than literacy-based tasks (reading and spelling). However, across all four tasks, the children showed a tendency to move from less sophisticated procedural-based strategies, which included phonological strategies for reading and spelling and counting-all and finger modellingfor addition and subtraction, to more efficient retrieval methods from Years I to 2. Distinct patterns in children's problem-solving skill were identified on the literacy and arithmetic tasks using two separate cluster analyses. There was a strong association between these two profiles showing that those children with more advanced problem-solving skills on the arithmetic tasks also showed more advanced profiles on the literacy tasks. The results highlight how different-aged children show flexibility in their use of problem-solving strategies across literacy and arithmetical contexts and reinforce the importance of studying variations in children's problem-solving skill across different educational contexts.

  11. Humans Integrate Monetary and Liquid Incentives to Motivate Cognitive Task Performance

    Directory of Open Access Journals (Sweden)

    Debbie Marianne Yee

    2016-01-01

    Full Text Available It is unequivocal that a wide variety of incentives can motivate behavior. However, few studies have explicitly examined whether and how different incentives are integrated in terms of their motivational influence. The current study examines the combined effects of monetary and liquid incentives on cognitive processing, and whether appetitive and aversive incentives have distinct influences. We introduce a novel task paradigm, in which participants perform cued task-switching for monetary rewards that vary parametrically across trials, with liquid incentives serving as post-trial performance feedback. Critically, the symbolic meaning of the liquid was held constant (indicating successful reward attainment, while liquid valence was blocked. In the first experiment, monetary rewards combined additively with appetitive liquid feedback to improve subject task performance. Aversive liquid feedback counteracted monetary reward effects in low monetary reward trials, particularly in a subset of participants who tended to avoid responding under these conditions. Self-report motivation ratings predicted behavioral performance above and beyond experimental effects. A follow-up experiment replicated the predictive power of motivation ratings even when only appetitive liquids were used, suggesting that ratings reflect idiosyncratic subjective values of, rather than categorical differences between, the liquid incentives. Together, the findings indicate an integrative relationship between primary and secondary incentives and potentially dissociable influences in modulating motivational value, while informing hypotheses regarding candidate neural mechanisms.

  12. Humans Integrate Monetary and Liquid Incentives to Motivate Cognitive Task Performance

    Science.gov (United States)

    Yee, Debbie M.; Krug, Marie K.; Allen, Ariel Z.; Braver, Todd S.

    2016-01-01

    It is unequivocal that a wide variety of incentives can motivate behavior. However, few studies have explicitly examined whether and how different incentives are integrated in terms of their motivational influence. The current study examines the combined effects of monetary and liquid incentives on cognitive processing, and whether appetitive and aversive incentives have distinct influences. We introduce a novel task paradigm, in which participants perform cued task-switching for monetary rewards that vary parametrically across trials, with liquid incentives serving as post-trial performance feedback. Critically, the symbolic meaning of the liquid was held constant (indicating successful reward attainment), while liquid valence was blocked. In the first experiment, monetary rewards combined additively with appetitive liquid feedback to improve subject task performance. Aversive liquid feedback counteracted monetary reward effects in low monetary reward trials, particularly in a subset of participants who tended to avoid responding under these conditions. Self-report motivation ratings predicted behavioral performance above and beyond experimental effects. A follow-up experiment replicated the predictive power of motivation ratings even when only appetitive liquids were used, suggesting that ratings reflect idiosyncratic subjective values of, rather than categorical differences between, the liquid incentives. Together, the findings indicate an integrative relationship between primary and secondary incentives and potentially dissociable influences in modulating motivational value, while informing hypotheses regarding candidate neural mechanisms. PMID:26834668

  13. Classified one-step high-radix signed-digit arithmetic units

    Science.gov (United States)

    Cherri, Abdallah K.

    1998-08-01

    High-radix number systems enable higher information storage density, less complexity, fewer system components, and fewer cascaded gates and operations. A simple one-step fully parallel high-radix signed-digit arithmetic is proposed for parallel optical computing based on new joint spatial encodings. This reduces hardware requirements and improves throughput by reducing the space-bandwidth produce needed. The high-radix signed-digit arithmetic operations are based on classifying the neighboring input digit pairs into various groups to reduce the computation rules. A new joint spatial encoding technique is developed to present both the operands and the computation rules. This technique increases the spatial bandwidth product of the spatial light modulators of the system. An optical implementation of the proposed high-radix signed-digit arithmetic operations is also presented. It is shown that our one-step trinary signed-digit and quaternary signed-digit arithmetic units are much simpler and better than all previously reported high-radix signed-digit techniques.

  14. An Asynchronous IEEE Floating-Point Arithmetic Unit

    Directory of Open Access Journals (Sweden)

    Joel R. Noche

    2007-12-01

    Full Text Available An asynchronous floating-point arithmetic unit is designed and tested at the transistor level usingCadence software. It uses CMOS (complementary metal oxide semiconductor and DCVS (differentialcascode voltage switch logic in a 0.35 µm process using a 3.3 V supply voltage, with dual-rail data andsingle-rail control signals using four-phase handshaking.Using 17,085 transistors, the unit handles single-precision (32-bit addition/subtraction, multiplication,division, and remainder using the IEEE 754-1985 Standard for Binary Floating-Point Arithmetic, withrounding and other operations to be handled by separate hardware or software. Division and remainderare done using a restoring subtractive algorithm; multiplication uses an additive algorithm. Exceptionsare noted by flags (and not trap handlers and the output is in single-precision.Previous work on asynchronous floating-point arithmetic units have mostly focused on single operationssuch as division. This is the first work to the authors' knowledge that can perform floating-point addition,multiplication, division, and remainder using a common datapath.

  15. Children's Acquisition of Arithmetic Principles: The Role of Experience

    Science.gov (United States)

    Prather, Richard; Alibali, Martha W.

    2011-01-01

    The current study investigated how young learners' experiences with arithmetic equations can lead to learning of an arithmetic principle. The focus was elementary school children's acquisition of the Relation to Operands principle for subtraction (i.e., for natural numbers, the difference must be less than the minuend). In Experiment 1, children…

  16. Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

    Science.gov (United States)

    Roh, Young Sook; Kim, Sang Suk

    2015-07-01

    Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, Plearning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.

  17. Bit-wise arithmetic coding for data compression

    Science.gov (United States)

    Kiely, A. B.

    1994-01-01

    This article examines the problem of compressing a uniformly quantized independent and identically distributed (IID) source. We present a new compression technique, bit-wise arithmetic coding, that assigns fixed-length codewords to the quantizer output and uses arithmetic coding to compress the codewords, treating the codeword bits as independent. We examine the performance of this method and evaluate the overhead required when used block-adaptively. Simulation results are presented for Gaussian and Laplacian sources. This new technique could be used as the entropy coder in a transform or subband coding system.

  18. Devices and Desires: Integrative Strategy Instruction from a Motivational Perspective.

    Science.gov (United States)

    Vauras, Marja; And Others

    1993-01-01

    This critique of Edwin Ellis's Integrative Strategy Instruction model comments that analyses are needed concerning the mutual social adaptations of differently disposed (cognitively, motivationally, and emotionally) students with learning disabilities and teachers within the social frames of learning environments. (JDD)

  19. Optimized 4-bit Quantum Reversible Arithmetic Logic Unit

    Science.gov (United States)

    Ayyoub, Slimani; Achour, Benslama

    2017-08-01

    Reversible logic has received a great attention in the recent years due to its ability to reduce the power dissipation. The main purposes of designing reversible logic are to decrease quantum cost, depth of the circuits and the number of garbage outputs. The arithmetic logic unit (ALU) is an important part of central processing unit (CPU) as the execution unit. This paper presents a complete design of a new reversible arithmetic logic unit (ALU) that can be part of a programmable reversible computing device such as a quantum computer. The proposed ALU based on a reversible low power control unit and small performance parameters full adder named double Peres gates. The presented ALU can produce the largest number (28) of arithmetic and logic functions and have the smallest number of quantum cost and delay compared with existing designs.

  20. Cognitive Processes that Account for Mental Addition Fluency Differences between Children Typically Achieving in Arithmetic and Children At-Risk for Failure in Arithmetic

    Science.gov (United States)

    Berg, Derek H.; Hutchinson, Nancy L.

    2010-01-01

    This study investigated whether processing speed, short-term memory, and working memory accounted for the differential mental addition fluency between children typically achieving in arithmetic (TA) and children at-risk for failure in arithmetic (AR). Further, we drew attention to fluency differences in simple (e.g., 5 + 3) and complex (e.g., 16 +…

  1. Integrating motivational interviewing and narrative therapy to teach behavior change to family medicine resident physicians.

    Science.gov (United States)

    Oshman, Lauren D; Combs, Gene N

    2016-05-01

    Motivational interviewing is a useful skill to address the common problem of patient ambivalence regarding behavior change by uncovering and strengthening a person's own motivation and commitment to change. The Family Medicine Milestones underline the need for clear teaching and monitoring of skills in communication and behavior change in Family Medicine postgraduate training settings. This article reports the integration of a motivational interviewing curriculum into an existing longitudinal narrative therapy-based curriculum on patient-centered communication. Observed structured clinical examination for six participants indicate that intern physicians are able to demonstrate moderate motivational interviewing skill after a brief 2-h workshop. Participant self-evaluations for 16 participants suggest a brief 2-h curriculum was helpful at increasing importance of learning motivational interviewing by participants, and that participants desire further training opportunities. A brief motivational interviewing curriculum can be integrated into existing communication training in a Family Medicine residency training program. © The Author(s) 2016.

  2. Hybrid content addressable memory MSD arithmetic

    Science.gov (United States)

    Li, Yao; Kim, Dai Hyun; Kostrzewski, Andrew A.; Eichmann, George

    1990-07-01

    The modified signed-digit (MSD) number system, because of its inherent weak interdigit dependance, has been suggested as a useful means for a fast and parallel digital arithmetic. To maintain a fast processing speed, a single-stage holographic optical content-addressable memory (CAM) based MSD algorithm was suggested. In this paper, a novel non-holographic opto-electronic CAM based fast MSD addition processing architecture is proposed. The proposed concept has been verified with our first-order proof-of-principle experiments. A figure of merit comparison of this and other existing approaches is also presented. Based on this key opto-electronic CAM element, implementation of more sophisticated I'VISD arithmetic, such as optical MSD subtraction and multiplication operations, are proposed.

  3. Early but not late blindness leads to enhanced arithmetic and working memory abilities.

    Science.gov (United States)

    Dormal, Valérie; Crollen, Virginie; Baumans, Christine; Lepore, Franco; Collignon, Olivier

    2016-10-01

    Behavioural and neurophysiological evidence suggest that vision plays an important role in the emergence and development of arithmetic abilities. However, how visual deprivation impacts on the development of arithmetic processing remains poorly understood. We compared the performances of early (EB), late blind (LB) and sighted control (SC) individuals during various arithmetic tasks involving addition, subtraction and multiplication of various complexities. We also assessed working memory (WM) performances to determine if they relate to a blind person's arithmetic capacities. Results showed that EB participants performed better than LB and SC in arithmetic tasks, especially in conditions in which verbal routines and WM abilities are needed. Moreover, EB participants also showed higher WM abilities. Together, our findings demonstrate that the absence of developmental vision does not prevent the development of refined arithmetic skills and can even trigger the refinement of these abilities in specific tasks. Copyright © 2016 Elsevier Ltd. All rights reserved.

  4. Prospective relations between resting-state connectivity of parietal subdivisions and arithmetic competence.

    Science.gov (United States)

    Price, Gavin R; Yeo, Darren J; Wilkey, Eric D; Cutting, Laurie E

    2018-04-01

    The present study investigates the relation between resting-state functional connectivity (rsFC) of cytoarchitectonically defined subdivisions of the parietal cortex at the end of 1st grade and arithmetic performance at the end of 2nd grade. Results revealed a dissociable pattern of relations between rsFC and arithmetic competence among subdivisions of intraparietal sulcus (IPS) and angular gyrus (AG). rsFC between right hemisphere IPS subdivisions and contralateral IPS subdivisions positively correlated with arithmetic competence. In contrast, rsFC between the left hIP1 and the right medial temporal lobe, and rsFC between the left AG and left superior frontal gyrus, were negatively correlated with arithmetic competence. These results suggest that strong inter-hemispheric IPS connectivity is important for math development, reflecting either neurocognitive mechanisms specific to arithmetic processing, domain-general mechanisms that are particularly relevant to arithmetic competence, or structural 'cortical maturity'. Stronger connectivity between IPS, and AG, subdivisions and frontal and temporal cortices, however, appears to be negatively associated with math development, possibly reflecting the ability to disengage suboptimal problem-solving strategies during mathematical processing, or to flexibly reorient task-based networks. Importantly, the reported results pertain even when controlling for reading, spatial attention, and working memory, suggesting that the observed rsFC-behavior relations are specific to arithmetic competence. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  5. Rewrite systems for integer arithmetic

    NARCIS (Netherlands)

    H.R. Walters (Pum); H. Zantema (Hans)

    1995-01-01

    textabstractWe present three term rewrite systems for integer arithmetic with addition, multiplication, and, in two cases, subtraction. All systems are ground confluent and terminating; termination is proved by semantic labelling and recursive path order. The first system represents numbers by

  6. Investigation of an American Arithmetic Text Book (I)

    OpenAIRE

    植村, 憲治; UEMURA, Kenji

    2006-01-01

    The teaching method of mathematics and/or arithmetic essentially does not depend on language or culture. In this paper we introduce and investigate an American arithmetic text book and teacher's book of kindergarten, named "Mathematics" published by McGraw-Hill Company. And we point out the difference of Japanese teaching methods from those of the U.S. especially from the point of the Problem Solving Method which is still not taught in Japan as a system.

  7. How Absent Negativity Relates to Affect and Motivation: An Integrative Relief Model

    Directory of Open Access Journals (Sweden)

    Roland eDeutsch

    2015-03-01

    Full Text Available The present paper concerns the motivational underpinnings and behavioral correlates of the prevention or stopping of negative stimulation – a situation referred to as relief. Relief is of great theoretical and applied interest. Theoretically, it is tied to theories linking affect, emotion and motivational systems (Carver & Scheier, 1990; Gray & McNaughton, 2000; Higgins, 1997; Lang, Bradley, & Cuthbert, 1990. Importantly, these theories make different predictions regarding the association between relief and motivational systems. Moreover, relief is a prototypical antecedent of counterfactual emotions, which involve specific cognitive processes compared to factual or mere anticipatory emotions. Practically, relief may be an important motivator of addictive and phobic behaviors (Mowrer, 1951; Ostafin & Brooks, 2011, self destructive behaviors (Favazza, 1998; Franklin, Lee, Hanna, & Prinstein, 2013, and social influence (Dolinski & Nawrat, 1998. In the present paper, we will first provide a review of conflicting conceptualizations of relief. We will then present an integrative relief model (IRMO that aims at resolving existing theoretical conflicts. We then review evidence relevant to distinctive predictions regarding the moderating role of various procedural features of relief situations. We conclude that our integrated model results in a better understanding of existing evidence on the affective and motivational underpinnings of relief, but that further evidence is needed to come to a more comprehensive evaluation of the viability of IRMO.

  8. Higher arithmetic an algorithmic introduction to number theory

    CERN Document Server

    Edwards, Harold M

    2008-01-01

    Although number theorists have sometimes shunned and even disparaged computation in the past, today's applications of number theory to cryptography and computer security demand vast arithmetical computations. These demands have shifted the focus of studies in number theory and have changed attitudes toward computation itself. The important new applications have attracted a great many students to number theory, but the best reason for studying the subject remains what it was when Gauss published his classic Disquisitiones Arithmeticae in 1801: Number theory is the equal of Euclidean geometry--some would say it is superior to Euclidean geometry--as a model of pure, logical, deductive thinking. An arithmetical computation, after all, is the purest form of deductive argument. Higher Arithmetic explains number theory in a way that gives deductive reasoning, including algorithms and computations, the central role. Hands-on experience with the application of algorithms to computational examples enables students to m...

  9. A novel chaotic encryption scheme based on arithmetic coding

    International Nuclear Information System (INIS)

    Mi Bo; Liao Xiaofeng; Chen Yong

    2008-01-01

    In this paper, under the combination of arithmetic coding and logistic map, a novel chaotic encryption scheme is presented. The plaintexts are encrypted and compressed by using an arithmetic coder whose mapping intervals are changed irregularly according to a keystream derived from chaotic map and plaintext. Performance and security of the scheme are also studied experimentally and theoretically in detail

  10. Relating arithmetical techniques of proportion to geometry

    DEFF Research Database (Denmark)

    Wijayanti, Dyana

    2015-01-01

    The purpose of this study is to investigate how textbooks introduce and treat the theme of proportion in geometry (similarity) and arithmetic (ratio and proportion), and how these themes are linked to each other in the books. To pursue this aim, we use the anthropological theory of the didactic....... Considering 6 common Indonesian textbooks in use, we describe how proportion is explained and appears in examples and exercises, using an explicit reference model of the mathematical organizations of both themes. We also identify how the proportion themes of the geometry and arithmetic domains are linked. Our...

  11. Rewrite systems for integer arithmetic

    NARCIS (Netherlands)

    Walters, H.R.; Zantema, H.

    1994-01-01

    We present three term rewrite systems for integer arithmetic with addition, multiplication, and, in two cases, subtraction. All systems are ground con uent and terminating; termination is proved by semantic labelling and recursive path order. The first system represents numbers by successor and

  12. Predicting Arithmetical Achievement from Neuro-Psychological Performance: A Longitudinal Study.

    Science.gov (United States)

    Fayol, Michel; Barrouillet, Pierre; Marinthe, Catherine

    1998-01-01

    Assessed whether performances of 5- and 6-year olds in arithmetic tests can be predicted from their performances in neuropsychological tests. Participants completed neuropsychological, drawing, and arithmetic tests at 5 and 6 years of age. Findings at older age were correctly assumed by conclusions of first evaluation. (LBT)

  13. Interactivity And Mental Arithmetic: Coupling Mind And World Transforms And Enhances Performance

    Directory of Open Access Journals (Sweden)

    Guthrie Lisa G.

    2015-06-01

    Full Text Available Interactivity has been linked to better performance in problem solving, due in part to a more efficient allocation of attentional resources, a better distribution of cognitive load, but perhaps more important by enabling the reasoner to shape and reshape the physical problem presentation to promote the development of the problem solution. Interactivity in solving quotidian arithmetic problems involves gestures, pointing, and the recruitment of artefacts to facilitate computation and augment efficiency. In the experiment reported here, different types of interactivity were examined with a series of mental arithmetic problems. Using a repeated-measures design, participants solved series of five 11-digit sums in four conditions that varied in the type of interactivity: (i no interactivity (participants solved the problems with their hands on the table top, (ii pointing (participants could point at the numbers, (iii pen and paper (participants could note interim totals with a pen, and (iv tokens (the sums were presented as 11 numbered tokens the arrangement of which participants were free to modify as they proceeded to the solution. Performance in the four conditions was measured in terms of accuracy, calculation error, and efficiency (a ratio composed of the proportion correct over the proportion of time invested in working on the sums. These quantitative analyses were supplemented by a detailed qualitative examination of a participant’s actions in the different conditions. The integration of artefacts, such as tokens or a pen, offered reasoners the opportunity to reconfigure the physical presentation of the problem, enacting different arithmetic strategies: the affordance landscape shifts as the problem trajectory is enacted through interactivity, and this generally produced better “mental” arithmetic performance. Participants also felt more positive about and better engaged with the task when they could reconfigure the problem presentation

  14. PandA : pairings and arithmetic

    NARCIS (Netherlands)

    Chuengsatiansup, C.; Naehrig, M.; Ribarski, P.; Schwabe, P.; Cao, Z.; Zhang, F.

    2014-01-01

    This paper introduces PandA, a software framework for Pairings and Arithmetic. It is designed to bring together advances in the efficient computation of cryptographic pairings and the development and implementation of pairing-based protocols. The intention behind the PandA framework is to give

  15. The Melanin-Concentrating Hormone as an Integrative Peptide Driving Motivated Behaviors.

    Science.gov (United States)

    Diniz, Giovanne B; Bittencourt, Jackson C

    2017-01-01

    The melanin-concentrating hormone (MCH) is an important peptide implicated in the control of motivated behaviors. History, however, made this peptide first known for its participation in the control of skin pigmentation, from which its name derives. In addition to this peripheral role, MCH is strongly implicated in motivated behaviors, such as feeding, drinking, mating and, more recently, maternal behavior. It is suggested that MCH acts as an integrative peptide, converging sensory information and contributing to a general arousal of the organism. In this review, we will discuss the various aspects of energy homeostasis to which MCH has been associated to, focusing on the different inputs that feed the MCH peptidergic system with information regarding the homeostatic status of the organism and the exogenous sensory information that drives this system, as well as the outputs that allow MCH to act over a wide range of homeostatic and behavioral controls, highlighting the available morphological and hodological aspects that underlie these integrative actions. Besides the well-described role of MCH in feeding behavior, a prime example of hypothalamic-mediated integration, we will also examine those functions in which the participation of MCH has not yet been extensively characterized, including sexual, maternal, and defensive behaviors. We also evaluated the available data on the distribution of MCH and its function in the context of animals in their natural environment. Finally, we briefly comment on the evidence for MCH acting as a coordinator between different modalities of motivated behaviors, highlighting the most pressing open questions that are open for investigations and that could provide us with important insights about hypothalamic-dependent homeostatic integration.

  16. Children learn spurious associations in their math textbooks: Examples from fraction arithmetic.

    Science.gov (United States)

    Braithwaite, David W; Siegler, Robert S

    2018-04-26

    Fraction arithmetic is among the most important and difficult topics children encounter in elementary and middle school mathematics. Braithwaite, Pyke, and Siegler (2017) hypothesized that difficulties learning fraction arithmetic often reflect reliance on associative knowledge-rather than understanding of mathematical concepts and procedures-to guide choices of solution strategies. They further proposed that this associative knowledge reflects distributional characteristics of the fraction arithmetic problems children encounter. To test these hypotheses, we examined textbooks and middle school children in the United States (Experiments 1 and 2) and China (Experiment 3). We asked the children to predict which arithmetic operation would accompany a specified pair of operands, to generate operands to accompany a specified arithmetic operation, and to match operands and operations. In both countries, children's responses indicated that they associated operand pairs having equal denominators with addition and subtraction, and operand pairs having a whole number and a fraction with multiplication and division. The children's associations paralleled the textbook input in both countries, which was consistent with the hypothesis that children learned the associations from the practice problems. Differences in the effects of such associative knowledge on U.S. and Chinese children's fraction arithmetic performance are discussed, as are implications of these differences for educational practice. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  17. Cognitive precursors of arithmetic development in primary school children with cerebral palsy.

    Science.gov (United States)

    Van Rooijen, M; Verhoeven, L; Smits, D W; Dallmeijer, A J; Becher, J G; Steenbergen, B

    2014-04-01

    The aim of this study was to examine the development of arithmetic performance and its cognitive precursors in children with CP from 7 till 9 years of age. Previous research has shown that children with CP are generally delayed in arithmetic performance compared to their typically developing peers. In children with CP, the developmental trajectory of the ability to solve addition- and subtraction tasks has, however, rarely been studied, as well as the cognitive factors affecting this trajectory. Sixty children (M=7.2 years, SD=.23 months at study entry) with CP participated in this study. Standardized tests were administered to assess arithmetic performance, word decoding skills, non-verbal intelligence, and working memory. The results showed that the ability to solve addition- and subtraction tasks increased over a two year period. Word decoding skills were positively related to the initial status of arithmetic performance. In addition, non-verbal intelligence and working memory were associated with the initial status and growth rate of arithmetic performance from 7 till 9 years of age. The current study highlights the importance of non-verbal intelligence and working memory to the development of arithmetic performance of children with CP. Copyright © 2014 Elsevier Ltd. All rights reserved.

  18. Knowing right from wrong in mental arithmetic judgments: calibration of confidence predicts the development of accuracy.

    Science.gov (United States)

    Rinne, Luke F; Mazzocco, Michèle M M

    2014-01-01

    Does knowing when mental arithmetic judgments are right--and when they are wrong--lead to more accurate judgments over time? We hypothesize that the successful detection of errors (and avoidance of false alarms) may contribute to the development of mental arithmetic performance. Insight into error detection abilities can be gained by examining the "calibration" of mental arithmetic judgments-that is, the alignment between confidence in judgments and the accuracy of those judgments. Calibration may be viewed as a measure of metacognitive monitoring ability. We conducted a developmental longitudinal investigation of the relationship between the calibration of children's mental arithmetic judgments and their performance on a mental arithmetic task. Annually between Grades 5 and 8, children completed a problem verification task in which they rapidly judged the accuracy of arithmetic expressions (e.g., 25 + 50 = 75) and rated their confidence in each judgment. Results showed that calibration was strongly related to concurrent mental arithmetic performance, that calibration continued to develop even as mental arithmetic accuracy approached ceiling, that poor calibration distinguished children with mathematics learning disability from both low and typically achieving children, and that better calibration in Grade 5 predicted larger gains in mental arithmetic accuracy between Grades 5 and 8. We propose that good calibration supports the implementation of cognitive control, leading to long-term improvement in mental arithmetic accuracy. Because mental arithmetic "fluency" is critical for higher-level mathematics competence, calibration of confidence in mental arithmetic judgments may represent a novel and important developmental predictor of future mathematics performance.

  19. Numbers in action: individual differences and interactivity in mental arithmetic.

    Science.gov (United States)

    Guthrie, Lisa G; Vallée-Tourangeau, Frédéric

    2018-02-03

    Previous research indicates that interactive arithmetic tasks may alleviate the deleterious impact of maths anxiety on arithmetic performance. Our aim here was to further test the impact of interactivity on maths-anxious individuals and those with poorer numeracy skills. In the experiment reported here participants completed sums in two interactivity contexts. In a low-interactivity condition, sums were completed with hands down. In a second, high-interactivity condition, participants used moveable number tokens. As anticipated, accuracy and efficiency were greater in the high compared to the low-interactivity condition. Correlational analyses indicated that maths anxiety, objective numeracy, measures of maths expertise and working memory were stronger predictors of performance in the low- than in the high-interactivity conditions. Interactivity transformed the deployment of arithmetic skills, improved performance, and reduced the gap between high- and low-ability individuals. These findings suggest that traditional psychometric efforts that identify the cognitive capacities and dispositions involved in mental arithmetic should take into account the degree of interactivity afforded by the task environment.

  20. Pricing and hedging of arithmetic Asian options via the Edgeworth series expansion approach

    Directory of Open Access Journals (Sweden)

    Weiping Li

    2016-03-01

    Full Text Available In this paper, we derive a pricing formula for arithmetic Asian options by using the Edgeworth series expansion. Our pricing formula consists of a Black-Scholes-Merton type formula and a finite sum with the estimation of the remainder term. Moreover, we present explicitly a method to compute each term in our pricing formula. The hedging formulas (greek letters for the arithmetic Asian options are obtained as well. Our formulas for the long lasting question on pricing and hedging arithmetic Asian options are easy to implement with enough accuracy. Our numerical illustration shows that the arithmetic Asian options worths less than the European options under the standard Black-Scholes assumptions, verifies theoretically that the volatility of the arithmetic average is less than the one of the underlying assets, and also discovers an interesting phenomena that the arithmetic Asian option for large fixed strikes such as stocks has higher volatility (elasticity than the plain European option. However, the elasticity of the arithmetic Asian options for small fixed strikes as trading in currencies and commodity products is much less than the elasticity of the plain European option. These findings are consistent with the ones from the hedgings with respect to the time to expiration, the strike, the present underlying asset price, the interest rate and the volatility.

  1. Examining the relationship between rapid automatized naming and arithmetic fluency in Chinese kindergarten children.

    Science.gov (United States)

    Cui, Jiaxin; Georgiou, George K; Zhang, Yiyun; Li, Yixun; Shu, Hua; Zhou, Xinlin

    2017-02-01

    Rapid automatized naming (RAN) has been found to predict mathematics. However, the nature of their relationship remains unclear. Thus, the purpose of this study was twofold: (a) to examine how RAN (numeric and non-numeric) predicts a subdomain of mathematics (arithmetic fluency) and (b) to examine what processing skills may account for the RAN-arithmetic fluency relationship. A total of 160 third-year kindergarten Chinese children (83 boys and 77 girls, mean age=5.11years) were assessed on RAN (colors, objects, digits, and dice), nonverbal IQ, visual-verbal paired associate learning, phonological awareness, short-term memory, speed of processing, approximate number system acuity, and arithmetic fluency (addition and subtraction). The results indicated first that RAN was a significant correlate of arithmetic fluency and the correlations did not vary as a function of type of RAN or arithmetic fluency tasks. In addition, RAN continued to predict addition and subtraction fluency even after controlling for all other processing skills. Taken together, these findings challenge the existing theoretical accounts of the RAN-arithmetic fluency relationship and suggest that, similar to reading fluency, multiple processes underlie the RAN-arithmetic fluency relationship. Copyright © 2016 Elsevier Inc. All rights reserved.

  2. Neuroanthropological Understanding of Complex Cognition – Numerosity and Arithmetics

    Directory of Open Access Journals (Sweden)

    Zarja Mursic

    2013-10-01

    Full Text Available Humankind has a long evolutionary history. When we are trying to understand human complex cognition, it is as well important to look back to entire evolution. I will present the thesis that our biological predispositions and culture, together with natural and social environment, are tightly connected. During ontogenetically development we are shaped by various factors, and they enabled humans to develop some aspects of complex cognition, such as mathematics.In the beginning of the article I present the importance of natural and cultural evolution in other animals. In the following part, I briefly examine the field of mathematics – numerosity and arithmetic. Presentation of comparative animal studies, mainly made on primates, provides some interesting examples in animals’ abilities to separate between different quantities. From abilities for numerosity in animals I continue to neuroscientific studies of humans and our ability to solve simple arithmetic tasks. I also mention cross-cultural studies of arithmetic skills. In the final part of the text I present the field neuroanthropology as a possible new pillar of cognitive science. Finally, it is important to connect human evolution and development with animal cognition studies, but as well with cross-cultural studies in shaping of human ability for numerosity and arithmetic.

  3. Torsionfree Sheaves over a Nodal Curve of Arithmetic Genus One

    Indian Academy of Sciences (India)

    We classify all isomorphism classes of stable torsionfree sheaves on an irreducible nodal curve of arithmetic genus one defined over C C . Let be a nodal curve of arithmetic genus one defined over R R , with exactly one node, such that does not have any real points apart from the node. We classify all isomorphism ...

  4. Groups and fields in arithmetic

    NARCIS (Netherlands)

    Kosters, Michiel F.

    2014-01-01

    This thesis consists of 8 chapters in which we discuss various aspects of arithmetic. In the first chapter, we give an introduction to the algebraic theory of valued fields. In the second chapter, we give an introduction to the theory of normal projective curves. In particular, we study curves over

  5. Transcranial direct current stimulation of the posterior parietal cortex modulates arithmetic learning.

    Science.gov (United States)

    Grabner, Roland H; Rütsche, Bruno; Ruff, Christian C; Hauser, Tobias U

    2015-07-01

    The successful acquisition of arithmetic skills is an essential step in the development of mathematical competencies and has been associated with neural activity in the left posterior parietal cortex (PPC). It is unclear, however, whether this brain region plays a causal role in arithmetic skill acquisition and whether arithmetic learning can be modulated by means of non-invasive brain stimulation of this key region. In the present study we addressed these questions by applying transcranial direct current stimulation (tDCS) over the left PPC during a short-term training that simulates the typical path of arithmetic skill acquisition (specifically the transition from effortful procedural to memory-based problem-solving strategies). Sixty participants received either anodal, cathodal or sham tDCS while practising complex multiplication and subtraction problems. The stability of the stimulation-induced learning effects was assessed in a follow-up test 24 h after the training. Learning progress was modulated by tDCS. Cathodal tDCS (compared with sham) decreased learning rates during training and resulted in poorer performance which lasted over 24 h after stimulation. Anodal tDCS showed an operation-specific improvement for subtraction learning. Our findings extend previous studies by demonstrating that the left PPC is causally involved in arithmetic learning (and not only in arithmetic performance) and that even a short-term tDCS application can modulate the success of arithmetic knowledge acquisition. Moreover, our finding of operation-specific anodal stimulation effects suggests that the enhancing effects of tDCS on learning can selectively affect just one of several cognitive processes mediated by the stimulated area. © 2015 Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

  6. Optimal Design of Fixed-Point and Floating-Point Arithmetic Units for Scientific Applications

    OpenAIRE

    Pongyupinpanich, Surapong

    2012-01-01

    The challenge in designing a floating-point arithmetic co-processor/processor for scientific and engineering applications is to improve the performance, efficiency, and computational accuracy of the arithmetic unit. The arithmetic unit should efficiently support several mathematical functions corresponding to scientific and engineering computation demands. Moreover, the computations should be performed as fast as possible with a high degree of accuracy. Thus, this thesis proposes algorithm, d...

  7. Sabrewing: A lightweight architecture for combined floating-point and integer arithmetic

    NARCIS (Netherlands)

    Bruintjes, Tom; Walters, K.H.G.; Gerez, Sabih H.; Molenkamp, Egbert; Smit, Gerardus Johannes Maria

    In spite of the fact that floating-point arithmetic is costly in terms of silicon area, the joint design of hardware for floating-point and integer arithmetic is seldom considered. While components like multipliers and adders can potentially be shared, floating-point and integer units in

  8. The unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement.

    Science.gov (United States)

    Wong, Terry Tin-Yau

    2017-12-01

    The current study examined the unique and shared contributions of arithmetic operation understanding and numerical magnitude representation to children's mathematics achievement. A sample of 124 fourth graders was tested on their arithmetic operation understanding (as reflected by their understanding of arithmetic principles and the knowledge about the application of arithmetic operations) and their precision of rational number magnitude representation. They were also tested on their mathematics achievement and arithmetic computation performance as well as the potential confounding factors. The findings suggested that both arithmetic operation understanding and numerical magnitude representation uniquely predicted children's mathematics achievement. The findings highlight the significance of arithmetic operation understanding in mathematics learning. Copyright © 2017 Elsevier Inc. All rights reserved.

  9. Dictionary of algebra, arithmetic, and trigonometry

    CERN Document Server

    Krantz, Steven G

    2000-01-01

    Clear, rigorous definitions of mathematical terms are crucial to good scientific and technical writing-and to understanding the writings of others. Scientists, engineers, mathematicians, economists, technical writers, computer programmers, along with teachers, professors, and students, all have the need for comprehensible, working definitions of mathematical expressions. To meet that need, CRC Press proudly introduces its Dictionary of Algebra, Arithmetic, and Trigonometry- the second published volume in the CRC Comprehensive Dictionary of Mathematics. More than three years in development, top academics and professionals from prestigious institutions around the world bring you more than 2,800 detailed definitions, written in a clear, readable style, complete with alternative meanings, and related references.From Abelian cohomology to zero ring and from the very basic to the highly advanced, this unique lexicon includes terms associated with arithmetic, algebra, and trigonometry, with natural overlap into geom...

  10. Self-reference in Arithmetic I

    NARCIS (Netherlands)

    Halbach, Volker; Visser, Albert|info:eu-repo/dai/nl/068579985

    2014-01-01

    A Gödel sentence is often described as a sentence saying about itself that it is not provable, and a Henkin sentence as a sentence stating its own provability. We discuss what it could mean for a sentence of arithmetic to ascribe to itself a property such as provability or unprovability. The

  11. Combinatorial and geometric aspects of Feynman graphs and Feynman integrals

    Energy Technology Data Exchange (ETDEWEB)

    Bergbauer, Christoph

    2009-06-11

    The integrals associated to Feynman graphs must have been a source of frustration for particle physicists ever since. Indeed there is a delicate difference between being able to draw a Feynman graph and being able to compute the associated Feynman integral. Although perturbation theory has brought enormous breakthroughs, many physicists turned to more abstract developments in quantum field theory, looked for other ways to produce perturbational results, or left the field entirely. Nonetheless there is a significant number of physicists, computational and theoretical, who pursue the quest for concepts and algorithms to compute and understand those integrals to higher and higher orders. Their motivation is to help test the validity of the underlying physical theory. For a mathematician, Feynman graphs and their integrals provide a rich subject in their own right, independent of their computability. It was only recently though that the work of Bloch, Esnault and Kreimer has brought a growing interest of mathematicians from various disciplines to the subject. In fact it opened up a completely new direction of research: a motivic interpretation of Feynman graphs that unites their combinatorial, geometric and arithmetic aspects. This idea had been in the air for a while, based on computational results of Broadhurst and Kreimer, and on a theorem of Belkale and Brosnan related to a conjecture of Kontsevich about the generality of the underlying motives. A prerequisite for the motivic approach is a profound understanding of renormalization that was established less recently in a modern language by Connes and Kreimer. This dissertation studies the renormalization of Feynman graphs in position space using an adapted resolution of singularities, and makes two other contributions of mostly combinatorial nature to the subject. I hope this may serve as a reference for somebody who feels comfortable with the traditional position space literature and looks for a transition to the

  12. Combinatorial and geometric aspects of Feynman graphs and Feynman integrals

    International Nuclear Information System (INIS)

    Bergbauer, Christoph

    2009-01-01

    The integrals associated to Feynman graphs must have been a source of frustration for particle physicists ever since. Indeed there is a delicate difference between being able to draw a Feynman graph and being able to compute the associated Feynman integral. Although perturbation theory has brought enormous breakthroughs, many physicists turned to more abstract developments in quantum field theory, looked for other ways to produce perturbational results, or left the field entirely. Nonetheless there is a significant number of physicists, computational and theoretical, who pursue the quest for concepts and algorithms to compute and understand those integrals to higher and higher orders. Their motivation is to help test the validity of the underlying physical theory. For a mathematician, Feynman graphs and their integrals provide a rich subject in their own right, independent of their computability. It was only recently though that the work of Bloch, Esnault and Kreimer has brought a growing interest of mathematicians from various disciplines to the subject. In fact it opened up a completely new direction of research: a motivic interpretation of Feynman graphs that unites their combinatorial, geometric and arithmetic aspects. This idea had been in the air for a while, based on computational results of Broadhurst and Kreimer, and on a theorem of Belkale and Brosnan related to a conjecture of Kontsevich about the generality of the underlying motives. A prerequisite for the motivic approach is a profound understanding of renormalization that was established less recently in a modern language by Connes and Kreimer. This dissertation studies the renormalization of Feynman graphs in position space using an adapted resolution of singularities, and makes two other contributions of mostly combinatorial nature to the subject. I hope this may serve as a reference for somebody who feels comfortable with the traditional position space literature and looks for a transition to the

  13. Individual structural differences in left inferior parietal area are associated with schoolchildrens’ arithmetic scores

    Directory of Open Access Journals (Sweden)

    Yongxin eLi

    2013-12-01

    Full Text Available Arithmetic skill is of critical importance for academic achievement, professional success and everyday life, and childhood is the key period to acquire this skill. Neuroimaging studies have identified that left parietal regions are a key neural substrate for representing arithmetic skill. Although the relationship between functional brain activity in left parietal regions and arithmetic skill has been studied in detail, it remains unclear about the relationship between arithmetic achievement and structural properties in left inferior parietal area in schoolchildren. The current study employed a combination of voxel-based morphometry (VBM for high-resolution T1-weighted images and fiber tracking on diffusion tensor imaging (DTI to examine the relationship between structural properties in the inferior parietal area and arithmetic achievement in 10-year-old schoolchildren. VBM of the T1-weighted images revealed that individual differences in arithmetic scores were significantly and positively correlated with the grey matter (GM volume in the left intraparietal sulcus (IPS. Fiber tracking analysis revealed that the forceps major, left superior longitudinal fasciculus (SLF, bilateral inferior longitudinal fasciculus (ILF and inferior fronto-occipital fasciculus (IFOF were the primary pathways connecting the left IPS with other brain areas. Furthermore, the regression analysis of the probabilistic pathways revealed a significant and positive correlation between the fractional anisotropy (FA values in the left SLF, ILF and bilateral IFOF and arithmetic scores. The brain structure-behavior correlation analyses indicated that the GM volumes in the left IPS and the FA values in the tract pathways connecting left IPS were both related to children’s arithmetic achievement. The present findings provide evidence that individual structural differences in the left IPS are associated with arithmetic scores in schoolchildren.

  14. Equations for arithmetic pointed tori

    NARCIS (Netherlands)

    Sijsling, J.R.

    2010-01-01

    In 1983, Kisao Takeuchi enumerated all 71 arithmetic (1;e)-groups. This is a special set of discrete subgroups of SL(2,R) of finite covolume and signature (1;e). The corresponding quotients of the upper half plane (called (1;e)-curves) have genus equal to 1 and a single elliptic point of order e.

  15. Solutions to Arithmetic Convolution Equations

    Czech Academy of Sciences Publication Activity Database

    Glöckner, H.; Lucht, L.G.; Porubský, Štefan

    2007-01-01

    Roč. 135, č. 6 (2007), s. 1619-1629 ISSN 0002-9939 R&D Projects: GA ČR GA201/04/0381 Institutional research plan: CEZ:AV0Z10300504 Keywords : arithmetic functions * Dirichlet convolution * polynomial equations * analytic equations * topological algebras * holomorphic functional calculus Subject RIV: BA - General Mathematics Impact factor: 0.520, year: 2007

  16. Memory updating and mental arithmetic

    Directory of Open Access Journals (Sweden)

    Cheng-Ching eHan

    2016-02-01

    Full Text Available Is domain-general memory updating ability predictive of calculation skills or are such skills better predicted by the capacity for updating specifically numerical information? Here, we used multidigit mental multiplication (MMM as a measure for calculating skill as this operation requires the accurate maintenance and updating of information in addition to skills needed for arithmetic more generally. In Experiment 1, we found that only individual differences with regard to a task updating numerical information following addition (MUcalc could predict the performance of MMM, perhaps owing to common elements between the task and MMM. In Experiment 2, new updating tasks were designed to clarify this: a spatial updating task with no numbers, a numerical task with no calculation, and a word task. The results showed that both MUcalc and the spatial task were able to predict the performance of MMM but only with the more difficult problems, while other updating tasks did not predict performance. It is concluded that relevant processes involved in updating the contents of working memory support mental arithmetic in adults.

  17. Language-specific memory for everyday arithmetic facts in Chinese-English bilinguals.

    Science.gov (United States)

    Chen, Yalin; Yanke, Jill; Campbell, Jamie I D

    2016-04-01

    The role of language in memory for arithmetic facts remains controversial. Here, we examined transfer of memory training for evidence that bilinguals may acquire language-specific memory stores for everyday arithmetic facts. Chinese-English bilingual adults (n = 32) were trained on different subsets of simple addition and multiplication problems. Each operation was trained in one language or the other. The subsequent test phase included all problems with addition and multiplication alternating across trials in two blocks, one in each language. Averaging over training language, the response time (RT) gains for trained problems relative to untrained problems were greater in the trained language than in the untrained language. Subsequent analysis showed that English training produced larger RT gains for trained problems relative to untrained problems in English at test relative to the untrained Chinese language. In contrast, there was no evidence with Chinese training that problem-specific RT gains differed between Chinese and the untrained English language. We propose that training in Chinese promoted a translation strategy for English arithmetic (particularly multiplication) that produced strong cross-language generalization of practice, whereas training in English strengthened relatively weak, English-language arithmetic memories and produced little generalization to Chinese (i.e., English training did not induce an English translation strategy for Chinese language trials). The results support the existence of language-specific strengthening of memory for everyday arithmetic facts.

  18. Functional Neuroanatomy Involved in Automatic order Mental Arithmetic and Recitation of the Multiplication Table

    Science.gov (United States)

    Wang, Li-Qun; Saito, Masao

    We used 1.5T functional magnetic resonance imaging (fMRI) to explore that which brain areas contribute uniquely to numeric computation. The BOLD effect activation pattern of metal arithmetic task (successive subtraction: actual calculation task) was compared with multiplication tables repetition task (rote verbal arithmetic memory task) response. The activation found in right parietal lobule during metal arithmetic task suggested that quantitative cognition or numeric computation may need the assistance of sensuous convert, such as spatial imagination and spatial sensuous convert. In addition, this mechanism may be an ’analog algorithm’ in the simple mental arithmetic processing.

  19. Common brain regions underlying different arithmetic operations as revealed by conjunct fMRI-BOLD activation.

    Science.gov (United States)

    Fehr, Thorsten; Code, Chris; Herrmann, Manfred

    2007-10-03

    The issue of how and where arithmetic operations are represented in the brain has been addressed in numerous studies. Lesion studies suggest that a network of different brain areas are involved in mental calculation. Neuroimaging studies have reported inferior parietal and lateral frontal activations during mental arithmetic using tasks of different complexities and using different operators (addition, subtraction, etc.). Indeed, it has been difficult to compare brain activation across studies because of the variety of different operators and different presentation modalities used. The present experiment examined fMRI-BOLD activity in participants during calculation tasks entailing different arithmetic operations -- addition, subtraction, multiplication and division -- of different complexities. Functional imaging data revealed a common activation pattern comprising right precuneus, left and right middle and superior frontal regions during all arithmetic operations. All other regional activations were operation specific and distributed in prominently frontal, parietal and central regions when contrasting complex and simple calculation tasks. The present results largely confirm former studies suggesting that activation patterns due to mental arithmetic appear to reflect a basic anatomical substrate of working memory, numerical knowledge and processing based on finger counting, and derived from a network originally related to finger movement. We emphasize that in mental arithmetic research different arithmetic operations should always be examined and discussed independently of each other in order to avoid invalid generalizations on arithmetics and involved brain areas.

  20. The Impact of Individual, Competitive, and Collaborative Mathematics Game Play on Learning, Performance, and Motivation

    Science.gov (United States)

    Plass, Jan L.; O'Keefe, Paul A.; Homer, Bruce D.; Case, Jennifer; Hayward, Elizabeth O.; Stein, Murphy; Perlin, Ken

    2013-01-01

    The present research examined how mode of play in an educational mathematics video game impacts learning, performance, and motivation. The game was designed for the practice and automation of arithmetic skills to increase fluency and was adapted to allow for individual, competitive, or collaborative game play. Participants (N = 58) from urban…

  1. Working Memory in Dutch Children with Reading- and Arithmetic-Related LD

    Science.gov (United States)

    van der Sluis, Sophie; van der Leij, Aryan; de Jong, Peter F.

    2005-01-01

    The aim of the two studies presented in this article was to examine working memory performance in Dutch children with various subtypes of learning disabilities. The performance of children with reading disabilities (RD) was compared to that of children with arithmetic disabilities (AD), children with both reading and arithmetic disabilities (RAD),…

  2. Lossless Image Compression Based on Multiple-Tables Arithmetic Coding

    Directory of Open Access Journals (Sweden)

    Rung-Ching Chen

    2009-01-01

    Full Text Available This paper is intended to present a lossless image compression method based on multiple-tables arithmetic coding (MTAC method to encode a gray-level image f. First, the MTAC method employs a median edge detector (MED to reduce the entropy rate of f. The gray levels of two adjacent pixels in an image are usually similar. A base-switching transformation approach is then used to reduce the spatial redundancy of the image. The gray levels of some pixels in an image are more common than those of others. Finally, the arithmetic encoding method is applied to reduce the coding redundancy of the image. To promote high performance of the arithmetic encoding method, the MTAC method first classifies the data and then encodes each cluster of data using a distinct code table. The experimental results show that, in most cases, the MTAC method provides a higher efficiency in use of storage space than the lossless JPEG2000 does.

  3. Some arithmetically symmetrical bandpass filters

    Science.gov (United States)

    Paranasi, P.; Roy, S. C. D.

    1981-01-01

    A combination of the conventional and Matthaei lowpass-bandpass transformations is shown to result in some bandpass filters having very good arithmetic symmetry. The technique presented is applicable to the Butterworth and inverse Chebyshev types of magnitude approximations and the Bessel type of delay approximations. It is not valid, however, for the Chebyshev and elliptic varieties of filters.

  4. Executive function in relation to arithmetic development in children with cerebral palsy

    NARCIS (Netherlands)

    Jenks, K.M.; de Moor, J.; van Lieshout, E.C.D.M.

    2009-01-01

    Background: Although it is believed that children with cerebral palsy are at high risk for learning difficulties and arithmetic difficulties in particular, few studies have investigated this issue. Methods: Arithmetic ability was longitudinally assessed in children with cerebral palsy in special (n

  5. Domain-General Factors Influencing Numerical and Arithmetic Processing

    Directory of Open Access Journals (Sweden)

    André Knops

    2017-12-01

    Full Text Available This special issue contains 18 articles that address the question how numerical processes interact with domain-general factors. We start the editorial with a discussion of how to define domain-general versus domain-specific factors and then discuss the contributions to this special issue grouped into two core numerical domains that are subject to domain-general influences (see Figure 1. The first group of contributions addresses the question how numbers interact with spatial factors. The second group of contributions is concerned with factors that determine and predict arithmetic understanding, performance and development. This special issue shows that domain-general (Table 1a as well as domain-specific (Table 1b abilities influence numerical and arithmetic performance virtually at all levels and make it clear that for the field of numerical cognition a sole focus on one or several domain-specific factors like the approximate number system or spatial-numerical associations is not sufficient. Vice versa, in most studies that included domain-general and domain-specific variables, domain-specific numerical variables predicted arithmetic performance above and beyond domain-general variables. Therefore, a sole focus on domain-general aspects such as, for example, working memory, to explain, predict and foster arithmetic learning is also not sufficient. Based on the articles in this special issue we conclude that both domain-general and domain-specific factors contribute to numerical cognition. But the how, why and when of their contribution still needs to be better understood. We hope that this special issue may be helpful to readers in constraining future theory and model building about the interplay of domain-specific and domain-general factors.

  6. A functional interpretation for nonstandard arithmetic

    NARCIS (Netherlands)

    van den Berg, B.; Briseid, E.; Safarik, P.

    2012-01-01

    We introduce constructive and classical systems for nonstandard arithmetic and show how variants of the functional interpretations due to Gödel and Shoenfield can be used to rewrite proofs performed in these systems into standard ones. These functional interpretations show in particular that our

  7. Lattice for FPGAs using logarithmic arithmetic

    Czech Academy of Sciences Publication Activity Database

    Kadlec, Jiří; Matoušek, Rudolf; Heřmánek, Antonín; Líčko, Miroslav; Tichý, Milan

    2002-01-01

    Roč. 74, č. 906 (2002), s. 53-56 ISSN 0013-4902 Grant - others: ESPRIT (XE) 33544 Institutional research plan: CEZ:AV0Z1075907 Keywords : lattice Rls algorithm * FPGA * logarithmic arithmetic Subject RIV: JC - Computer Hardware ; Software Impact factor: 0.039, year: 2002

  8. Non-commutative arithmetic circuits with division

    Czech Academy of Sciences Publication Activity Database

    Hrubeš, Pavel; Wigderson, A.

    2015-01-01

    Roč. 11, Article 14 (2015), s. 357-393 ISSN 1557-2862 EU Projects: European Commission(XE) 339691 - FEALORA Institutional support: RVO:67985840 Keywords : arithmetic circuits * non-commutative rational function * skew field Subject RIV: BA - General Mathematics http://theoryofcomputing.org/articles/v011a014/

  9. Relational thinking: The bridge between arithmetic and algebra

    Directory of Open Access Journals (Sweden)

    Ayhan Kızıltoprak

    2017-09-01

    Full Text Available The purpose of this study is to investigate the development of relational thinking skill, which is an important component of the transition from arithmetic to algebra, of 5th grade students. In the study, the qualitative research method of teaching experiment was used. The research data were collected from six secondary school 5th grade students by means of clinical interviews and teaching episodes. For observing the development of relational thinking, pre and post clinical interviews were also conducted before and after the eight-session teaching experiment. Qualitative analysis of the research data revealed that the relational thinking skills of all the students developed. It was also found that there was an interaction between the development of fundamental arithmetic concepts and relational thinking; that the students developed concepts related to arithmetical operations such as addend and sum; minuend, subtrahend and difference; multiplicator and product; and dividend, divisor and quotient. Moreover, students were able to use these concepts effectivelyalthough they failed to provide formal explanations about the relations between them. In addition, the students perceived the equal sign not only finding a result but also as a symbol used to establish a relation between operations and expressions.

  10. Teachers’ Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic

    Directory of Open Access Journals (Sweden)

    Shirley Rapoport

    2016-10-01

    Full Text Available The current study investigated early elementary school teachers’ beliefs and practices regarding the role of Executive Functions in reading and arithmetic. A new research questionnaire was developed and judged by professionals in the academia and the field. Reponses were obtained from 144 teachers from Israel. Factor analysis divided the questionnaire into three valid and reliable subscales, reflecting (1 beliefs regarding the contribution of executive functions to reading and arithmetic, (2 pedagogical practices, and (3 a connection between the cognitive mechanisms of reading and arithmetic. Findings indicate that teachers believe executive functions affect students’ performance in reading and arithmetic. These beliefs were also correlated with pedagogical practices. Additionally, special education teachers’ scored higher on the different subscales compared to general education teachers. These findings shed light on the way teachers perceive the cognitive foundations of reading and arithmetic and indicate to which extent these perceptions guide their teaching practices.

  11. Teachers’ Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic

    Science.gov (United States)

    Rapoport, Shirley; Rubinsten, Orly; Katzir, Tami

    2016-01-01

    The current study investigated early elementary school teachers’ beliefs and practices regarding the role of Executive Functions (EFs) in reading and arithmetic. A new research questionnaire was developed and judged by professionals in the academia and the field. Reponses were obtained from 144 teachers from Israel. Factor analysis divided the questionnaire into three valid and reliable subscales, reflecting (1) beliefs regarding the contribution of EFs to reading and arithmetic, (2) pedagogical practices, and (3) a connection between the cognitive mechanisms of reading and arithmetic. Findings indicate that teachers believe EFs affect students’ performance in reading and arithmetic. These beliefs were also correlated with pedagogical practices. Additionally, special education teachers’ scored higher on the different subscales compared to general education teachers. These findings shed light on the way teachers perceive the cognitive foundations of reading and arithmetic and indicate to which extent these perceptions guide their teaching practices. PMID:27799917

  12. Teachers' Beliefs and Practices Regarding the Role of Executive Functions in Reading and Arithmetic.

    Science.gov (United States)

    Rapoport, Shirley; Rubinsten, Orly; Katzir, Tami

    2016-01-01

    The current study investigated early elementary school teachers' beliefs and practices regarding the role of Executive Functions (EFs) in reading and arithmetic. A new research questionnaire was developed and judged by professionals in the academia and the field. Reponses were obtained from 144 teachers from Israel. Factor analysis divided the questionnaire into three valid and reliable subscales, reflecting (1) beliefs regarding the contribution of EFs to reading and arithmetic, (2) pedagogical practices, and (3) a connection between the cognitive mechanisms of reading and arithmetic. Findings indicate that teachers believe EFs affect students' performance in reading and arithmetic. These beliefs were also correlated with pedagogical practices. Additionally, special education teachers' scored higher on the different subscales compared to general education teachers. These findings shed light on the way teachers perceive the cognitive foundations of reading and arithmetic and indicate to which extent these perceptions guide their teaching practices.

  13. Arithmetic functions in torus and tree networks

    Science.gov (United States)

    Bhanot, Gyan; Blumrich, Matthias A.; Chen, Dong; Gara, Alan G.; Giampapa, Mark E.; Heidelberger, Philip; Steinmacher-Burow, Burkhard D.; Vranas, Pavlos M.

    2007-12-25

    Methods and systems for performing arithmetic functions. In accordance with a first aspect of the invention, methods and apparatus are provided, working in conjunction of software algorithms and hardware implementation of class network routing, to achieve a very significant reduction in the time required for global arithmetic operation on the torus. Therefore, it leads to greater scalability of applications running on large parallel machines. The invention involves three steps in improving the efficiency and accuracy of global operations: (1) Ensuring, when necessary, that all the nodes do the global operation on the data in the same order and so obtain a unique answer, independent of roundoff error; (2) Using the topology of the torus to minimize the number of hops and the bidirectional capabilities of the network to reduce the number of time steps in the data transfer operation to an absolute minimum; and (3) Using class function routing to reduce latency in the data transfer. With the method of this invention, every single element is injected into the network only once and it will be stored and forwarded without any further software overhead. In accordance with a second aspect of the invention, methods and systems are provided to efficiently implement global arithmetic operations on a network that supports the global combining operations. The latency of doing such global operations are greatly reduced by using these methods.

  14. Floating-point geometry: toward guaranteed geometric computations with approximate arithmetics

    Science.gov (United States)

    Bajard, Jean-Claude; Langlois, Philippe; Michelucci, Dominique; Morin, Géraldine; Revol, Nathalie

    2008-08-01

    Geometric computations can fail because of inconsistencies due to floating-point inaccuracy. For instance, the computed intersection point between two curves does not lie on the curves: it is unavoidable when the intersection point coordinates are non rational, and thus not representable using floating-point arithmetic. A popular heuristic approach tests equalities and nullities up to a tolerance ɛ. But transitivity of equality is lost: we can have A approx B and B approx C, but A not approx C (where A approx B means ||A - B|| < ɛ for A,B two floating-point values). Interval arithmetic is another, self-validated, alternative; the difficulty is to limit the swell of the width of intervals with computations. Unfortunately interval arithmetic cannot decide equality nor nullity, even in cases where it is decidable by other means. A new approach, developed in this paper, consists in modifying the geometric problems and algorithms, to account for the undecidability of the equality test and unavoidable inaccuracy. In particular, all curves come with a non-zero thickness, so two curves (generically) cut in a region with non-zero area, an inner and outer representation of which is computable. This last approach no more assumes that an equality or nullity test is available. The question which arises is: which geometric problems can still be solved with this last approach, and which cannot? This paper begins with the description of some cases where every known arithmetic fails in practice. Then, for each arithmetic, some properties of the problems they can solve are given. We end this work by proposing the bases of a new approach which aims to fulfill the geometric computations requirements.

  15. Simple arithmetic: not so simple for highly math anxious individuals.

    Science.gov (United States)

    Chang, Hyesang; Sprute, Lisa; Maloney, Erin A; Beilock, Sian L; Berman, Marc G

    2017-12-01

    Fluency with simple arithmetic, typically achieved in early elementary school, is thought to be one of the building blocks of mathematical competence. Behavioral studies with adults indicate that math anxiety (feelings of tension or apprehension about math) is associated with poor performance on cognitively demanding math problems. However, it remains unclear whether there are fundamental differences in how high and low math anxious individuals approach overlearned simple arithmetic problems that are less reliant on cognitive control. The current study used functional magnetic resonance imaging to examine the neural correlates of simple arithmetic performance across high and low math anxious individuals. We implemented a partial least squares analysis, a data-driven, multivariate analysis method to measure distributed patterns of whole-brain activity associated with performance. Despite overall high simple arithmetic performance across high and low math anxious individuals, performance was differentially dependent on the fronto-parietal attentional network as a function of math anxiety. Specifically, low-compared to high-math anxious individuals perform better when they activate this network less-a potential indication of more automatic problem-solving. These findings suggest that low and high math anxious individuals approach even the most fundamental math problems differently. © The Author (2017). Published by Oxford University Press.

  16. Children Learn Spurious Associations in Their Math Textbooks: Examples from Fraction Arithmetic

    Science.gov (United States)

    Braithwaite, David W.; Siegler, Robert S.

    2018-01-01

    Fraction arithmetic is among the most important and difficult topics children encounter in elementary and middle school mathematics. Braithwaite, Pyke, and Siegler (2017) hypothesized that difficulties learning fraction arithmetic often reflect reliance on associative knowledge--rather than understanding of mathematical concepts and procedures--to…

  17. Should we naturalize mind, or should we arithmetize matter?

    Directory of Open Access Journals (Sweden)

    Marchal Bruno

    2017-12-01

    Full Text Available We provide an argument showing that once we assume the mechanist hypothesis in the cognitive science then we have to explain physics from intensional number theory and/or mathematical computer science alone. The proof is constructive. It shows how to derive the physical laws from elementary arithmetic. It makes the computationalist thesis empirically refutable, by comparing the physics extracted from numbers and the inferred physics from observation. The proof shows that if mechanism is true, we cannot naturalize the mind, and we have to arithmetize matter, or beliefs in matter, instead.

  18. Trinary signed-digit arithmetic using an efficient encoding scheme

    Science.gov (United States)

    Salim, W. Y.; Alam, M. S.; Fyath, R. S.; Ali, S. A.

    2000-09-01

    The trinary signed-digit (TSD) number system is of interest for ultrafast optoelectronic computing systems since it permits parallel carry-free addition and borrow-free subtraction of two arbitrary length numbers in constant time. In this paper, a simple coding scheme is proposed to encode the decimal number directly into the TSD form. The coding scheme enables one to perform parallel one-step TSD arithmetic operation. The proposed coding scheme uses only a 5-combination coding table instead of the 625-combination table reported recently for recoded TSD arithmetic technique.

  19. Circuit lower bounds in bounded arithmetics

    Czech Academy of Sciences Publication Activity Database

    Pich, Ján

    2015-01-01

    Roč. 166, č. 1 (2015), s. 29-45 ISSN 0168-0072 R&D Projects: GA AV ČR IAA100190902 Keywords : bounded arithmetic * circuit lower bounds Subject RIV: BA - General Mathematics Impact factor: 0.582, year: 2015 http://www.sciencedirect.com/science/article/pii/S0168007214000888

  20. Fuzzy Logic and Arithmetical Hierarchy III

    Czech Academy of Sciences Publication Activity Database

    Hájek, Petr

    2001-01-01

    Roč. 68, č. 1 (2001), s. 129-142 ISSN 0039-3215 R&D Projects: GA AV ČR IAA1030004 Institutional research plan: AV0Z1030915 Keywords : fuzzy logic * basic fuzzy logic * Lukasiewicz logic * Godel logic * product logic * arithmetical hierarchy Subject RIV: BA - General Mathematics

  1. Inhibition and Shifting in Children with Learning Deficits in Arithmetic and Reading

    Science.gov (United States)

    van der Sluis, Sophie; de Jong, Peter F.; van der Leij, Aryan

    2004-01-01

    The executive functions of inhibition and shifting were studied in arithmetic-disabled children, reading-disabled children, reading plus arithmetic-disabled children, and controls (N = 74). Measures involved the rapid naming of objects, digits, letters, or quantities with or without additional task requirements that reflected inhibition or…

  2. A Non-Arithmetical Gödel Logic

    Czech Academy of Sciences Publication Activity Database

    Hájek, Petr

    2005-01-01

    Roč. 13, č. 4 (2005), s. 435-441 ISSN 1367-0751 R&D Projects: GA AV ČR IAA100300503 Institutional research plan: CEZ:AV0Z10300504 Keywords : fuzzy logic * Gödel logic * arithmetical hierarchy Subject RIV: BA - General Mathematics Impact factor: 0.382, year: 2005

  3. Quantile arithmetic methodology for uncertainty propagation in fault trees

    International Nuclear Information System (INIS)

    Abdelhai, M.; Ragheb, M.

    1986-01-01

    A methodology based on quantile arithmetic, the probabilistic analog to interval analysis, is proposed for the computation of uncertainties propagation in fault tree analysis. The basic events' continuous probability density functions (pdf's) are represented by equivalent discrete distributions by dividing them into a number of quantiles N. Quantile arithmetic is then used to performthe binary arithmetical operations corresponding to the logical gates in the Boolean expression of the top event expression of a given fault tree. The computational advantage of the present methodology as compared with the widely used Monte Carlo method was demonstrated for the cases of summation of M normal variables through the efficiency ratio defined as the product of the labor and error ratios. The efficiency ratio values obtained by the suggested methodology for M = 2 were 2279 for N = 5, 445 for N = 25, and 66 for N = 45 when compared with the results for 19,200 Monte Carlo samples at the 40th percentile point. Another advantage of the approach is that the exact analytical value of the median is always obtained for the top event

  4. Binary Arithmetic From Hariot (CA, 1600 A.D.) to the Computer Age.

    Science.gov (United States)

    Glaser, Anton

    This history of binary arithmetic begins with details of Thomas Hariot's contribution and includes specific references to Hariot's manuscripts kept at the British Museum. A binary code developed by Sir Francis Bacon is discussed. Briefly mentioned are contributions to binary arithmetic made by Leibniz, Fontenelle, Gauss, Euler, Benzout, Barlow,…

  5. Age-related changes in strategic variations during arithmetic problem solving: The role of executive control.

    Science.gov (United States)

    Hinault, T; Lemaire, P

    2016-01-01

    In this review, we provide an overview of how age-related changes in executive control influence aging effects in arithmetic processing. More specifically, we consider the role of executive control in strategic variations with age during arithmetic problem solving. Previous studies found that age-related differences in arithmetic performance are associated with strategic variations. That is, when they accomplish arithmetic problem-solving tasks, older adults use fewer strategies than young adults, use strategies in different proportions, and select and execute strategies less efficiently. Here, we review recent evidence, suggesting that age-related changes in inhibition, cognitive flexibility, and working memory processes underlie age-related changes in strategic variations during arithmetic problem solving. We discuss both behavioral and neural mechanisms underlying age-related changes in these executive control processes. © 2016 Elsevier B.V. All rights reserved.

  6. An efficient adaptive arithmetic coding image compression technology

    International Nuclear Information System (INIS)

    Wang Xing-Yuan; Yun Jiao-Jiao; Zhang Yong-Lei

    2011-01-01

    This paper proposes an efficient lossless image compression scheme for still images based on an adaptive arithmetic coding compression algorithm. The algorithm increases the image coding compression rate and ensures the quality of the decoded image combined with the adaptive probability model and predictive coding. The use of adaptive models for each encoded image block dynamically estimates the probability of the relevant image block. The decoded image block can accurately recover the encoded image according to the code book information. We adopt an adaptive arithmetic coding algorithm for image compression that greatly improves the image compression rate. The results show that it is an effective compression technology. (electromagnetism, optics, acoustics, heat transfer, classical mechanics, and fluid dynamics)

  7. Nonverbal arithmetic in humans: light from noise.

    Science.gov (United States)

    Cordes, Sara; Gallistel, C R; Gelman, Rochel; Latham, Peter

    2007-10-01

    Animal and human data suggest the existence of a cross-species system of analog number representation (e.g., Cordes, Gelman, Gallistel, & Whalen, 2001; Meeck & Church, 1983), which may mediate the computation of statistical regularities in the environment (Gallistel, Gelman, & Cordes, 2006). However, evidence of arithmetic manipulation of these nonverbal magnitude representations is sparse and lacking in depth. This study uses the analysis of variability as a tool for understanding properties of these combinatorial processes. Human subjects participated in tasks requiring responses dependent upon the addition, subtraction, or reproduction of nonverbal counts. Variance analyses revealed that the magnitude of both inputs and answer contributed to the variability in the arithmetic responses, with operand variability dominating. Other contributing factors to the observed variability and implications for logarithmic versus scalar models of magnitude representation are discussed in light of these results.

  8. An arithmetic transference proof of a relative Szemer\\'edi theorem

    OpenAIRE

    Zhao, Yufei

    2013-01-01

    Recently Conlon, Fox, and the author gave a new proof of a relative Szemer\\'edi theorem, which was the main novel ingredient in the proof of the celebrated Green-Tao theorem that the primes contain arbitrarily long arithmetic progressions. Roughly speaking, a relative Szemer\\'edi theorem says that if S is a set of integers satisfying certain conditions, and A is a subset of S with positive relative density, then A contains long arithmetic progressions, and our recent results show that S only ...

  9. Digital Arithmetic: Division Algorithms

    DEFF Research Database (Denmark)

    Montuschi, Paolo; Nannarelli, Alberto

    2017-01-01

    Division is one of the basic arithmetic operations supported by every computer system. The operation can be performed and implemented by either hardware or software, or by a combination of the two. Although division is not as frequent as addition and multiplication, nowadays, most processors impl...... significant hardware resources and is more suitable for software implementation on the existing multiply units. The purpose of this entry is to provide an introductory survey using a presentation style suitable for the interested non-specialist readers as well....

  10. The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load

    NARCIS (Netherlands)

    Berends, I.E.; van Lieshout, E.C.D.M.

    2009-01-01

    Arithmetic word problems are often presented accompanied by illustrations. The present study examined how different types of illustrations influence the speed and accuracy of performance of both good (n = 67) and poor arithmeticians (n = 63). Twenty-four arithmetic word problems were presented with

  11. A Unified Formal Description of Arithmetic and Set Theoretical Data Types

    OpenAIRE

    Tarau, Paul

    2010-01-01

    We provide a "shared axiomatization" of natural numbers and hereditarily finite sets built around a polymorphic abstraction of bijective base-2 arithmetics. The "axiomatization" is described as a progressive refinement of Haskell type classes with examples of instances converging to an efficient implementation in terms of arbitrary length integers and bit operations. As an instance, we derive algorithms to perform arithmetic operations efficiently directly with hereditarily finite sets. The s...

  12. Adaptive Binary Arithmetic Coder-Based Image Feature and Segmentation in the Compressed Domain

    Directory of Open Access Journals (Sweden)

    Hsi-Chin Hsin

    2012-01-01

    Full Text Available Image compression is necessary in various applications, especially for efficient transmission over a band-limited channel. It is thus desirable to be able to segment an image in the compressed domain directly such that the burden of decompressing computation can be avoided. Motivated by the adaptive binary arithmetic coder (MQ coder of JPEG2000, we propose an efficient scheme to segment the feature vectors that are extracted from the code stream of an image. We modify the Compression-based Texture Merging (CTM algorithm to alleviate the influence of overmerging problem by making use of the rate distortion information. Experimental results show that the MQ coder-based image segmentation is preferable in terms of the boundary displacement error (BDE measure. It has the advantage of saving computational cost as the segmentation results even at low rates of bits per pixel (bpp are satisfactory.

  13. Arithmetic difficulties in children with cerebral palsy are related to executive function and working memory.

    Science.gov (United States)

    Jenks, Kathleen M; de Moor, Jan; van Lieshout, Ernest C D M

    2009-07-01

    Although it is believed that children with cerebral palsy are at high risk for learning difficulties and arithmetic difficulties in particular, few studies have investigated this issue. Arithmetic ability was longitudinally assessed in children with cerebral palsy in special (n = 41) and mainstream education (n = 16) and controls in mainstream education (n = 16). Second grade executive function and working memory scores were used to predict third grade arithmetic accuracy and response time. Children with cerebral palsy in special education were less accurate and slower than their peers on all arithmetic tests, even after controlling for IQ, whereas children with cerebral palsy in mainstream education performed as well as controls. Although the performance gap became smaller over time, it did not disappear. Children with cerebral palsy in special education showed evidence of executive function and working memory deficits in shifting, updating, visuospatial sketchpad and phonological loop (for digits, not words) whereas children with cerebral palsy in mainstream education only had a deficit in visuospatial sketchpad. Hierarchical regression revealed that, after controlling for intelligence, components of executive function and working memory explained large proportions of unique variance in arithmetic accuracy and response time and these variables were sufficient to explain group differences in simple, but not complex, arithmetic. Children with cerebral palsy are at risk for specific executive function and working memory deficits that, when present, increase the risk for arithmetic difficulties in these children.

  14. Secret Codes, Remainder Arithmetic, and Matrices.

    Science.gov (United States)

    Peck, Lyman C.

    This pamphlet is designed for use as enrichment material for able junior and senior high school students who are interested in mathematics. No more than a clear understanding of basic arithmetic is expected. Students are introduced to ideas from number theory and modern algebra by learning mathematical ways of coding and decoding secret messages.…

  15. Arithmetic Abilities in Children with Developmental Dyslexia: Performance on French ZAREKI-R Test

    Science.gov (United States)

    De Clercq-Quaegebeur, Maryse; Casalis, Séverine; Vilette, Bruno; Lemaitre, Marie-Pierre; Vallée, Louis

    2018-01-01

    A high comorbidity between reading and arithmetic disabilities has already been reported. The present study aims at identifying more precisely patterns of arithmetic performance in children with developmental dyslexia, defined with severe and specific criteria. By means of a standardized test of achievement in mathematics ("Calculation and…

  16. The Arithmetic Project Course for Teachers - 8. Topic: Lower Brackets and Upper Brackets. Supplement: Arithmetic With Frames.

    Science.gov (United States)

    Education Development Center, Inc., Newton, MA.

    This is one of a series of 20 booklets designed for participants in an in-service course for teachers of elementary mathematics. The course, developed by the University of Illinois Arithmetic Project, is designed to be conducted by local school personnel. In addition to these booklets, a course package includes films showing mathematics being…

  17. Segment LLL Reduction of Lattice Bases Using Modular Arithmetic

    Directory of Open Access Journals (Sweden)

    Sanjay Mehrotra

    2010-07-01

    Full Text Available The algorithm of Lenstra, Lenstra, and Lovász (LLL transforms a given integer lattice basis into a reduced basis. Storjohann improved the worst case complexity of LLL algorithms by a factor of O(n using modular arithmetic. Koy and Schnorr developed a segment-LLL basis reduction algorithm that generates lattice basis satisfying a weaker condition than the LLL reduced basis with O(n improvement than the LLL algorithm. In this paper we combine Storjohann’s modular arithmetic approach with the segment-LLL approach to further improve the worst case complexity of the segment-LLL algorithms by a factor of n0.5.

  18. Hippocampal spatial mechanisms relate to the development of arithmetic symbol processing in children.

    Science.gov (United States)

    Mathieu, Romain; Epinat-Duclos, Justine; Léone, Jessica; Fayol, Michel; Thevenot, Catherine; Prado, Jérôme

    2017-06-13

    Understanding the meaning of abstract mathematical symbols is a cornerstone of arithmetic learning in children. Studies have long focused on the role of spatial intuitions in the processing of numerals. However, it has been argued that such intuitions may also underlie symbols that convey fundamental arithmetic concepts, such as arithmetic operators. In the present cross-sectional study, we used fMRI to investigate how and when associations between arithmetic operators and brain regions processing spatial information emerge in children from 3 rd to 10 th grade. We found that the mere perception of a '+' sign elicited grade-related increases of spatial activity in the right hippocampus. That is, merely perceiving '+' signs - without any operands - elicited enhanced hippocampal activity after around 7 th grade (12-13 years old). In these children, hippocampal activity in response to a '+' sign was further correlated with the degree to which calculation performance was facilitated by the preview of that sign before an addition problem, an effect termed operator-priming. Grade-related increases of hippocampal spatial activity were operation-specific because they were not observed with '×' signs, which might evoke rote retrieval rather than numerical manipulation. Our study raises the possibility that hippocampal spatial mechanisms help build associations between some arithmetic operators and space throughout age and/or education. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  19. When problem size matters: differential effects of brain stimulation on arithmetic problem solving and neural oscillations.

    Directory of Open Access Journals (Sweden)

    Bruno Rütsche

    Full Text Available The problem size effect is a well-established finding in arithmetic problem solving and is characterized by worse performance in problems with larger compared to smaller operand size. Solving small and large arithmetic problems has also been shown to involve different cognitive processes and distinct electroencephalography (EEG oscillations over the left posterior parietal cortex (LPPC. In this study, we aimed to provide further evidence for these dissociations by using transcranial direct current stimulation (tDCS. Participants underwent anodal (30min, 1.5 mA, LPPC and sham tDCS. After the stimulation, we recorded their neural activity using EEG while the participants solved small and large arithmetic problems. We found that the tDCS effects on performance and oscillatory activity critically depended on the problem size. While anodal tDCS improved response latencies in large arithmetic problems, it decreased solution rates in small arithmetic problems. Likewise, the lower-alpha desynchronization in large problems increased, whereas the theta synchronization in small problems decreased. These findings reveal that the LPPC is differentially involved in solving small and large arithmetic problems and demonstrate that the effects of brain stimulation strikingly differ depending on the involved neuro-cognitive processes.

  20. Cross-cultural investigation into cognitive underpinnings of individual differences in early arithmetic.

    Science.gov (United States)

    Rodic, Maja; Zhou, Xinlin; Tikhomirova, Tatiana; Wei, Wei; Malykh, Sergei; Ismatulina, Victoria; Sabirova, Elena; Davidova, Yulia; Tosto, Maria Grazia; Lemelin, Jean-Pascal; Kovas, Yulia

    2015-01-01

    The present study evaluated 626 5-7-year-old children in the UK, China, Russia, and Kyrgyzstan on a cognitive test battery measuring: (1) general skills; (2) non-symbolic number sense; (3) symbolic number understanding; (4) simple arithmetic - operating with numbers; and (5) familiarity with numbers. Although most inter-population differences were small, 13% of the variance in arithmetic skills could be explained by the sample, replicating the pattern, previously found with older children in PISA. Furthermore, the same cognitive skills were related to early arithmetic in these diverse populations. Only understanding of symbolic number explained variation in mathematical performance in all samples. We discuss the results in terms of potential influences of socio-demographic, linguistic and genetic factors on individual differences in mathematics. © 2014 John Wiley & Sons Ltd.

  1. Consumer motivation towards purchasing fruit from integrated production in Belgium.

    Science.gov (United States)

    Vannoppen, J; Verbeke, W; Van Huylenbroeck, G

    2001-01-01

    Consumer concerns about food safety have been steadily growing during the last decade. Along with the recognition of the increasing power from the consumer side of food chains, this has forced agricultural producers to innovate and adapt their production methods. One of those developments is integrated production of pip fruit (IFP). This research analyses and presents motivational structures of consumers towards purchasing IP fruit in Belgium. The research methodology builds on means-end-chain (MEC) theory, with data collected through personal laddering interviews with consumers. A hierarchical value map, indicating motivational structures for farm shop purchase of IP-labelled apples, is presented. IP-apple buyers pursue typical values, with health being paramount. The findings reveal interactions between market channel characteristics and product attributes, including characteristics that refer to production methods. Also, the study shows how outlet choice influences the perception and the motivation structure of the respondents for the specific product, fresh fruit in this case. From the findings, two sets of implications are set forth. First, marketing implications pertaining to advertising through the application of the "Means-End Conceptualization of the Components of Advertising Strategy" or MECCAS model. Second, implications to producers with respect to adapting their production methods to the needs and wants of the present end consumers.

  2. Introduction to cardinal arithmetic

    CERN Document Server

    Holz, M; Weitz, E

    1999-01-01

    This book is an introduction into modern cardinal arithmetic in the frame of the axioms of Zermelo-Fraenkel set theory together with the axiom of choice (ZFC). A first part describes the classical theory developed by Bernstein, Cantor, Hausdorff, König and Tarski between 1870 and 1930. Next, the development in the 1970s led by Galvin, Hajnal and Silver is characterized. The third part presents the fundamental investigations in pcf theory which have been worked out by Shelah to answer the questions left open in the 1970s.Reviews:'The authors aim their text at beginners in set theory. They start

  3. Language, arithmetic word problems, and deaf students: Linguistic strategies used to solve tasks

    Science.gov (United States)

    Zevenbergen, Robyn; Hyde, Merv; Power, Des

    2001-12-01

    There has been limited examination of the intersection between language and arithmetic in the performance of deaf students, although some previous research has shown that deaf and hearing-impaired1 students are delayed in both their language acquisition and arithmetic performance. This paper examines the performance of deaf and hearing-impaired students in South-East Queensland, Australia, in solving arithmetic word problems. It was found that the subjects' solutions of word problems confirmed trends for hearing students, but that their performance was delayed in comparison. The results confirm other studies where deaf and hearing-impaired students are delayed in their language acquisition and this impacts on their capacity to successfully undertake the resolution of word problems.

  4. Directed Motivational Currents: Using vision to create effective motivational pathways

    Directory of Open Access Journals (Sweden)

    Christine Muir

    2013-10-01

    Full Text Available Vision, that is, the mental representation of the sensory experience of a future goal state (involving imagination and imagery, is currently at the forefront of motivational innovation, and in recent years it has been seen increasingly more often in the motivational tool kit of practicing language teachers. Theories such as Dörnyei’s L2 motivational self system have explored the power that creating effective visions can harness (see, e.g., Dörnyei & Kubanyiova, 2014 and when viewed in conjunction with other current research avenues, such as future time perspective and dynamic systems theory, vision offers exciting potential. A Directed Motivational Current is a new motivational construct that we suggest is capable of integrating many current theoretical strands with vision: It can be described as a motivational drive which energises long-term, sustained behaviour (such as language learning, and through placing vision and goals as critical central components within this construct, it offers real and practical motivational potential. In this conceptual paper, we first discuss current understandings of vision and of Directed Motivational Currents, and then analyse how they may be optimally integrated and employed to create effective motivational pathways in language learning environments.

  5. PaCAL: A Python Package for Arithmetic Computations with Random Variables

    Directory of Open Access Journals (Sweden)

    Marcin Korze?

    2014-05-01

    Full Text Available In this paper we present PaCAL, a Python package for arithmetical computations on random variables. The package is capable of performing the four arithmetic operations: addition, subtraction, multiplication and division, as well as computing many standard functions of random variables. Summary statistics, random number generation, plots, and histograms of the resulting distributions can easily be obtained and distribution parameter ?tting is also available. The operations are performed numerically and their results interpolated allowing for arbitrary arithmetic operations on random variables following practically any probability distribution encountered in practice. The package is easy to use, as operations on random variables are performed just as they are on standard Python variables. Independence of random variables is, by default, assumed on each step but some computations on dependent random variables are also possible. We demonstrate on several examples that the results are very accurate, often close to machine precision. Practical applications include statistics, physical measurements or estimation of error distributions in scienti?c computations.

  6. Retrieval or nonretrieval strategies in mental arithmetic? An operand recognition paradigm.

    Science.gov (United States)

    Thevenot, Catherine; Fanget, Muriel; Fayol, Michel

    2007-09-01

    According to LeFevre, Sadesky, and Bisanz, averaging solution latencies in order to study individuals' arithmetic strategies can result in misleading conclusions. Therefore, in addition to classical chronometric data, they collected verbal reports and challenged the assumption that adults rely systematically on retrieval of arithmetic facts from memory to solve simple addition problems. However, Kirk and Ashcraft questioned the validity of such a methodology and concluded that a more appropriate method has to be found. Thus, we developed an operand recognition paradigm that does not rely on verbal reports or on solution latencies. In accordance with LeFevre et al., we show in a first experiment that adults resort to nonretrieval strategies to solve addition problems involving medium numbers. However, in a second experiment, we show that high-skilled individuals can solve the same problems using a retrieval strategy. The benefits of our paradigm to the study of arithmetic strategies are discussed.

  7. Tower of London test performance in children with poor arithmetic skills.

    Science.gov (United States)

    Sikora, M Darryn; Haley, Pat; Edwards, Jay; Butler, Robert W

    2002-01-01

    The Tower of London (TOL) has been used to assess executive functions in both children and adults with documented brain dysfunction. Like many other measures of executive function, it has not been widely used in the assessment of learning disabilities in children. However, if performance on the TOL discriminated among groups of children with different academic strengths and weaknesses, then it may be useful in identifying learning disability subtypes. The purpose of this study was to determine whether performance on the TOL would differ among 3 groups of children: those with arithmetic difficulties, those with reading difficulties, and those with no academic difficulties. The group with arithmetic difficulties exhibited significantly greater impairment on the TOL than either the group with reading difficulties or the group with no difficulties. The latter 2 groups performed similarly. The clinical utility of the TOL, as well as the relation between arithmetic deficits and executive functions, are discussed.

  8. Arithmetic convergent sequence space defined by modulus function

    Directory of Open Access Journals (Sweden)

    Taja Yaying

    2019-10-01

    Full Text Available The aim of this article is to introduce the sequence spaces $AC(f$ and $AS(f$ using arithmetic convergence and modulus function, and study algebraic and topological properties of this space, and certain inclusion results.

  9. A sorting network in bounded arithmetic

    Czech Academy of Sciences Publication Activity Database

    Jeřábek, Emil

    2011-01-01

    Roč. 162, č. 4 (2011), s. 341-355 ISSN 0168-0072 R&D Projects: GA AV ČR IAA1019401; GA MŠk(CZ) 1M0545 Institutional research plan: CEZ:AV0Z10190503 Keywords : bounded arithmetic * sorting network * proof complexity * monotone sequent calculus Subject RIV: BA - General Mathematics Impact factor: 0.450, year: 2011 http://www.sciencedirect.com/science/article/pii/S0168007210001272

  10. From numeracy to arithmetic: Precursors of arithmetic performance in children with cerebral palsy from 6 till 8 years of age

    NARCIS (Netherlands)

    Rooijen, M. van; Verhoeven, L.T.W.; Steenbergen, B.

    2015-01-01

    Children with cerebral palsy (CP) are generally delayed in arithmetic compared to their peers. The development of early numeracy performance in children with CP is not yet evident, nor have the factors associated with change over time been identified. Therefore, we examined the development of

  11. Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading.

    Directory of Open Access Journals (Sweden)

    Kiran Vanbinst

    Full Text Available In this article, we tested, using a 1-year longitudinal design, whether symbolic numerical magnitude processing or children's numerical representation of Arabic digits, is as important to arithmetic as phonological awareness is to reading. Children completed measures of symbolic comparison, phonological awareness, arithmetic, reading at the start of third grade and the latter two were retested at the start of fourth grade. Cross-sectional and longitudinal correlations indicated that symbolic comparison was a powerful domain-specific predictor of arithmetic and that phonological awareness was a unique predictor of reading. Crucially, the strength of these independent associations was not significantly different. This indicates that symbolic numerical magnitude processing is as important to arithmetic development as phonological awareness is to reading and suggests that symbolic numerical magnitude processing is a good candidate for screening children at risk for developing mathematical difficulties.

  12. Corporate Motivation for Integrated Management System Implementation, Why do Firms Engage in Integration of Management Systems: A Literature Review & Research Agenda

    NARCIS (Netherlands)

    Asif, M.; Asif, M.; de Bruijn, E.J.; Fisscher, O.A.M.

    2008-01-01

    Integration of management systems such as for quality, environment, occupational health and safety, risk management, and corporate social responsibilities is a viable organisational approach to cost reduction, efficient utilization of resources, greater motivation of employees, and better compliance

  13. Motivating Learners to Learn: Libyan EFL Teachers’ Strategies and a Perspective

    Directory of Open Access Journals (Sweden)

    Nagamurali Eragamreddy

    2015-05-01

    Full Text Available The pursuit for motivated students, for the teachers who teach, has been analogous to the pursuit of beauty and truth by human kind —the target is worth pursuing but we have only a slender chance of attaining it in our life time. The present study examined the motivational strategies of English language teaching of 85 teachers from different locations in Libya (64 males and 21 females, teaching in a variety of institutional contexts, ranging from secondary schools to universities. The questionnaire data adapted from Dörnyei (1994 were verified by means of reliability analysis. Items, which reduced the internal consistency of a scale, were omitted from the scales and were treated as single-item variables. The frequency items were compared using standardized scores. The data were analyzed by means of frequency, percentage and arithmetic mean. The main findings show that the promoting goal setting and goal-orientedness were rather neglected area in the participating teachers’ practice. This tells that the teachers’ own behavioural modeling could be exploited more thoroughly in motivating learners. Based on this study’s findings, some applicable and useful motivational strategies are recommended for enhancement and improvement of the students’ motivation.

  14. Process-based Assignment-Setting Change for Support of Overcoming Bottlenecks in Learning by Problem-Posing in Arithmetic Word Problems

    Science.gov (United States)

    Supianto, A. A.; Hayashi, Y.; Hirashima, T.

    2017-02-01

    Problem-posing is well known as an effective activity to learn problem-solving methods. Monsakun is an interactive problem-posing learning environment to facilitate arithmetic word problems learning for one operation of addition and subtraction. The characteristic of Monsakun is problem-posing as sentence-integration that lets learners make a problem of three sentences. Monsakun provides learners with five or six sentences including dummies, which are designed through careful considerations by an expert teacher as a meaningful distraction to the learners in order to learn the structure of arithmetic word problems. The results of the practical use of Monsakun in elementary schools show that many learners have difficulties in arranging the proper answer at the high level of assignments. The analysis of the problem-posing process of such learners found that their misconception of arithmetic word problems causes impasses in their thinking and mislead them to use dummies. This study proposes a method of changing assignments as a support for overcoming bottlenecks of thinking. In Monsakun, the bottlenecks are often detected as a frequently repeated use of a specific dummy. If such dummy can be detected, it is the key factor to support learners to overcome their difficulty. This paper discusses how to detect the bottlenecks and to realize such support in learning by problem-posing.

  15. One-step trinary signed-digit arithmetic using an efficient encoding scheme

    Science.gov (United States)

    Salim, W. Y.; Fyath, R. S.; Ali, S. A.; Alam, Mohammad S.

    2000-11-01

    The trinary signed-digit (TSD) number system is of interest for ultra fast optoelectronic computing systems since it permits parallel carry-free addition and borrow-free subtraction of two arbitrary length numbers in constant time. In this paper, a simple coding scheme is proposed to encode the decimal number directly into the TSD form. The coding scheme enables one to perform parallel one-step TSD arithmetic operation. The proposed coding scheme uses only a 5-combination coding table instead of the 625-combination table reported recently for recoded TSD arithmetic technique.

  16. Arithmetic difficulties in children with cerebral palsy are related to executive function and working memory

    NARCIS (Netherlands)

    Jenks, K.M.; Moor, J.M.H. de; Lieshout, E.C.D.M. van

    2009-01-01

    Background - Although it is believed that children with cerebral palsy are at high risk for learning difficulties and arithmetic difficulties in particular, few studies have investigated this issue. Methods - Arithmetic ability was longitudinally assessed in children with cerebral palsy in special

  17. File compression and encryption based on LLS and arithmetic coding

    Science.gov (United States)

    Yu, Changzhi; Li, Hengjian; Wang, Xiyu

    2018-03-01

    e propose a file compression model based on arithmetic coding. Firstly, the original symbols, to be encoded, are input to the encoder one by one, we produce a set of chaotic sequences by using the Logistic and sine chaos system(LLS), and the values of this chaotic sequences are randomly modified the Upper and lower limits of current symbols probability. In order to achieve the purpose of encryption, we modify the upper and lower limits of all character probabilities when encoding each symbols. Experimental results show that the proposed model can achieve the purpose of data encryption while achieving almost the same compression efficiency as the arithmetic coding.

  18. Partial sums of arithmetical functions with absolutely convergent ...

    Indian Academy of Sciences (India)

    For an arithmetical function f with absolutely convergent Ramanujan expansion, we derive an asymptotic formula for the ∑ n ≤ N f(n)$ with explicit error term. As a corollary we obtain new results about sum-of-divisors functions and Jordan's totient functions.

  19. When is working memory important for arithmetic? The impact of strategy and age.

    Science.gov (United States)

    Cragg, Lucy; Richardson, Sophie; Hubber, Paula J; Keeble, Sarah; Gilmore, Camilla

    2017-01-01

    Our ability to perform arithmetic relies heavily on working memory, the manipulation and maintenance of information in mind. Previous research has found that in adults, procedural strategies, particularly counting, rely on working memory to a greater extent than retrieval strategies. During childhood there are changes in the types of strategies employed, as well as an increase in the accuracy and efficiency of strategy execution. As such it seems likely that the role of working memory in arithmetic may also change, however children and adults have never been directly compared. This study used traditional dual-task methodology, with the addition of a control load condition, to investigate the extent to which working memory requirements for different arithmetic strategies change with age between 9-11 years, 12-14 years and young adulthood. We showed that both children and adults employ working memory when solving arithmetic problems, no matter what strategy they choose. This study highlights the importance of considering working memory in understanding the difficulties that some children and adults have with mathematics, as well as the need to include working memory in theoretical models of mathematical cognition.

  20. Motivational beliefs, values, and goals.

    Science.gov (United States)

    Eccles, Jacquelynne S; Wigfield, Allan

    2002-01-01

    This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.

  1. GDI based full adders for energy efficient arithmetic applications

    Directory of Open Access Journals (Sweden)

    Mohan Shoba

    2016-03-01

    Full Text Available Addition is a vital arithmetic operation and acts as a building block for synthesizing all other operations. A high-performance adder is one of the key components in the design of application specific integrated circuits. In this paper, three low power full adders are designed with full swing AND, OR and XOR gates to alleviate threshold voltage problem which is commonly encountered in Gate Diffusion Input (GDI logic. This problem usually does not allow the full adder circuits to operate without additional inverters. However, the three full adders are successfully realized using full swing gates with the significant improvement in their performance. The performance of the proposed designs is compared with the other full adder designs, namely CMOS, CPL, hybrid and GDI through SPICE simulations using 45 nm technology models. Simulation results reveal that proposed designs have lower energy consumption among all the conventional designs taken for comparison.

  2. The role of individualist and collectivist orientations on self-determined motivation: integrating self-determination theory and group processes

    OpenAIRE

    Rentzelas, Panagiotis

    2009-01-01

    The main aim of this thesis was to examine the role of individualism and collectivism as situational group norms on intrinsic motivation. A further aim was to examine the effect of individual differences in individualist and collectivist orientations on the effect of autonomous motivation on intention and behaviour. This research integrated the concept of self-determined and intrinsic motivation as postulated in Self-Determination Theory (Deci & Ryan, 1985a, 2000,2002), individualism and coll...

  3. Arithmetic difficulties in children with cerebral palsy are related to executive function and working memory.

    NARCIS (Netherlands)

    Jenks, K.M.; Moor, J.M.H. de; Lieshout, E.C. van

    2009-01-01

    BACKGROUND: Although it is believed that children with cerebral palsy are at high risk for learning difficulties and arithmetic difficulties in particular, few studies have investigated this issue. METHODS: Arithmetic ability was longitudinally assessed in children with cerebral palsy in special (n

  4. Growing the Character Values to Students Through Application of Realistic Mathematics Education (RME in the Social Arithmetic Learning

    Directory of Open Access Journals (Sweden)

    Amin Suyitno

    2015-06-01

    Full Text Available AbstractEducating students at the Basic Education level is not only demanded that the students are clever, but there are also other demand which no less important that is to educate so that students have a good character value. Educating  the students to have a good character value is started from home, school, and community. In school, educating character to students is not only the duty of teachers of Religion or Civics class, but also the duty of all teachers, including the teachers in Mathematics. Math teacher does not need to hold special time for educating of character, but it can be integrated into any material taught, and also in different application of learning models. This paper examines how the efforts of mathematics teacher in educating of character to the students of Basic Education, especially in Junior High School through the application of Realistic Mathematics Education (RME on the material of Social Arithmetic. Through presenting of the material of Social Arithmetic by RME learning model, students can be given a character education through the attitude of honesty, tolerance, discipline, cooperation, creative, independent, democratic, curiosity, love of peace, social care, responsibility, and so on. In conclusion, educational character values to students can be done by mathematics teacher through a variety of materials.  One of them  through presenting of the material of Social Arithmetic by RME learning model.

  5. The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition

    Directory of Open Access Journals (Sweden)

    Amandine eVan Rinsveld

    2015-03-01

    Full Text Available Solving arithmetic problems is a cognitive task that heavily relies on language processing. One might thus wonder whether this language-reliance leads to qualitative differences (e.g. greater difficulties, error types, etc. in arithmetic for bilingual individuals who frequently have to solve arithmetic problems in more than one language. The present study investigated how proficiency in two languages interacts with arithmetic problem solving throughout language acquisition in adolescents and young adults. Additionally, we examined whether the number word structure that is specific to a given language plays a role in number processing over and above bilingual proficiency. We addressed these issues in a German-French educational bilingual setting, where there is a progressive transition from German to French as teaching language. Importantly, German and French number naming structures differ clearly, as two-digit number names follow a unit-ten order in German, but a ten-unit order in French. We implemented a transversal developmental design in which bilingual pupils from grades 7, 8, 10, 11, and young adults were asked to solve simple and complex additions in both languages. The results confirmed that language proficiency is crucial especially for complex addition computation. Simple additions in contrast can be retrieved equally well in both languages after extended language practice. Additional analyses revealed that over and above language proficiency, language-specific number word structures (e.g. unit-ten vs. ten-unit also induced significant modulations of bilinguals’ arithmetic performances. Taken together, these findings support the view of a strong relation between language and arithmetic in bilinguals.

  6. Quantum arithmetic with the Quantum Fourier Transform

    OpenAIRE

    Ruiz-Perez, Lidia; Garcia-Escartin, Juan Carlos

    2014-01-01

    The Quantum Fourier Transform offers an interesting way to perform arithmetic operations on a quantum computer. We review existing Quantum Fourier Transform adders and multipliers and propose some modifications that extend their capabilities. Among the new circuits, we propose a quantum method to compute the weighted average of a series of inputs in the transform domain.

  7. Processing the Order of Symbolic Numbers: A Reliable and Unique Predictor of Arithmetic Fluency

    Directory of Open Access Journals (Sweden)

    Stephan E. Vogel

    2017-12-01

    Full Text Available A small but growing body of evidence suggests a link between individual differences in processing the order of numerical symbols (e.g., deciding whether a set of digits is arranged in ascending/descending order or not and arithmetic achievement. However, the reliability of behavioral correlates measuring symbolic and non-symbolic numerical order processing and their relationship to arithmetic abilities remain poorly understood. The present study aims to fill this knowledge gap by examining the behavioral correlates of numerical and non-numerical order processing and their unique associations with arithmetic fluency at two different time points within the same sample of individuals. Thirty-two right-handed adults performed three order judgment tasks consisting of symbolic numbers (i.e., digits, non-symbolic numbers (i.e., dots, and letters of the alphabet. Specifically, participants had to judge as accurately and as quickly as possible whether stimuli were ordered correctly (in ascending/descending order, e.g., 2-3-4; ●●●●-●●●-●●; B-C-D or not (e.g., 4-5-3; ●●●●-●●●●●-●●●; D-E-C. Results of this study demonstrate that numerical order judgments are reliable measurements (i.e., high test-retest reliability, and that the observed relationship between symbolic number processing and arithmetic fluency accounts for a unique and reliable portion of variance over and above the non-symbolic number and the letter conditions. The differential association of symbolic and non-symbolic numbers with arithmetic support the view that processing the order of symbolic and non-symbolic numbers engages different cognitive mechanisms, and that the ability to process ordinal relationships of symbolic numbers is a reliable and unique predictor of arithmetic fluency.

  8. A case study of arithmetic facts dyscalculia caused by a hypersensitivity-to-interference in memory.

    Science.gov (United States)

    De Visscher, Alice; Noël, Marie-Pascale

    2013-01-01

    While the heterogeneity of developmental dyscalculia is increasingly recognized, the different profiles have not yet been clearly established. Among the features underpinning types of developmental dyscalculia suggested in the literature, an impairment in arithmetic fact retrieval is particularly prominent. In this paper, we present a case study of an adult woman (DB) with very good cognitive capacities suffering from a specific and developmental arithmetic fact retrieval deficit. We test the main hypotheses about developmental dyscalculia derived from literature. We first explore the influential hypothesis of an approximate number system deficit, through estimation tasks, comparison tasks and a priming comparison task. Secondly, we evaluate whether DB's mathematical deficiencies are caused by a rote verbal memory deficit, using tasks involving completion of expressions, and reciting automatic series such as the alphabet and the months of the year. Alternatively, taking into account the extreme similarity of the arithmetic facts, we propose that a heightened sensitivity to interference could have prevented DB from memorizing the arithmetic facts. The pattern of DB's results on different tasks supports this hypothesis. Our findings identify a new etiology of a specific impairment of arithmetic facts storage, namely a hypersensitivity-to-interference. Copyright © 2012 Elsevier Ltd. All rights reserved.

  9. The Duality Principle in Teaching Arithmetic and Geometric Series

    Science.gov (United States)

    Yeshurun, Shraga

    1978-01-01

    The author discusses the use of the duality principle in combination with the hierarchy of algebraic operations in helping students to retain and use definitions and rules for arithmetic and geometric sequences and series. (MN)

  10. Verification of Linear (In)Dependence in Finite Precision Arithmetic

    Czech Academy of Sciences Publication Activity Database

    Rohn, Jiří

    2014-01-01

    Roč. 8, č. 3-4 (2014), s. 323-328 ISSN 1661-8289 Institutional support: RVO:67985807 Keywords : linear dependence * linear independence * pseudoinverse matrix * finite precision arithmetic * verification * MATLAB file Subject RIV: BA - General Mathematics

  11. Coherent states, pseudodifferential analysis and arithmetic

    Science.gov (United States)

    Unterberger, André

    2012-06-01

    Basic questions regarding families of coherent states include describing some constructions of such and the way they can be applied to operator theory or partial differential equations. In both questions, pseudodifferential analysis is important. Recent developments indicate that they can contribute to methods in arithmetic, especially modular form theory. This article is part of a special issue of Journal of Physics A: Mathematical and Theoretical devoted to ‘Coherent states: mathematical and physical aspects’.

  12. Sex Differences in Mental Arithmetic, Digit Span, and "g" Defined as Working Memory Capacity

    Science.gov (United States)

    Lynn, Richard; Irwing, Paul

    2008-01-01

    Meta-analyses are presented of sex differences in (1) the (mental) arithmetic subtest of the Wechsler intelligence tests for children and adolescents (the WISC and WPPSI tests), showing that boys obtained a mean advantage of 0.11d; (2) the (mental) arithmetic subtest of the Wechsler intelligence tests for adults (the WAIS tests) showing a mean…

  13. RAID-6 reed-solomon codes with asymptotically optimal arithmetic complexities

    KAUST Repository

    Lin, Sian-Jheng

    2016-12-24

    In computer storage, RAID 6 is a level of RAID that can tolerate two failed drives. When RAID-6 is implemented by Reed-Solomon (RS) codes, the penalty of the writing performance is on the field multiplications in the second parity. In this paper, we present a configuration of the factors of the second-parity formula, such that the arithmetic complexity can reach the optimal complexity bound when the code length approaches infinity. In the proposed approach, the intermediate data used for the first parity is also utilized to calculate the second parity. To the best of our knowledge, this is the first approach supporting the RAID-6 RS codes to approach the optimal arithmetic complexity.

  14. Heuristics and representational change in two-move matchstick arithmetic tasks

    Directory of Open Access Journals (Sweden)

    Michael Öllinger

    2006-01-01

    Full Text Available Insight problems are problems where the problem solver struggles to find a solution until * aha! * the solution suddenly appears. Two contemporary theories suggest that insight problems are difficult either because problem solvers begin with an incorrect representation of the problem, or that problem solvers apply inappropriate heuristics to the problem. The relative contributions of representational change and inappropriate heuristics on the process of insight problem solving was studied with a task that required the problem solver to move two matchsticks in order to transform an incorrect arithmetic statement into a correct one. Problem solvers (N = 120 worked on two different types of two-move matchstick arithmetic problems that both varied with respect to the effectiveness of heuristics and to the degree of a necessary representational change of the problem representation. A strong influence of representational change on solution rates was found whereas the influence of heuristics hadminimal effects on solution rates. That is, the difficulty of insight problems within the two-move matchstick arithmetic domain is governed by the degree of representational change required. A model is presented that details representational change as the necessary condition for ensuring that appropriate heuristics can be applied on the proper problem representation.

  15. Motivation and intention to integrate physical activity into daily school life: the JAM World Record event.

    Science.gov (United States)

    Vazou, Spyridoula; Vlachopoulos, Symeon P

    2014-11-01

    Research on the motivation of stakeholders to integrate physical activity into daily school life is limited. The purpose was to examine the motivation of stakeholders to participate in a world record physical activity event and whether motivation was associated with future intention to use activity breaks during the daily school life and future participation in a similar event. After the 2012 JAM (Just-a-Minute) World Record event, 686 adults (591 women; 76.1% participated for children amotivation for participation in the next event were reported. Hierarchical regression analysis, controlling for age, gender, and occupation, showed that intrinsic forms of motivation positively predicted, whereas amotivation negatively predicted, future intention to participate in the event and use the activity breaks. Multivariate analyses of variance revealed that school-related participants were more intrinsically motivated and intended to use the activity breaks and repeat the event more than those who were not affiliated with a school. Nonschool participants reported higher extrinsic motivation and amotivation than school-related participants. © 2014 Society for Public Health Education.

  16. Model Theory in Algebra, Analysis and Arithmetic

    CERN Document Server

    Dries, Lou; Macpherson, H Dugald; Pillay, Anand; Toffalori, Carlo; Wilkie, Alex J

    2014-01-01

    Presenting recent developments and applications, the book focuses on four main topics in current model theory: 1) the model theory of valued fields; 2) undecidability in arithmetic; 3) NIP theories; and 4) the model theory of real and complex exponentiation. Young researchers in model theory will particularly benefit from the book, as will more senior researchers in other branches of mathematics.

  17. Strategies of solving arithmetic word problems in students with learning difficulties in mathematics

    OpenAIRE

    Kalan, Marko

    2015-01-01

    Problem solving as an important skill is, beside arithmetic, measure and algebra, included in standards of school mathematics (National Council of Teachers of Mathematics) (NCTM, 2000) and needed as a necessary skill for successfulness in science, technology, engineering and mathematics (STEM) (National Mathematics Advisory Panel, 2008). Since solving of human problems is connected to the real life, the arithmetic word problems (in short AWP) are an important kind of mathematics tasks in scho...

  18. Multiple Paths to Mathematics Practice in Al-Kashi's Key to Arithmetic

    Science.gov (United States)

    Taani, Osama

    2014-01-01

    In this paper, I discuss one of the most distinguishing features of Jamshid al-Kashi's pedagogy from his Key to Arithmetic, a well-known Arabic mathematics textbook from the fifteenth century. This feature is the multiple paths that he includes to find a desired result. In the first section light is shed on al-Kashi's life and his contributions to mathematics and astronomy. Section 2 starts with a brief discussion of the contents and pedagogy of the Key to Arithmetic. Al-Kashi's multiple approaches are discussed through four different examples of his versatility in presenting a topic from multiple perspectives. These examples are multiple definitions, multiple algorithms, multiple formulas, and multiple methods for solving word problems. Section 3 is devoted to some benefits that can be gained by implementing al-Kashi's multiple paths approach in modern curricula. For this discussion, examples from two teaching modules taken from the Key to Arithmetic and implemented in Pre-Calculus and mathematics courses for preservice teachers are discussed. Also, the conclusions are supported by some aspects of these modules. This paper is an attempt to help mathematics educators explore more benefits from reading from original sources.

  19. Toward an integrative theory of training motivation: a meta-analytic path analysis of 20 years of research.

    Science.gov (United States)

    Colquitt, J A; LePine, J A; Noe, R A

    2000-10-01

    This article meta-analytically summarizes the literature on training motivation, its antecedents, and its relationships with training outcomes such as declarative knowledge, skill acquisition, and transfer. Significant predictors of training motivation and outcomes included individual characteristics (e.g., locus of control, conscientiousness, anxiety, age, cognitive ability, self-efficacy, valence, job involvement) and situational characteristics (e.g., climate). Moreover, training motivation explained incremental variance in training outcomes beyond the effects of cognitive ability. Meta-analytic path analyses further showed that the effects of personality, climate, and age on training outcomes were only partially mediated by self-efficacy, valence, and job involvement. These findings are discussed in terms of their practical significance and their implications for an integrative theory of training motivation.

  20. Integration of Information and Communication Technology and Pupils' Motivation in a Physical Education Setting

    Science.gov (United States)

    Legrain, Pascal; Gillet, Nicolas; Gernigon, Christophe; Lafreniere, Marc-André

    2015-01-01

    The purpose of this study was to test an integrative model regarding the impact of information and communication technology (ICT) on achievement in physical education. Pupils' perceptions of autonomy-support from teacher, satisfaction of basic psychological needs, and self-determined motivation were considered to mediate the impact of ICT on…

  1. Bi-amalgamations subject to the arithmetical property

    OpenAIRE

    Kabbaj, S.; Mahdou, N.; Moutui, M. A. S.

    2016-01-01

    This paper establishes necessary and sufficient conditions for a bi-amalgamation to inherit the arithmetical property, with applications on the weak global dimension and transfer of the semihereditary property. The new results compare to previous works carried on various settings of duplications and amalgamations, and capitalize on recent results on bi-amalgamations. All results are backed with new and illustrative examples arising as bi-amalgamations.

  2. Supertracker: A Programmable Parallel Pipeline Arithmetic Processor For Auto-Cueing Target Processing

    Science.gov (United States)

    Mack, Harold; Reddi, S. S.

    1980-04-01

    Supertracker represents a programmable parallel pipeline computer architecture that has been designed to meet the real time image processing requirements of auto-cueing target data processing. The prototype bread-board currently under development will be designed to perform input video preprocessing and processing for 525-line and 875-line TV formats FLIR video, automatic display gain and contrast control, and automatic target cueing, classification, and tracking. The video preprocessor is capable of performing operations full frames of video data in real time, e.g., frame integration, storage, 3 x 3 convolution, and neighborhood processing. The processor architecture is being implemented using bit-slice microprogrammable arithmetic processors, operating in parallel. Each processor is capable of up to 20 million operations per second. Multiple frame memories are used for additional flexibility.

  3. The association between arithmetic and reading performance in school: A meta-analytic study.

    Science.gov (United States)

    Singer, Vivian; Strasser, Kathernie

    2017-12-01

    Many studies of school achievement find a significant association between reading and arithmetic achievement. The magnitude of the association varies widely across the studies, but the sources of this variation have not been identified. The purpose of this paper is to examine the magnitude and determinants of the relation between arithmetic and reading performance during elementary and middle school years. We meta-analyzed 210 correlations between math and reading measures, coming from 68 independent samples (the overall sample size was 58923 participants). The meta-analysis yielded an average correlation of 0.55 between math and reading measures. Among the moderators tested, only transparency of orthography and use of timed or untimed tests were significant in explaining the size of the correlation, with the largest correlations observed between timed measures of arithmetic and reading and between math and reading in opaque orthographies. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  4. Fractionating the neural correlates of individual working memory components underlying arithmetic problem solving skills in children

    Science.gov (United States)

    Metcalfe, Arron W. S.; Ashkenazi, Sarit; Rosenberg-Lee, Miriam; Menon, Vinod

    2013-01-01

    Baddeley and Hitch’s multi-component working memory (WM) model has played an enduring and influential role in our understanding of cognitive abilities. Very little is known, however, about the neural basis of this multi-component WM model and the differential role each component plays in mediating arithmetic problem solving abilities in children. Here, we investigate the neural basis of the central executive (CE), phonological (PL) and visuo-spatial (VS) components of WM during a demanding mental arithmetic task in 7–9 year old children (N=74). The VS component was the strongest predictor of math ability in children and was associated with increased arithmetic complexity-related responses in left dorsolateral and right ventrolateral prefrontal cortices as well as bilateral intra-parietal sulcus and supramarginal gyrus in posterior parietal cortex. Critically, VS, CE and PL abilities were associated with largely distinct patterns of brain response. Overlap between VS and CE components was observed in left supramarginal gyrus and no overlap was observed between VS and PL components. Our findings point to a central role of visuo-spatial WM during arithmetic problem-solving in young grade-school children and highlight the usefulness of the multi-component Baddeley and Hitch WM model in fractionating the neural correlates of arithmetic problem solving during development. PMID:24212504

  5. Weak task-related modulation and stimulus representations during arithmetic problem solving in children with developmental dyscalculia.

    Science.gov (United States)

    Ashkenazi, Sarit; Rosenberg-Lee, Miriam; Tenison, Caitlin; Menon, Vinod

    2012-02-15

    Developmental dyscalculia (DD) is a disability that impacts math learning and skill acquisition in school-age children. Here we investigate arithmetic problem solving deficits in young children with DD using univariate and multivariate analysis of fMRI data. During fMRI scanning, 17 children with DD (ages 7-9, grades 2 and 3) and 17 IQ- and reading ability-matched typically developing (TD) children performed complex and simple addition problems which differed only in arithmetic complexity. While the TD group showed strong modulation of brain responses with increasing arithmetic complexity, children with DD failed to show such modulation. Children with DD showed significantly reduced activation compared to TD children in the intraparietal sulcus, superior parietal lobule, supramarginal gyrus and bilateral dorsolateral prefrontal cortex in relation to arithmetic complexity. Critically, multivariate representational similarity revealed that brain response patterns to complex and simple problems were less differentiated in the DD group in bilateral anterior IPS, independent of overall differences in signal level. Taken together, these results show that children with DD not only under-activate key brain regions implicated in mathematical cognition, but they also fail to generate distinct neural responses and representations for different arithmetic problems. Our findings provide novel insights into the neural basis of DD. Copyright © 2011 Elsevier Ltd. All rights reserved.

  6. The effects of auditory stimulation on the arithmetic performance of children with ADHD and nondisabled children.

    Science.gov (United States)

    Abikoff, H; Courtney, M E; Szeibel, P J; Koplewicz, H S

    1996-05-01

    This study evaluated the impact of extra-task stimulation on the academic task performance of children with attention-deficit/hyperactivity disorder (ADHD). Twenty boys with ADHD and 20 nondisabled boys worked on an arithmetic task during high stimulation (music), low stimulation (speech), and no stimulation (silence). The music "distractors" were individualized for each child, and the arithmetic problems were at each child's ability level. A significant Group x Condition interaction was found for number of correct answers. Specifically, the nondisabled youngsters performed similarly under all three auditory conditions. In contrast, the children with ADHD did significantly better under the music condition than speech or silence conditions. However, a significant Group x Order interaction indicated that arithmetic performance was enhanced only for those children with ADHD who received music as the first condition. The facilitative effects of salient auditory stimulation on the arithmetic performance of the children with ADHD provide some support for the underarousal/optimal stimulation theory of ADHD.

  7. Arithmetic learning with the use of graphic organiser

    Science.gov (United States)

    Sai, F. L.; Shahrill, M.; Tan, A.; Han, S. H.

    2018-01-01

    For this study, Zollman’s four corners-and-a-diamond mathematics graphic organiser embedded with Polya’s Problem Solving Model was used to investigate secondary school students’ performance in arithmetic word problems. This instructional learning tool was used to help students break down the given information into smaller units for better strategic planning. The participants were Year 7 students, comprised of 21 male and 20 female students, aged between 11-13 years old, from a co-ed secondary school in Brunei Darussalam. This study mainly adopted a quantitative approach to investigate the types of differences found in the arithmetic word problem pre- and post-tests results from the use of the learning tool. Although the findings revealed slight improvements in the overall comparisons of the students’ test results, the in-depth analysis of the students’ responses in their activity worksheets shows a different outcome. Some students were able to make good attempts in breaking down the key points into smaller information in order to solve the word problems.

  8. Multistate Memristive Tantalum Oxide Devices for Ternary Arithmetic

    Science.gov (United States)

    Kim, Wonjoo; Chattopadhyay, Anupam; Siemon, Anne; Linn, Eike; Waser, Rainer; Rana, Vikas

    2016-11-01

    Redox-based resistive switching random access memory (ReRAM) offers excellent properties to implement future non-volatile memory arrays. Recently, the capability of two-state ReRAMs to implement Boolean logic functionality gained wide interest. Here, we report on seven-states Tantalum Oxide Devices, which enable the realization of an intrinsic modular arithmetic using a ternary number system. Modular arithmetic, a fundamental system for operating on numbers within the limit of a modulus, is known to mathematicians since the days of Euclid and finds applications in diverse areas ranging from e-commerce to musical notations. We demonstrate that multistate devices not only reduce the storage area consumption drastically, but also enable novel in-memory operations, such as computing using high-radix number systems, which could not be implemented using two-state devices. The use of high radix number system reduces the computational complexity by reducing the number of needed digits. Thus the number of calculation operations in an addition and the number of logic devices can be reduced.

  9. An Integrative Process Approach on Judgment and Decision Making: The Impact of Arousal, Affect, Motivation, and Cognitive Ability

    Science.gov (United States)

    Roets, Arne; Van Hiel, Alain

    2011-01-01

    This article aims to integrate the findings from various research traditions on human judgment and decision making, focusing on four process variables: arousal, affect, motivation, and cognitive capacity/ability. We advocate a broad perspective referred to as the integrative process approach (IPA) of decision making, in which these process…

  10. Bit-Wise Arithmetic Coding For Compression Of Data

    Science.gov (United States)

    Kiely, Aaron

    1996-01-01

    Bit-wise arithmetic coding is data-compression scheme intended especially for use with uniformly quantized data from source with Gaussian, Laplacian, or similar probability distribution function. Code words of fixed length, and bits treated as being independent. Scheme serves as means of progressive transmission or of overcoming buffer-overflow or rate constraint limitations sometimes arising when data compression used.

  11. Fractionating the neural correlates of individual working memory components underlying arithmetic problem solving skills in children.

    Science.gov (United States)

    Metcalfe, Arron W S; Ashkenazi, Sarit; Rosenberg-Lee, Miriam; Menon, Vinod

    2013-10-01

    Baddeley and Hitch's multi-component working memory (WM) model has played an enduring and influential role in our understanding of cognitive abilities. Very little is known, however, about the neural basis of this multi-component WM model and the differential role each component plays in mediating arithmetic problem solving abilities in children. Here, we investigate the neural basis of the central executive (CE), phonological (PL) and visuo-spatial (VS) components of WM during a demanding mental arithmetic task in 7-9 year old children (N=74). The VS component was the strongest predictor of math ability in children and was associated with increased arithmetic complexity-related responses in left dorsolateral and right ventrolateral prefrontal cortices as well as bilateral intra-parietal sulcus and supramarginal gyrus in posterior parietal cortex. Critically, VS, CE and PL abilities were associated with largely distinct patterns of brain response. Overlap between VS and CE components was observed in left supramarginal gyrus and no overlap was observed between VS and PL components. Our findings point to a central role of visuo-spatial WM during arithmetic problem-solving in young grade-school children and highlight the usefulness of the multi-component Baddeley and Hitch WM model in fractionating the neural correlates of arithmetic problem solving during development. Copyright © 2013 Elsevier Ltd. All rights reserved.

  12. Unpacking symbolic number comparison and its relation with arithmetic in adults.

    Science.gov (United States)

    Sasanguie, Delphine; Lyons, Ian M; De Smedt, Bert; Reynvoet, Bert

    2017-08-01

    Symbolic number - or digit - comparison has been a central tool in the domain of numerical cognition for decades. More recently, individual differences in performance on this task have been shown to robustly relate to individual differences in more complex math processing - a result that has been replicated across many different age groups. In this study, we 'unpack' the underlying components of digit comparison (i.e. digit identification, digit to number-word matching, digit ordering and general comparison) in a sample of adults. In a first experiment, we showed that digit comparison performance was most strongly related to digit ordering ability - i.e., the ability to judge whether symbolic numbers are in numerical order. Furthermore, path analyses indicated that the relation between digit comparison and arithmetic was partly mediated by digit ordering and fully mediated when non-numerical (letter) ordering was also entered into the model. In a second experiment, we examined whether a general order working memory component could account for the relation between digit comparison and arithmetic. It could not. Instead, results were more consistent with the notion that fluent access and activation of long-term stored associations between numbers explains the relation between arithmetic and both digit comparison and digit ordering tasks. Copyright © 2017 Elsevier B.V. All rights reserved.

  13. Non-Archimedean L-functions and arithmetical Siegel modular forms

    CERN Document Server

    1991-01-01

    This book is devoted to the arithmetical theory of Siegel modular forms and their L-functions. The central object are L-functions of classical Siegel modular forms whose special values are studied using the Rankin-Selberg method and the action of certain differential operators on modular forms which have nice arithmetical properties. A new method of p-adic interpolation of these critical values is presented. An important class of p-adic L-functions treated in the present book are p-adic L-functions of Siegel modular forms having logarithmic growth (which were first introduced by Amice, Velu and Vishik in the elliptic modular case when they come from a good supersingular reduction of ellptic curves and abelian varieties). The given construction of these p-adic L-functions uses precise algebraic properties of the arihmetical Shimura differential operator. The book could be very useful for postgraduate students and for non-experts giving a quick access to a rapidly developping domain of algebraic number theory: ...

  14. [Can medical students' motivation for a course of basic physiology education integrating into lectures some active learning methods be improved?

    Science.gov (United States)

    Bentata, Yassamine; Delfosse, Catherine

    2017-01-01

    Students' motivation is a critical component of learning and students' perception of activity value is one of the three major components of their motivation. How can we make students perceive the usefulness and the interest of their university courses while increasing their motivation? The aim of our study was to determine students' perception of basic physiology education value and to assess the impact of lecture integration into some active learning methods on the motivation of the students of the first cycle of Medicine in a junior faculty. We conducted a prospective study, involving the students in their second year of medical studies. At first, we assessed students' motivation for university courses through a first questionnaire, after we integrated two educational activities: the case study and the realization of a conceptual map for the lectures of the physiology module and then we evaluated, through a second questionnaire, the impact of these two activities on students' motivation. Out of 249 students in their second year of medical studies 131 and 109 students have completed and returned the 1st and 2nd questionnaire respectively. Overall students' motivation for their university courses was very favorable, even if the motivation for physiology course (70.8%) was slightly lower than for all the courses (80%). Our students enjoyed the two proposed activities and only 13% (for the case study) and 16.8% (for the map) were not satisfied. 40.9% of students completed a conceptual map whose quality judged on the identification of concepts and of the links between concepts was globally satisfactory for a first experience. Students' motivation is influenced by multiple internal and external factors and is a big problem in the university environment. In this context, a rigorous planning of diversified and active educational activities is one of the main gateways for teacher to encourage motivation.

  15. Competing Biases in Mental Arithmetic: When Division Is More and Multiplication Is Less.

    Science.gov (United States)

    Shaki, Samuel; Fischer, Martin H

    2017-01-01

    Mental arithmetic exhibits various biases. Among those is a tendency to overestimate addition and to underestimate subtraction outcomes. Does such "operational momentum" (OM) also affect multiplication and division? Twenty-six adults produced lines whose lengths corresponded to the correct outcomes of multiplication and division problems shown in symbolic format. We found a reliable tendency to over-estimate division outcomes, i.e., reverse OM. We suggest that anchoring on the first operand (a tendency to use this number as a reference for further quantitative reasoning) contributes to cognitive biases in mental arithmetic.

  16. VLSI System Implementation of 200 MHz, 8-bit, 90nm CMOS Arithmetic and Logic Unit (ALU Processor Controller

    Directory of Open Access Journals (Sweden)

    Fazal NOORBASHA

    2012-08-01

    Full Text Available In this present study includes the Very Large Scale Integration (VLSI system implementation of 200MHz, 8-bit, 90nm Complementary Metal Oxide Semiconductor (CMOS Arithmetic and Logic Unit (ALU processor control with logic gate design style and 0.12µm six metal 90nm CMOS fabrication technology. The system blocks and the behaviour are defined and the logical design is implemented in gate level in the design phase. Then, the logic circuits are simulated and the subunits are converted in to 90nm CMOS layout. Finally, in order to construct the VLSI system these units are placed in the floor plan and simulated with analog and digital, logic and switch level simulators. The results of the simulations indicates that the VLSI system can control different instructions which can divided into sub groups: transfer instructions, arithmetic and logic instructions, rotate and shift instructions, branch instructions, input/output instructions, control instructions. The data bus of the system is 16-bit. It runs at 200MHz, and operating power is 1.2V. In this paper, the parametric analysis of the system, the design steps and obtained results are explained.

  17. Oscillatory EEG correlates of arithmetic strategies: A training study

    Directory of Open Access Journals (Sweden)

    Roland H. Grabner

    2012-10-01

    Full Text Available There has been a long tradition of research on mathematics education showing that children and adults use different strategies to solve arithmetic problems. Neurophysiological studies have recently begun to investigate the brain correlates of these strategies. The existing body of data, however, reflect static end points of the learning process and do not provide information on how brain activity changes in response to training or intervention. In this study, we explicitly address this issue by training participants in using fact retrieval strategies. We also investigate whether brain activity related to arithmetic fact learning is domain-specific or whether this generalizes to other learning materials, such as the solution of figural-spatial problems. Twenty adult students were trained on sets of two-digit multiplication problems and figural-spatial problems. After the training, they were presented with the trained and untrained problems while their brain activity was recorded by means of electroencephalography (EEG . In both problem types, the training resulted in accuracies over 90 % and significant decreases in solution times. Analyses of the oscillatory EEG data also revealed training effects across both problem types. Specifically, we observed training-related activity increases in the theta band (3-6 Hz and decreases in the lower alpha band (8-10 Hz, especially over parieto-occipital and parietal brain regions. These results provide the first evidence that a short term fact retrieval training results in significant changes in oscillatory EEG activity. These findings further corroborate the role of the theta band in the retrieval of semantic information from memory and suggest that theta activity is not only sensitive to fact retrieval in mental arithmetic but also in other domains.

  18. RAID-6 reed-solomon codes with asymptotically optimal arithmetic complexities

    KAUST Repository

    Lin, Sian-Jheng; Alloum, Amira; Al-Naffouri, Tareq Y.

    2016-01-01

    present a configuration of the factors of the second-parity formula, such that the arithmetic complexity can reach the optimal complexity bound when the code length approaches infinity. In the proposed approach, the intermediate data used for the first

  19. Why Is Learning Fraction and Decimal Arithmetic so Difficult?

    Science.gov (United States)

    Lortie-Forgues, Hugues; Tian, Jing; Siegler, Robert S.

    2015-01-01

    Fraction and decimal arithmetic are crucial for later mathematics achievement and for ability to succeed in many professions. Unfortunately, these capabilities pose large difficulties for many children and adults, and students' proficiency in them has shown little sign of improvement over the past three decades. To summarize what is known about…

  20. An exploratory examination of the relationship between motivational factors and the degree to which the higher education faculty integrate computer-mediated communication (CMC) tools into their courses

    Science.gov (United States)

    Murage, Francis Ndwiga

    The stated research problem of this study was to examine the relationship between motivational factors and the degree to which the higher education faculty integrate CMC tools into their courses. The study population and sample involved higher education faculty teaching in science departments at one public university and three public colleges in the state of West Virginia (N = 153). A Likert-type rating scale survey was used to collect data based on the research questions. Two parts of the survey were adopted from previous studies while the other two were self-constructed. Research questions and hypothesis were analyzed using both descriptive and inferential analyses. The study results established a positive relationship between motivational factors and the degree the higher education faculty integrate CMC tools in their courses. The results in addition established that faculty are highly motivated to integrate CMC tools by intrinsic factors, moderately motivated by environmental factors and least motivated by extrinsic factors. The results also established that the most integrated CMC tools were those that support asynchronous methods of communication while the least integrated were those that support synchronous methods of communication. A major conclusion made was that members of higher education faculty are more likely to be motivated to integrate CMC tools into their courses by intrinsic factors rather than extrinsic or environmental factors. It was further concluded that intrinsic factors that supported and enhanced student learning as well as those that were altruistic in nature significantly influenced the degree of CMC integration. The study finally concluded that to larger extent, there is a relationship between motivational factors and the degree to which the higher education faculty integrate CMC tools in their courses. A major implication of this study was that institutions that wish to promote integration of CMC technologies should provide as much

  1. A wild model of linear arithmetic and discretely ordered modules

    Czech Academy of Sciences Publication Activity Database

    Glivický, Petr; Pudlák, Pavel

    2017-01-01

    Roč. 63, č. 6 (2017), s. 501-508 ISSN 0942-5616 EU Projects: European Commission(XE) 339691 - FEALORA Institutional support: RVO:67985840 Keywords : linear arithmetics Subject RIV: BA - General Mathematics OBOR OECD: Pure mathematics Impact factor: 0.250, year: 2016

  2. Weak Arithmetic Completeness of Object-Oriented First-Order Assertion Networks

    NARCIS (Netherlands)

    C.P.T. de Gouw (Stijn); F.S. de Boer (Frank); W. Ahrendt (Wolfgang); R. Bubel (Richard); P. van Emde Boas; F.C.A. Groen; G.F. Italiano; J.R. Nawrocki; H. Sack

    2013-01-01

    htmlabstractWe present a completeness proof of the inductive assertion method for object-oriented programs extended with auxiliary variables. The class of programs considered are assumed to compute over structures which include the standard interpretation of Presburger arithmetic. Further, the

  3. Learner Motivation and Interest

    OpenAIRE

    Daskalovska, Nina; Gudeva, Liljana Koleva; Ivanovska, Biljana

    2012-01-01

    There are a lot of factors which influence success in learning. However, one of the most important factors is the learner’s motivation to reach the desired goals. Research and experience show that learners with strong motivation can achieve a lot regardless of circumstances. Studies of motivation in second language learning have led to several distinctions, one of which is the distinction between integrative and instrumental motivation. According to this distinction, some learners are motivat...

  4. The arithmetic of supersymmetric vacua

    Energy Technology Data Exchange (ETDEWEB)

    Bourget, Antoine; Troost, Jan [Laboratoire de Physique Théorique de l’École Normale Supérieure, CNRS, PSL Research University, Sorbonne Universités,75005 Paris (France)

    2016-07-07

    We provide explicit formulas for the number of vacua of four-dimensional pure N=1 super Yang-Mills theories on a circle, with any simple gauge algebra and any choice of center and spectrum of line operators. The formula for the (SU(N)/ℤ{sub m}){sub n} theory is a key ingredient in the semi-classical calculation of the number of massive vacua of N=1{sup ∗} gauge theories with gauge algebra su(n), compactified on a circle. Using arithmetic, we express that number in an SL(2,ℤ) duality invariant manner. We confirm our tally of massive vacua of the N=1{sup ∗} theories by a count of inequivalent extrema of the exact superpotential.

  5. 0011-0030.Data Representation amp Computer Arithmetic6 IEEE ...

    Indian Academy of Sciences (India)

    Home; public; Volumes; reso; 021; 01; 0011-0030.Data Representation amp Computer Arithmetic6 IEEE Standard Double Precision FormatIn.pdf. 404! error. The page your are looking for can not be found! Please check the link or use the navigation bar at the top. YouTube; Twitter; Facebook; Blog. Academy News.

  6. Numeral words and arithmetic operations in the Alor-Pantar languages

    NARCIS (Netherlands)

    Schapper, Antoinette; Holton, Gary; Klamer, Marian; Kratochvíl, František; Robinson, Laura; Klamer, Marian

    2014-01-01

    The indigenous numerals of the AP languages, as well as the indigenous structures for arithmetic operations are currently under pressure from Indonesian, and will inevitably be replaced with Indonesian forms and structures. This chapter presents a documentary record of the forms and patterns

  7. Asian International Students at an Australian University: Mapping the Paths between Integrative Motivation, Competence in L2 Communication, Cross-Cultural Adaptation and Persistence with Structural Equation Modelling

    Science.gov (United States)

    Yu, Baohua

    2013-01-01

    This study examined the interrelationships of integrative motivation, competence in second language (L2) communication, sociocultural adaptation, academic adaptation and persistence of international students at an Australian university. Structural equation modelling demonstrated that the integrative motivation of international students has a…

  8. A Learning Trajectory for Teaching Social Arithmetic using RME Approach

    Science.gov (United States)

    Fauzan, A.; Armiati, A.; Ceria, C.

    2018-04-01

    This paper discusses the role of a learning trajectory (LT) in promoting students’ reasoning when they learn social arithmetic using Realistic Mathematics Education (RME) approach. In our LT, we built the intertwining of the concepts such as profit, loss, percentage, discount, and interest rate, so that the students understand the relations among them. The LT was developed through a design research that consisted of a cyclic process of preparing for the experiment, conducting the experiment, and retrospective analysis. The research’s subject was 32 students at grade 7 MTsN Sintoga, Pariaman, Indonesia. Data were collected through observations, interviews, checklist, videotaping, and analyzing the students' works. The results showed that the LT could help the students to reinvent the concepts in social arithmetic. The students had more confidence to use their own strategies in solving contextual problems. The most important thing, we discovered the growth in the students’ mathematical reasoning.

  9. Client Motivation for Therapy Scale: a measure of intrinsic motivation, extrinsic motivation, and amotivation for therapy.

    Science.gov (United States)

    Pelletier, L G; Tuson, K M; Haddad, N K

    1997-04-01

    The purpose of this study was to examine the psychometric properties of a new measure of client motivation for therapy, the Client Motivation for Therapy Scale. This scale is designed to measure client's Intrinsic Motivation, four forms of regulation for Extrinsic Motivation (integrated, identified, introjected, and external regulation), and Amotivation for therapy. These subscales correspond to different forms of motivation identified by Deci and Ryan (1985) and fall along a self-determination continuum. An experimental version of the scale, along with related scales, was distributed to a total sample of 138 clients involved in therapy. The results supported the factor structure of the scale and revealed a satisfactory level of internal consistency. Correlations among the subscales revealed a simplex pattern that, in general, provides support for the self-determination continuum and the construct validity of the scale. Implications for research on client motivation for therapy are discussed.

  10. The Arithmetic of Emotion: Integration of Incidental and Integral Affect in Judgments and Decisions

    Directory of Open Access Journals (Sweden)

    Daniel eVastfjall

    2016-03-01

    Full Text Available Research has demonstrated that two types of affect have an influence on judgment and decision making: incidental affect (affect unrelated to a judgment or decision such as a mood and integral affect (affect that is part of the perceiver’s internal representation of the option or target under consideration. So far, these two lines of research have seldom crossed so that knowledge concerning their combined effects is largely missing. To fill this gap, the present review highlights differences and similarities between integral and incidental affect. Further, common and unique mechanisms that enable these two types of affect to influence judgment and choices are identified. Finally, some basic principles for affect integration when the two sources co-occur are outlined. These principles are discussed in relation to existing work that has focused on incidental or integral affect but not both.

  11. Visuo–spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition

    Science.gov (United States)

    Ashkenazi, Sarit; Rosenberg-Lee, Miriam; Metcalfe, Arron W.S.; Swigart, Anna G.; Menon, Vinod

    2014-01-01

    The study of developmental disorders can provide a unique window into the role of domain-general cognitive abilities and neural systems in typical and atypical development. Mathematical disabilities (MD) are characterized by marked difficulty in mathematical cognition in the presence of preserved intelligence and verbal ability. Although studies of MD have most often focused on the role of core deficits in numerical processing, domain-general cognitive abilities, in particular working memory (WM), have also been implicated. Here we identify specific WM components that are impaired in children with MD and then examine their role in arithmetic problem solving. Compared to typically developing (TD) children, the MD group demonstrated lower arithmetic performance and lower visuo-spatial working memory (VSWM) scores with preserved abilities on the phonological and central executive components of WM. Whole brain analysis revealed that, during arithmetic problem solving, left posterior parietal cortex, bilateral dorsolateral and ventrolateral prefrontal cortex, cingulate gyrus and precuneus, and fusiform gyrus responses were positively correlated with VSWM ability in TD children, but not in the MD group. Additional analyses using a priori posterior parietal cortex regions previously implicated in WM tasks, demonstrated a convergent pattern of results during arithmetic problem solving. These results suggest that MD is characterized by a common locus of arithmetic and VSWM deficits at both the cognitive and functional neuroanatomical levels. Unlike TD children, children with MD do not use VSWM resources appropriately during arithmetic problem solving. This work advances our understanding of VSWM as an important domain-general cognitive process in both typical and atypical mathematical skill development. PMID:23896444

  12. Substantial-Motivational Mechanism for Substantiation of Tolling Operations in Conditions of the European Integration

    OpenAIRE

    Melnyk Olga G; Kots Iryna I.

    2016-01-01

    The article is concerned with conceptualization of substance, distinguishing characteristics and motives of the implementation of tolling operations in conditions of the European integration. The study, based on the systematization and analysis of existing scientific approaches to definition of essence of tolling and tolling operations, has disclosed the dominating poli-positionality and ambiguity in this area. Economical autonomy of tolling operations has been determined, t...

  13. Design of Improved Arithmetic Logic Unit in Quantum-Dot Cellular Automata

    Science.gov (United States)

    Heikalabad, Saeed Rasouli; Gadim, Mahya Rahimpour

    2018-06-01

    The quantum-dot cellular automata (QCA) can be replaced to overcome the limitation of CMOS technology. An arithmetic logic unit (ALU) is a basic structure of any computer devices. In this paper, design of improved single-bit arithmetic logic unit in quantum dot cellular automata is presented. The proposed structure for ALU has AND, OR, XOR and ADD operations. A unique 2:1 multiplexer, an ultra-efficient two-input XOR and a low complexity full adder are used in the proposed structure. Also, an extended design of this structure is provided for two-bit ALU in this paper. The proposed structure of ALU is simulated by QCADesigner and simulation result is evaluated. Evaluation results show that the proposed design has best performance in terms of area, complexity and delay compared to the previous designs.

  14. Decidable and undecidable arithmetic functions in actin filament networks

    Science.gov (United States)

    Schumann, Andrew

    2018-01-01

    The plasmodium of Physarum polycephalum is very sensitive to its environment, and reacts to stimuli with appropriate motions. Both the sensory and motor stages of these reactions are explained by hydrodynamic processes, based on fluid dynamics, with the participation of actin filament networks. This paper is devoted to actin filament networks as a computational medium. The point is that actin filaments, with contributions from many other proteins like myosin, are sensitive to extracellular stimuli (attractants as well as repellents), and appear and disappear at different places in the cell to change aspects of the cell structure—e.g. its shape. By assembling and disassembling actin filaments, some unicellular organisms, like Amoeba proteus, can move in response to various stimuli. As a result, these organisms can be considered a simple reversible logic gate—extracellular signals being its inputs and motions its outputs. In this way, we can implement various logic gates on amoeboid behaviours. These networks can embody arithmetic functions within p-adic valued logic. Furthermore, within these networks we can define the so-called diagonalization for deducing undecidable arithmetic functions.

  15. Brauer groups and obstruction problems moduli spaces and arithmetic

    CERN Document Server

    Hassett, Brendan; Várilly-Alvarado, Anthony; Viray, Bianca

    2017-01-01

    The contributions in this book explore various contexts in which the derived category of coherent sheaves on a variety determines some of its arithmetic. This setting provides new geometric tools for interpreting elements of the Brauer group. With a view towards future arithmetic applications, the book extends a number of powerful tools for analyzing rational points on elliptic curves, e.g., isogenies among curves, torsion points, modular curves, and the resulting descent techniques, as well as higher-dimensional varieties like K3 surfaces. Inspired by the rapid recent advances in our understanding of K3 surfaces, the book is intended to foster cross-pollination between the fields of complex algebraic geometry and number theory. Contributors: · Nicolas Addington · Benjamin Antieau · Kenneth Ascher · Asher Auel · Fedor Bogomolov · Jean-Louis Colliot-Thélène · Krishna Dasaratha · Brendan Hassett · Colin Ingalls · Martí Lahoz · Emanuele Macrì · Kelly McKinnie · Andrew Obus · Ekin Ozman · Raman...

  16. Integrated information in discrete dynamical systems: motivation and theoretical framework.

    Directory of Open Access Journals (Sweden)

    David Balduzzi

    2008-06-01

    Full Text Available This paper introduces a time- and state-dependent measure of integrated information, phi, which captures the repertoire of causal states available to a system as a whole. Specifically, phi quantifies how much information is generated (uncertainty is reduced when a system enters a particular state through causal interactions among its elements, above and beyond the information generated independently by its parts. Such mathematical characterization is motivated by the observation that integrated information captures two key phenomenological properties of consciousness: (i there is a large repertoire of conscious experiences so that, when one particular experience occurs, it generates a large amount of information by ruling out all the others; and (ii this information is integrated, in that each experience appears as a whole that cannot be decomposed into independent parts. This paper extends previous work on stationary systems and applies integrated information to discrete networks as a function of their dynamics and causal architecture. An analysis of basic examples indicates the following: (i phi varies depending on the state entered by a network, being higher if active and inactive elements are balanced and lower if the network is inactive or hyperactive. (ii phi varies for systems with identical or similar surface dynamics depending on the underlying causal architecture, being low for systems that merely copy or replay activity states. (iii phi varies as a function of network architecture. High phi values can be obtained by architectures that conjoin functional specialization with functional integration. Strictly modular and homogeneous systems cannot generate high phi because the former lack integration, whereas the latter lack information. Feedforward and lattice architectures are capable of generating high phi but are inefficient. (iv In Hopfield networks, phi is low for attractor states and neutral states, but increases if the networks

  17. Integrated information in discrete dynamical systems: motivation and theoretical framework.

    Science.gov (United States)

    Balduzzi, David; Tononi, Giulio

    2008-06-13

    This paper introduces a time- and state-dependent measure of integrated information, phi, which captures the repertoire of causal states available to a system as a whole. Specifically, phi quantifies how much information is generated (uncertainty is reduced) when a system enters a particular state through causal interactions among its elements, above and beyond the information generated independently by its parts. Such mathematical characterization is motivated by the observation that integrated information captures two key phenomenological properties of consciousness: (i) there is a large repertoire of conscious experiences so that, when one particular experience occurs, it generates a large amount of information by ruling out all the others; and (ii) this information is integrated, in that each experience appears as a whole that cannot be decomposed into independent parts. This paper extends previous work on stationary systems and applies integrated information to discrete networks as a function of their dynamics and causal architecture. An analysis of basic examples indicates the following: (i) phi varies depending on the state entered by a network, being higher if active and inactive elements are balanced and lower if the network is inactive or hyperactive. (ii) phi varies for systems with identical or similar surface dynamics depending on the underlying causal architecture, being low for systems that merely copy or replay activity states. (iii) phi varies as a function of network architecture. High phi values can be obtained by architectures that conjoin functional specialization with functional integration. Strictly modular and homogeneous systems cannot generate high phi because the former lack integration, whereas the latter lack information. Feedforward and lattice architectures are capable of generating high phi but are inefficient. (iv) In Hopfield networks, phi is low for attractor states and neutral states, but increases if the networks are optimized

  18. Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls.

    Science.gov (United States)

    Moll, Kristina; Snowling, Margaret J; Göbel, Silke M; Hulme, Charles

    2015-08-01

    Two important foundations for learning are language and executive skills. Data from a longitudinal study tracking the development of 93 children at family-risk of dyslexia and 76 controls was used to investigate the influence of these skills on the development of arithmetic. A two-group longitudinal path model assessed the relationships between language and executive skills at 3-4 years, verbal number skills (counting and number knowledge) and phonological processing skills at 4-5 years, and written arithmetic in primary school. The same cognitive processes accounted for variability in arithmetic skills in both groups. Early language and executive skills predicted variations in preschool verbal number skills, which in turn, predicted arithmetic skills in school. In contrast, phonological awareness was not a predictor of later arithmetic skills. These results suggest that verbal and executive processes provide the foundation for verbal number skills, which in turn influence the development of formal arithmetic skills. Problems in early language development may explain the comorbidity between reading and mathematics disorder.

  19. Alternating minima and maxima, Nash equilibria and bounded arithmetic

    Czech Academy of Sciences Publication Activity Database

    Pudlák, Pavel; Thapen, Neil

    2012-01-01

    Roč. 163, č. 5 (2012), s. 604-614 ISSN 0168-0072 R&D Projects: GA AV ČR IAA100190902 Institutional research plan: CEZ:AV0Z10190503 Keywords : proof complexity * bounded arithmetic * search problems Subject RIV: BA - General Mathematics Impact factor: 0.504, year: 2012 http://www.sciencedirect.com/science/article/pii/S016800721100090X

  20. Energy-Efficient Wide Datapath Integer Arithmetic Logic Units Using Superconductor Logic

    Science.gov (United States)

    Ayala, Christopher Lawrence

    Complementary Metal-Oxide-Semiconductor (CMOS) technology is currently the most widely used integrated circuit technology today. As CMOS approaches the physical limitations of scaling, it is unclear whether or not it can provide long-term support for niche areas such as high-performance computing and telecommunication infrastructure, particularly with the emergence of cloud computing. Alternatively, superconductor technologies based on Josephson junction (JJ) switching elements such as Rapid Single Flux Quantum (RSFQ) logic and especially its new variant, Energy-Efficient Rapid Single Flux Quantum (ERSFQ) logic have the capability to provide an ultra-high-speed, low power platform for digital systems. The objective of this research is to design and evaluate energy-efficient, high-speed 32-bit integer Arithmetic Logic Units (ALUs) implemented using RSFQ and ERSFQ logic as the first steps towards achieving practical Very-Large-Scale-Integration (VLSI) complexity in digital superconductor electronics. First, a tunable VHDL superconductor cell library is created to provide a mechanism to conduct design exploration and evaluation of superconductor digital circuits from the perspectives of functionality, complexity, performance, and energy-efficiency. Second, hybrid wave-pipelining techniques developed earlier for wide datapath RSFQ designs have been used for efficient arithmetic and logic circuit implementations. To develop the core foundation of the ALU, the ripple-carry adder and the Kogge-Stone parallel prefix carry look-ahead adder are studied as representative candidates on opposite ends of the design spectrum. By combining the high-performance features of the Kogge-Stone structure and the low complexity of the ripple-carry adder, a 32-bit asynchronous wave-pipelined hybrid sparse-tree ALU has been designed and evaluated using the VHDL cell library tuned to HYPRES' gate-level characteristics. The designs and techniques from this research have been implemented using

  1. The Lanczos and Conjugate Gradient Algorithms in Finite Precision Arithmetic

    Czech Academy of Sciences Publication Activity Database

    Meurant, G.; Strakoš, Zdeněk

    2006-01-01

    Roč. 15, - (2006), s. 471-542 ISSN 0962-4929 R&D Projects: GA AV ČR 1ET400300415 Institutional research plan: CEZ:AV0Z10300504 Keywords : Lanczos method * conjugate gradient method * finite precision arithmetic * numerical stability * iterative methods Subject RIV: BA - General Mathematics

  2. Math anxiety differentially affects WAIS-IV arithmetic performance in undergraduates.

    Science.gov (United States)

    Buelow, Melissa T; Frakey, Laura L

    2013-06-01

    Previous research has shown that math anxiety can influence the math performance level; however, to date, it is unknown whether math anxiety influences performance on working memory tasks during neuropsychological evaluation. In the present study, 172 undergraduate students completed measures of math achievement (the Math Computation subtest from the Wide Range Achievement Test-IV), math anxiety (the Math Anxiety Rating Scale-Revised), general test anxiety (from the Adult Manifest Anxiety Scale-College version), and the three Working Memory Index tasks from the Wechsler Adult Intelligence Scale-IV Edition (WAIS-IV; Digit Span [DS], Arithmetic, Letter-Number Sequencing [LNS]). Results indicated that math anxiety predicted performance on Arithmetic, but not DS or LNS, above and beyond the effects of gender, general test anxiety, and math performance level. Our findings suggest that math anxiety can negatively influence WAIS-IV working memory subtest scores. Implications for clinical practice include the utilization of LNS in individuals expressing high math anxiety.

  3. Students creative thinking skills in solving two dimensional arithmetic series through research-based learning

    Science.gov (United States)

    Tohir, M.; Abidin, Z.; Dafik; Hobri

    2018-04-01

    Arithmetics is one of the topics in Mathematics, which deals with logic and detailed process upon generalizing formula. Creativity and flexibility are needed in generalizing formula of arithmetics series. This research aimed at analyzing students creative thinking skills in generalizing arithmetic series. The triangulation method and research-based learning was used in this research. The subjects were students of the Master Program of Mathematics Education in Faculty of Teacher Training and Education at Jember University. The data was collected by giving assignments to the students. The data collection was done by giving open problem-solving task and documentation study to the students to arrange generalization pattern based on the dependent function formula i and the function depend on i and j. Then, the students finished the next problem-solving task to construct arithmetic generalization patterns based on the function formula which depends on i and i + n and the sum formula of functions dependent on i and j of the arithmetic compiled. The data analysis techniques operative in this study was Miles and Huberman analysis model. Based on the result of data analysis on task 1, the levels of students creative thinking skill were classified as follows; 22,22% of the students categorized as “not creative” 38.89% of the students categorized as “less creative” category; 22.22% of the students categorized as “sufficiently creative” and 16.67% of the students categorized as “creative”. By contrast, the results of data analysis on task 2 found that the levels of students creative thinking skills were classified as follows; 22.22% of the students categorized as “sufficiently creative”, 44.44% of the students categorized as “creative” and 33.33% of the students categorized as “very creative”. This analysis result can set the basis for teaching references and actualizing a better teaching model in order to increase students creative thinking skills.

  4. Assessing Adult Learner’s Numeracy as Related to Gender and Performance in Arithmetic

    Directory of Open Access Journals (Sweden)

    Adeneye O. A. Awofala

    2014-07-01

    Full Text Available The study investigated adult learner numeracy as related to gender and performance in arithmetic among 32 Nigerian adult learners from one government accredited adult literacy centre in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis, independent samples t-test, and multiple regression analysis. Findings revealed that numeracy skill assessed by the numeracy self-assessment scale was a multi-dimensional construct (numeracy in everyday life, numeracy in workplace, and numeracy in mathematical tasks. Adult learners showed average numeracy strength as gender differences in perception of numeracy skills and performance in arithmetic among adult learners reached zero-tolerance level. Numeracy in workplace and numeracy in mathematical tasks made statistically significant contributions to the variance in adult learners’ performance in arithmetic. Based on this base line study, it was thus, recommended that future studies in Nigeria should investigate adult learners’ numeracy skills using more robust and psychometrically sound instruments such as the Adult Literacy and Life Skills Survey (ALLS and the International Adult Literacy Survey (IALS.

  5. Visuo-spatial working memory is an important source of domain-general vulnerability in the development of arithmetic cognition.

    Science.gov (United States)

    Ashkenazi, Sarit; Rosenberg-Lee, Miriam; Metcalfe, Arron W S; Swigart, Anna G; Menon, Vinod

    2013-09-01

    The study of developmental disorders can provide a unique window into the role of domain-general cognitive abilities and neural systems in typical and atypical development. Mathematical disabilities (MD) are characterized by marked difficulty in mathematical cognition in the presence of preserved intelligence and verbal ability. Although studies of MD have most often focused on the role of core deficits in numerical processing, domain-general cognitive abilities, in particular working memory (WM), have also been implicated. Here we identify specific WM components that are impaired in children with MD and then examine their role in arithmetic problem solving. Compared to typically developing (TD) children, the MD group demonstrated lower arithmetic performance and lower visuo-spatial working memory (VSWM) scores with preserved abilities on the phonological and central executive components of WM. Whole brain analysis revealed that, during arithmetic problem solving, left posterior parietal cortex, bilateral dorsolateral and ventrolateral prefrontal cortex, cingulate gyrus and precuneus, and fusiform gyrus responses were positively correlated with VSWM ability in TD children, but not in the MD group. Additional analyses using a priori posterior parietal cortex regions previously implicated in WM tasks, demonstrated a convergent pattern of results during arithmetic problem solving. These results suggest that MD is characterized by a common locus of arithmetic and VSWM deficits at both the cognitive and functional neuroanatomical levels. Unlike TD children, children with MD do not use VSWM resources appropriately during arithmetic problem solving. This work advances our understanding of VSWM as an important domain-general cognitive process in both typical and atypical mathematical skill development. © 2013 Elsevier Ltd. All rights reserved.

  6. Arithmetic properties of $\\ell$-regular overpartition pairs

    OpenAIRE

    NAIKA, MEGADAHALLI SIDDA MAHADEVA; SHIVASHANKAR, CHANDRAPPA

    2017-01-01

    In this paper, we investigate the arithmetic properties of $\\ell$-regular overpartition pairs. Let $\\overline{B}_{\\ell}(n)$ denote the number of $\\ell$-regular overpartition pairs of $n$. We will prove the number of Ramanujan-like congruences and infinite families of congruences modulo 3, 8, 16, 36, 48, 96 for $\\overline{B}_3(n)$ and modulo 3, 16, 64, 96 for $\\overline{B}_4(n)$. For example, we find that for all nonnegative integers $\\alpha$ and $n$, $\\overline{B}_{3}(3^{\\alpha}(3n+2))\\equiv ...

  7. Effects of cold-pressor and mental arithmetic on pupillary light reflex

    International Nuclear Information System (INIS)

    Davis, B C; Daluwatte, C; Colona, N C; Yao, D G

    2013-01-01

    Dynamic pupillary light reflex (PLR) is a simple neurological test that can be useful for assessment of autonomic disorders. In this study, we investigated the changes in PLR induced by mental arithmetic task and cold pressor trials which are often applied in research as model systems to elicit autonomic responses. PLR was recorded before, during and after mental arithmetic and cold pressor tasks in 20 healthy adults (ten males and ten females). Stress-induced sympathetic activation was evident as shown in the increased blood pressure during both tasks. Although the pupillary constriction amplitude did not show significant changes, both constriction time and redilation time changed during the tasks. A significant gender effect was observed in cold pressor that suggested more sympathetic activation in males and faster parasympathetic activation in females in response to light stimulation under cold pressor. (paper)

  8. Schema Knowledge for Solving Arithmetic Story Problems: Some Affective Components.

    Science.gov (United States)

    Marshall, Sandra P.

    This report discusses the role of affect in cognitive processing. The importance of affect in processing mathematical information is described in the context of solving arithmetic story problems. Some ideas are offered about the way affective responses to mathematical problem solving situations influence the development, maintenance, and retrieval…

  9. Addiction, adolescence, and the integration of control and motivation.

    Science.gov (United States)

    Gladwin, Thomas E; Figner, Bernd; Crone, Eveline A; Wiers, Reinout W

    2011-10-01

    The likelihood of initiating addictive behaviors is higher during adolescence than during any other developmental period. The differential developmental trajectories of brain regions involved in motivation and control processes may lead to adolescents' increased risk taking in general, which may be exacerbated by the neural consequences of drug use. Neuroimaging studies suggest that increased risk-taking behavior in adolescence is related to an imbalance between prefrontal cortical regions, associated with executive functions, and subcortical brain regions related to affect and motivation. Dual-process models of addictive behaviors are similarly concerned with difficulties in controlling abnormally strong motivational processes. We acknowledge concerns raised about dual-process models, but argue that they can be addressed by carefully considering levels of description: motivational processes and top-down biasing can be understood as intertwined, co-developing components of more versus less reflective states of processing. We illustrate this with a model that further emphasizes temporal dynamics. Finally, behavioral interventions for addiction are discussed. Insights in the development of control and motivation may help to better understand - and more efficiently intervene in - vulnerabilities involving control and motivation. Copyright © 2011 Elsevier Ltd. All rights reserved.

  10. Cryptanalysis of a chaos-based cryptosystem with an embedded adaptive arithmetic coder

    International Nuclear Information System (INIS)

    Wang Xing-Yuan; Xie Yi-Xin

    2011-01-01

    In this paper, we analyse a new chaos-based cryptosystem with an embedded adaptive arithmetic coder, which was proposed by Li Heng-Jian and Zhang J S (Li H J and Zhang J S 2010 Chin. Phys. B 19 050508). Although this new method has a better compression performance than its original version, it is found that there are some problems with its security and decryption processes. In this paper, it is shown how to obtain a great deal of plain text from the cipher text without prior knowledge of the secret key. After discussing the security and decryption problems of the Li Heng-Jian et al. algorithm, we propose an improved chaos-based cryptosystem with an embedded adaptive arithmetic coder that is more secure. (general)

  11. Fleeting footsteps tracing the conception of arithmetic and algebra in ancient China

    CERN Document Server

    Yong, Lam Lay

    2004-01-01

    The Hindu-Arabic numeral system (1, 2, 3,...) is one of mankind''sgreatest achievements and one of its most commonly usedinventions. How did it originate? Those who have written about thenumeral system have hypothesized that it originated in India; however,there is little evidence to support this claim. This book provides considerable evidence to show that theHindu-Arabic numeral system, despite its commonly accepted name,has its origins in the Chinese rod numeral system. This system waswidely used in China from antiquity till the 16th century. It was usedby officials, astronomers, traders and others to perform addition,subtraction, multiplication, division and other arithmetic operations,and also used by mathematicians to develop arithmetic andalgebra. Based on this system, numerous mathematical treatises werewritten.

  12. Teaching health science students foundation motivational interviewing skills: use of motivational interviewing treatment integrity and self-reflection to approach transformative learning.

    Science.gov (United States)

    M, Schoo A; S, Lawn; E, Rudnik; C, Litt J

    2015-12-21

    Many undergraduate and graduate-entry health science curricula have incorporated training in motivational interviewing (MI). However, to effectively teach skills that will remain with students after they graduate is challenging. The aims of this study were to find out self-assessed MI skills of health students and whether reflecting on the results can promote transformative learning. Thirty-six Australian occupational therapy and physiotherapy students were taught the principles of MI, asked to conduct a motivational interview, transcribe it, self-rate it using the Motivational Interviewing Treatment Integrity (MITI) tool and reflect on the experience. Student MI skills were measured using the reported MITI subscores. Student assignments and a focus group discussion were analysed to explore the student experience using the MITI tool and self-reflection to improve their understanding of MI principles. Students found MI challenging, although identified the MITI tool as useful for promoting self-reflection and to isolate MI skills. Students self-assessed their MI skills as competent and higher than scores expected from beginners. The results inform educational programs on how MI skills can be developed for health professional students and can result in transformative learning. Students may over-state their MI skills and strategies to reduce this, including peer review, are discussed. Structured self-reflection, using tools such as the MITI can promote awareness of MI skills and compliment didactic teaching methods.

  13. On the arithmetic of fractal dimension using hyperhelices

    International Nuclear Information System (INIS)

    Toledo-Suarez, Carlos D.

    2009-01-01

    A hyperhelix is a fractal curve generated by coiling a helix around a rect line, then another helix around the first one, a third around the second... an infinite number of times. A way to generate hyperhelices with any desired fractal dimension is presented, leading to the result that they have embedded an algebraic structure that allows making arithmetic with fractal dimensions and to the idea of an infinitesimal of fractal dimension

  14. Enhancing performance in numerical magnitude processing and mental arithmetic using transcranial Direct Current Stimulation (tDCS

    Directory of Open Access Journals (Sweden)

    Tobias U. Hauser

    2013-06-01

    Full Text Available The ability to accurately process numerical magnitudes and solve mental arithmetic is of highest importance for schooling and professional career. Although impairments in these domains in disorders such as developmental dyscalculia (DD are highly detrimental, remediation is still sparse. In recent years, transcranial brain stimulation methods such as transcranial Direct Current Stimulation (tDCS have been suggested as a treatment for various neurologic and neuropsychiatric disorders. The posterior parietal cortex (PPC is known to be crucially involved in numerical magnitude processing and mental arithmetic. In this study, we evaluated whether tDCS has a beneficial effect on numerical magnitude processing and mental arithmetic. Due to the unclear lateralization, we stimulated the left, right as well as both hemispheres simultaneously in two experiments. We found that left anodal tDCS significantly enhanced performance in a number comparison and a subtraction task, while bilateral and right anodal tDCS did not induce any improvements compared to sham. Our findings demonstrate that the left PPC is causally involved in numerical magnitude processing and mental arithmetic. Furthermore, we show that these cognitive functions can be enhanced by means of tDCS. These findings encourage to further investigate the beneficial effect of tDCS in the domain of mathematics in healthy and impaired humans.

  15. Alternative proposal of arithmetic and image operations in optical parallel computation

    Science.gov (United States)

    Ghosh, Partha; Das, Partha P.; Mukhopadhay, Sourangshu

    2001-10-01

    Here, we refer our new proposal of applying multi-valued logic (particularly tristate logic) to develop logic gates and systems for arithmetic operation. Space-variant approach is used here to implement the functioning. Also triple input image detection is done here.

  16. Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls

    Science.gov (United States)

    Moll, Kristina; Snowling, Margaret J.; Göbel, Silke M.; Hulme, Charles

    2015-01-01

    Two important foundations for learning are language and executive skills. Data from a longitudinal study tracking the development of 93 children at family-risk of dyslexia and 76 controls was used to investigate the influence of these skills on the development of arithmetic. A two-group longitudinal path model assessed the relationships between language and executive skills at 3–4 years, verbal number skills (counting and number knowledge) and phonological processing skills at 4–5 years, and written arithmetic in primary school. The same cognitive processes accounted for variability in arithmetic skills in both groups. Early language and executive skills predicted variations in preschool verbal number skills, which in turn, predicted arithmetic skills in school. In contrast, phonological awareness was not a predictor of later arithmetic skills. These results suggest that verbal and executive processes provide the foundation for verbal number skills, which in turn influence the development of formal arithmetic skills. Problems in early language development may explain the comorbidity between reading and mathematics disorder. PMID:26412946

  17. The Role of Motivation in Language Learning

    OpenAIRE

    Rahman, Anwar

    2011-01-01

    The mastery of English learning is influenced by some variables, one of them is motivation. Motivation in learning second language is classified as integrative motivation and instrumental motivation. Some experts of language teaching also categorized motivation into two types namely intrinsic motivation and extrinsic motivation. This paper discusses about kinds of motivation and how it takes a role in influencing students mastery in learning language. It was literature study that focused to f...

  18. Relational Thinking: Learning Arithmetic in Order to Promote Algebraic Thinking

    Science.gov (United States)

    Napaphun, Vishnu

    2012-01-01

    Trends in the curriculum reform propose that algebra should be taught throughout the grades, starting in elementary school. The aim should be to decrease the discontinuity between the arithmetic in elementary school and the algebra in upper grades. This study was conducted to investigate and characterise upper elementary school students…

  19. Arithmetic fundamental groups and moduli of curves

    International Nuclear Information System (INIS)

    Makoto Matsumoto

    2000-01-01

    This is a short note on the algebraic (or sometimes called arithmetic) fundamental groups of an algebraic variety, which connects classical fundamental groups with Galois groups of fields. A large part of this note describes the algebraic fundamental groups in a concrete manner. This note gives only a sketch of the fundamental groups of the algebraic stack of moduli of curves. Some application to a purely topological statement, i.e., an obstruction to the subjectivity of Johnson homomorphisms in the mapping class groups, which comes from Galois group of Q, is explained. (author)

  20. The Structure of Models of Peano Arithmetic

    CERN Document Server

    Kossak, Roman

    2006-01-01

    Aimed at graduate students and research logicians and mathematicians, this much-awaited text covers over forty years of work on relative classification theory for non-standard models of arithmetic. With graded exercises at the end of each chapter, the book covers basic isomorphism invariants: families of types realized in a model, lattices of elementary substructures and automorphism groups. Many results involve applications of the powerful technique of minimal types due to HaimGaifman, and some of the results are classical but have never been published in a book form before.

  1. Optoelectronic switch matrix as a look-up table for residue arithmetic.

    Science.gov (United States)

    Macdonald, R I

    1987-10-01

    The use of optoelectronic matrix switches to perform look-up table functions in residue arithmetic processors is proposed. In this application, switchable detector arrays give the advantage of a greatly reduced requirement for optical sources by comparison with previous optoelectronic residue processors.

  2. Canonical algorithms for numerical integration of charged particle motion equations

    Science.gov (United States)

    Efimov, I. N.; Morozov, E. A.; Morozova, A. R.

    2017-02-01

    A technique for numerically integrating the equation of charged particle motion in a magnetic field is considered. It is based on the canonical transformations of the phase space in Hamiltonian mechanics. The canonical transformations make the integration process stable against counting error accumulation. The integration algorithms contain a minimum possible amount of arithmetics and can be used to design accelerators and devices of electron and ion optics.

  3. Attention Contributes to Arithmetic Deficits in New-Onset Childhood Absence Epilepsy.

    Science.gov (United States)

    Cheng, Dazhi; Yan, Xiuxian; Gao, Zhijie; Xu, Keming; Chen, Qian

    2017-01-01

    Neuropsychological studies indicate that new-onset childhood absence epilepsy (CAE) is associated with deficits in attention and executive functioning. However, the contribution of these deficits to impaired academic performance remains unclear. We aimed to examine whether attention and executive functioning deficits account for the academic difficulties prevalent in patients with new-onset CAE. We analyzed cognitive performance in several domains, including language, mathematics, psychomotor speed, spatial ability, memory, general intelligence, attention, and executive functioning, in 35 children with new-onset CAE and 33 control participants. Patients with new-onset CAE exhibited deficits in mathematics, general intelligence, attention, and executive functioning. Furthermore, attention deficits, as measured by a visual tracing task, accounted for impaired arithmetic performance in the new-onset CAE group. Therefore, attention deficits, rather than impaired general intelligence or executive functioning, may be responsible for arithmetic performance deficits in patients with new-onset CAE.

  4. Second Language Learning Motivation

    Directory of Open Access Journals (Sweden)

    Alvyda Liuolienė

    2011-04-01

    Full Text Available The paper deals with the peculiarities of ESP learning motivation. The meaning of motivation and three main approaches to motivational psychology: expectancy-value theory, goal-directed theory and the self-determination theory are presented, two distinct orientations for learning a language: integrative and instrumental are described in the paper. The importance of needs analysis to ESP learning is stressed and the main conditions (interest in the topic and activity; relevance to the students’ lives; expectancy of success and feelings of being in control and satisfaction in the outcome for motivation are described. The skills that ESP learners need to develop are specified. The description of approaches to motivational psychology is proposed, as motivation is of great significance in foreign language learning.

  5. The Role of Metamotivational Monitoring in Motivation Regulation

    Science.gov (United States)

    Miele, David B.; Scholer, Abigail A.

    2018-01-01

    This article builds on existing models of motivation regulation in order to examine how students identify and address motivational deficits (e.g., not enough motivation or not the right type of motivation). Integrating perspectives from the achievement motivation, metacognition, and emotion regulation literatures, we propose that metamotivational…

  6. Motivating non-core employees : What affects motivation for employees working in a non-core unit?

    OpenAIRE

    Midbeck, Susanne; Nylund, Zebastian

    2011-01-01

    Background: The topical business subject, motivation, is claimed to have a positive correlation with performance, making the subject highly relevant and important for contemporary companies around the world. As capital goods industries are today changing strategies into integrated solution customer offerings, motivation at all units of the value chain is a matter of increasing importance. Being part of an integrated solution strategy, non-core units are contributing to the overall package off...

  7. Automatically Proving Termination and Memory Safety for Programs with Pointer Arithmetic

    DEFF Research Database (Denmark)

    Ströder, Thomas; Giesl, Jürgen; Brockschmidt, Marc

    2017-01-01

    While automated verification of imperative programs has been studied intensively, proving termination of programs with explicit pointer arithmetic fully automatically was still an open problem. To close this gap, we introduce a novel abstract domain that can track allocated memory in detail. We use...

  8. Arithmetic Facts Storage Deficit: The Hypersensitivity-to-Interference in Memory Hypothesis

    Science.gov (United States)

    De Visscher, Alice; Noël, Marie-Pascale

    2014-01-01

    Dyscalculia, or mathematics learning disorders, is currently known to be heterogeneous (Wilson & Dehaene, 2007). While various profiles of dyscalculia coexist, a general and persistent hallmark of this math learning disability is the difficulty in memorizing arithmetic facts (Geary, Hoard & Hamson, 1999; Jordan & Montani, 1997; Slade…

  9. Different groups, different motives: identity motives underlying changes in identification with novel groups.

    Science.gov (United States)

    Easterbrook, Matt; Vignoles, Vivian L

    2012-08-01

    Social identification is known to have wide-reaching implications, but theorists disagree about the underlying motives. Integrating motivated identity construction theory with recent social identity research, the authors predicted which motives underlie identification with two types of groups: interpersonal networks and social categories. In a five-wave longitudinal study of social identity processes among 268 new university residents, multilevel analyses showed that motives involved in identity enactment processes--self-esteem, belonging, and efficacy--significantly predicted within-person changes in identification with flatmates (an interpersonal network group), whereas motives involved in identity definition processes--meaning, self-esteem, and distinctiveness--significantly predicted within-person changes in identification with halls of residence (an abstract social category). This article discusses implications for research into identity motives and social identity.

  10. Comparing and Transforming: An Application of Piaget's Morphisms Theory to the Development of Class Inclusion and Arithmetic Problem Solving.

    Science.gov (United States)

    Barrouillet, Pierre; Poirier, Louise

    1997-01-01

    Outlines Piaget's late ideas on categories and morphisms and the impact of these ideas on the comprehension of the inclusion relationship and the solution of arithmetic problems. Reports a study in which fourth through sixth graders were given arithmetic problems involving two known quantities associated with changes rather than states. Identified…

  11. There's nothing more practical than a good theory: integrating motivational interviewing and self-determination theory.

    Science.gov (United States)

    Vansteenkiste, Maarten; Sheldon, Kennon M

    2006-03-01

    In this article we compare and integrate two well-established approaches to motivating therapeutic change, namely self-determination theory (SDT; Deci & Ryan, 1985, ) and motivational interviewing (MI; Miller & Rollnick, 1991, ). We show that SDT's theoretical focus on the internalization of therapeutic change and on the issue of need-satisfaction is fully compatible with key principles and clinical strategies within MI. We further suggest that basic need-satisfaction might be an important mechanism accounting for the positive effects of MI. Conversely, MI principles may provide SDT researchers with new insight into the application of SDT's theoretical concept of autonomy-support, and suggest new ways of testing and developing SDT. In short, the applied approach of MI and the theoretical approach of SDT might be fruitfully married, to the benefit of both.

  12. Design of arithmetic circuits in quantum dot cellular automata nanotechnology

    CERN Document Server

    Sridharan, K

    2015-01-01

    This research monograph focuses on the design of arithmetic circuits in Quantum Dot Cellular Automata (QCA). Using the fact that the 3-input majority gate is a primitive in QCA, the book sets out to discover hitherto unknown properties of majority logic in the context of arithmetic circuit designs. The pursuit for efficient adders in QCA takes two forms. One involves application of the new results in majority logic to existing adders. The second involves development of a custom adder for QCA technology. A QCA adder named as hybrid adder is proposed and it is shown that it outperforms existing multi-bit adders with respect to area and delay. The work is extended to the design of a low-complexity multiplier for signed numbers in QCA. Furthermore the book explores two aspects unique to QCA technology, namely thermal robustness and the role of interconnects. In addition, the book introduces the reader to QCA layout design and simulation using QCADesigner. Features & Benefits: This research-based book: ·  �...

  13. Online EEG-Based Workload Adaptation of an Arithmetic Learning Environment.

    Science.gov (United States)

    Walter, Carina; Rosenstiel, Wolfgang; Bogdan, Martin; Gerjets, Peter; Spüler, Martin

    2017-01-01

    In this paper, we demonstrate a closed-loop EEG-based learning environment, that adapts instructional learning material online, to improve learning success in students during arithmetic learning. The amount of cognitive workload during learning is crucial for successful learning and should be held in the optimal range for each learner. Based on EEG data from 10 subjects, we created a prediction model that estimates the learner's workload to obtain an unobtrusive workload measure. Furthermore, we developed an interactive learning environment that uses the prediction model to estimate the learner's workload online based on the EEG data and adapt the difficulty of the learning material to keep the learner's workload in an optimal range. The EEG-based learning environment was used by 13 subjects to learn arithmetic addition in the octal number system, leading to a significant learning effect. The results suggest that it is feasible to use EEG as an unobtrusive measure of cognitive workload to adapt the learning content. Further it demonstrates that a promptly workload prediction is possible using a generalized prediction model without the need for a user-specific calibration.

  14. What's Behind a "+" Sign? Perceiving an Arithmetic Operator Recruits Brain Circuits for Spatial Orienting.

    Science.gov (United States)

    Mathieu, Romain; Epinat-Duclos, Justine; Sigovan, Monica; Breton, Audrey; Cheylus, Anne; Fayol, Michel; Thevenot, Catherine; Prado, Jérôme

    2018-05-01

    Do mathematical symbols evoke spatial representations? Although behavioral studies have long demonstrated interactions between space and the processing of Arabic digits, how to interpret these results remains controversial. Here, we tested whether activity in regions supporting spatial processing contributes to the processing of symbols conveying fundamental arithmetic concepts-such as operation signs-even in the absence of associated digits. Using functional magnetic resonance imaging, we show that merely perceiving a "+" sign triggers activity in brain regions that support the orienting of spatial attention in adults. Activity in these regions was greater for "+" than for "×" signs, indicating that it is modulated by whether an operator reflects an operation that evokes numerical manipulation (rather than rote memorization). Finally, the degree to which subjects activated a spatial region in response to a "+" sign was correlated with the degree to which subjects benefited from being briefly presented with that sign before having to calculate a single-digit addition problem, an effect termed operator-priming. Therefore, not only are some arithmetic operators linked to spatial intuitions, but such intuitions might also have an important role during arithmetic calculation. More generally, our findings support the view that mathematical symbols inherently evoke spatial representations.

  15. High-performers use the phonological loop less to process mental arithmetic during working memory tasks.

    Science.gov (United States)

    Otsuka, Yuki; Osaka, Naoyuki

    2015-01-01

    This study investigated the effects of three working memory components-the central executive, phonological loop, and visuospatial sketchpad-on performance differences in complex mental arithmetic between individuals. Using the dual-task method, we examined how performance during two-digit addition was affected by load on the central executive (random tapping condition), phonological loop (articulatory suppression condition), and visuospatial sketchpad (spatial tapping condition) compared to that under no load (control condition) in high- and low-performers of complex mental arithmetic in Experiment 1. Low-performers showed an increase in errors under the random tapping and articulatory suppression conditions, whereas high-performers showed an increase of errors only under the random tapping condition. In Experiment 2, we conducted similar experiments on only the high-performers but used a shorter presentation time of each number. We found the same pattern for performing complex mental arithmetic as seen in Experiment 1. These results indicate that high-performers might reduce their dependence on the phonological loop, because the central executive enables them to choose a strategy in which they use less working memory capacity.

  16. A Comparative Study on Sugeno Integral Approach to Aggregation of Experts' Opinion

    International Nuclear Information System (INIS)

    Kim, Seong Ho; Kim, Kil Yoo; Kim, Tae Woon

    2007-01-01

    A multicriteria decision-making (MCDM) problem of preference ranking of various alternatives is common in science and engineering fields. Usually, the MCDM problem is characterized in terms of two factors: relative importance of each evaluation criterion and appropriateness of each alternative. The ranking is determined by a relative degree of appropriateness of decision alternatives. In reality, there are different grades of interaction among decision criteria. One of well-known approaches to aggregation of those two factors is the weighted arithmetic mean (WAM) approach. Here, importance weights for criteria are viewed as probability measures. The weights are linearly aggregated with appropriateness values. In the present work, the main objective is to study an aggregation model with various grades of interactions among the decision elements. The successful applications of fuzzy integral aggregation operators to subjective MCDM problems have been motivating this work. On the basis of λ-fuzzy measures and Sugeno integral (SI), the SI aggregation approach is proposed. Here, interaction among criteria is dealt with λ-fuzzy measures. Aggregation of these measures and appropriateness values is implemented, especially, by the Sugeno integral as one of fuzzy integrals. Aggregated values obtained by the SI approach are viewed as decision maker's pessimistic (or conservative) attitude towards information aggregation, compared to the WAM approach. Firstly, the concepts of the λ-fuzzy measure and the Sugeno fuzzy integral are introduced. Then, as an application of the SI approach, an illustrative example is given

  17. General Dirichlet Series, Arithmetic Convolution Equations and Laplace Transforms

    Czech Academy of Sciences Publication Activity Database

    Glöckner, H.; Lucht, L.G.; Porubský, Štefan

    2009-01-01

    Roč. 193, č. 2 (2009), s. 109-129 ISSN 0039-3223 R&D Projects: GA ČR GA201/07/0191 Institutional research plan: CEZ:AV0Z10300504 Keywords : arithmetic function * Dirichlet convolution * polynomial equation * analytic equation * topological algebra * holomorphic functional calculus * implicit function theorem * Laplace transform * semigroup * complex measure Subject RIV: BA - General Mathematics Impact factor: 0.645, year: 2009 http://arxiv.org/abs/0712.3172

  18. When is success not satisfying? Integrating regulatory focus and approach/avoidance motivation theories to explain the relation between core self-evaluation and job satisfaction.

    Science.gov (United States)

    Ferris, D Lance; Johnson, Russell E; Rosen, Christopher C; Djurdjevic, Emilija; Chang, Chu-Hsiang Daisy; Tan, James A

    2013-03-01

    Integrating implications from regulatory focus and approach/avoidance motivation theories, we present a framework wherein motivational orientations toward positive (approach motivation orientation) or negative (avoidance motivation orientation) stimuli interact with workplace success to mediate the relation of core self-evaluation (CSE) with job satisfaction. Using data collected from supervisor-subordinate dyads (Sample 1) and time-lagged data (Sample 2), we found that the results from two studies indicated that the interaction of workplace success and avoidance motivation orientation mediated relations of CSE with job satisfaction. Although approach motivation orientation did not interact with workplace success, it did mediate the CSE-job satisfaction relation on its own. Implications for the CSE and approach/avoidance literatures are discussed.

  19. To what extent are stochastic the arithmetical progressions of the fractional parts?

    International Nuclear Information System (INIS)

    Arnold, V.

    2008-01-01

    For the residues of the division of the n members of an arithmetical progression by a real number N is proved the tending to 0 of the Kolmogorov's stochasticity parameter λ n , when n tends to infinity, providing that the progression step is commensurable with N. On the contrary, when the step is incommensurable with N, the paper describes some examples, where the stochasticity parameter λ n does not tend to zero, and even attains (infrequently) some arbitrary large values. Both the too small and the too large values of the stochasticity parameter show the small probability of the randomness of the sequence, for which they have been counted. Thus, the long arithmetical progressions' stochasticity degree is much smaller than that of the geometrical progressions (which provide temperate values of the stochasticity parameter, similarly to its value for the genuinely random sequences). (author)

  20. Motivation, emotion regulation, and the latent structure of psychopathology: An integrative and convergent historical perspective.

    Science.gov (United States)

    Beauchaine, Theodore P; Zisner, Aimee

    2017-09-01

    Motivational models of psychopathology have long been advanced by psychophysiologists, and have provided key insights into neurobiological mechanisms of a wide range of psychiatric disorders. These accounts emphasize individual differences in activity and reactivity of bottom-up, subcortical neural systems of approach and avoidance in affecting behavior. Largely independent literatures emphasize the roles of top-down, cortical deficits in emotion regulation and executive function in conferring vulnerability to psychopathology. To date however, few models effectively integrate functions performed by bottom-up emotion generation system with those performed by top-down emotion regulation systems in accounting for alternative expressions of psychopathology. In this article, we present such a model, and describe how it accommodates the well replicated bifactor structure of psychopathology. We describe how excessive approach motivation maps directly into externalizing liability, how excessive passive avoidance motivation maps directly into internalizing liability, and how emotion dysregulation and executive function map onto general liability. This approach is consistent with the Research Domain Criteria initiative, which assumes that a limited number of brain systems interact to confer vulnerability to many if not most forms of psychopathology. Copyright © 2017 Elsevier B.V. All rights reserved.

  1. Lógica y Pensamiento Aritmético (Logic and Arithmetic Thinking

    Directory of Open Access Journals (Sweden)

    Alfonso Ortiz

    2009-01-01

    Full Text Available Presentamos los resultados obtenidos en una prueba sobre razonamiento inductivo numérico finito y unas entrevistas clínicas posteriores realizadas a escolares de educación primaria. La primera fue respondida por 400 escolares. Con base en los resultados obtenidos, se seleccionaron 28 alumnos para realizarles entrevistas clínicas individualizadas con el fin de determinar la evolución de las relaciones lógicas que estos escolares pueden establecer en el campo de los números naturales finitos. El origen de este estudio está en problemas históricos sobre los fundamentos lógicos de la aritmética. Buscamos determinar de forma empírica hasta qué punto la lógica juega un papel determinante en el origen de la aritmética o, por el contrario, si los orígenes de la lógica están predeterminados por la aritmética y otros conocimientos. We present the results of two tests performed by primary school students. The first one was on finite numeric inductive reasoning and was performed by 400 students. According to its results, we selected 28 students to whom we clinically interviewed aiming to determine the evolution of the logic relations that they can establish in the field of finite natural numbers. This study originates on historic problems of the logical foundation of arithmetic. We aim to empirically determine the extent to which logic plays a key role in the origin of arithmetic or, on the contrary, if the origins of logic are predetermined by arithmetic and other fields.

  2. Using the Binomial Series to Prove the Arithmetic Mean-Geometric Mean Inequality

    Science.gov (United States)

    Persky, Ronald L.

    2003-01-01

    In 1968, Leon Gerber compared (1 + x)[superscript a] to its kth partial sum as a binomial series. His result is stated and, as an application of this result, a proof of the arithmetic mean-geometric mean inequality is presented.

  3. Distributed Arithmetic for Efficient Base-Band Processing in Real-Time GNSS Software Receivers

    Directory of Open Access Journals (Sweden)

    Grégoire Waelchli

    2010-01-01

    Full Text Available The growing market of GNSS capable mobile devices is driving the interest of GNSS software solutions, as they can share many system resources (processor, memory, reducing both the size and the cost of their integration. Indeed, with the increasing performance of modern processors, it becomes now feasible to implement in software a multichannel GNSS receiver operating in real time. However, a major issue with this approach is the large computing resources required for the base-band processing, in particular for the correlation operations. Therefore, new algorithms need to be developed in order to reduce the overall complexity of the receiver architecture. Towards that aim, this paper first introduces the challenges of the software implementation of a GPS receiver, with a main focus given to the base-band processing and correlation operations. It then describes the already existing solutions and, from this, introduces a new algorithm based on distributed arithmetic.

  4. Abelian groups and quadratic residues in weak arithmetic

    Czech Academy of Sciences Publication Activity Database

    Jeřábek, Emil

    2010-01-01

    Roč. 56, č. 3 (2010), s. 262-278 ISSN 0942-5616 R&D Projects: GA AV ČR IAA1019401; GA MŠk(CZ) 1M0545 Institutional research plan: CEZ:AV0Z10190503 Keywords : bounded arithmetic * abelian group * Fermat's little theorem * quadratic reciprocity Subject RIV: BA - General Mathematics Impact factor: 0.361, year: 2010 http://onlinelibrary.wiley.com/doi/10.1002/malq.200910009/abstract;jsessionid=9F636FFACB84C025FD90C7E6880350DD.f03t03

  5. The motivation to care: application and extension of motivation theory to professional nursing work.

    Science.gov (United States)

    Moody, Roseanne C; Pesut, Daniel J

    2006-01-01

    The purpose of this research is to describe a model of nurses' work motivation relevant to the human caring stance of professional nursing work. The model was derived from selected theories of behavioral motivation and work motivation. Evidence-based theory addressing nurses' work motivation and nurses' motivational states and traits in relation to characteristics of organizational culture and patient health outcomes is suggested in an effort to make a distinct contribution to health services research. An integrated review of selected theories of motivation is presented, including conceptual analyses, theory-building techniques, and the evidence supporting the theoretical propositions and linkages among variables intrinsic to nurses' work motivation. The model of the Motivation to Care for Professional Nursing Work is a framework intended for empirical testing and theory building. The model proposes specific leadership and management strategies to support a culture of motivational caring and competence in health care organizations. Attention to motivation theory and research provides insights and suggests relationships among nurses' motivation to care, motivational states and traits, individual differences that influence nurses' work motivation, and the special effects of nurses' work motivation on patient care outcomes. Suggestions for nursing administrative direction and research are proposed.

  6. General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach

    Directory of Open Access Journals (Sweden)

    Caroline Hornung

    2017-10-01

    Full Text Available In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed.

  7. General and Specific Contributions of RAN to Reading and Arithmetic Fluency in First Graders: A Longitudinal Latent Variable Approach.

    Science.gov (United States)

    Hornung, Caroline; Martin, Romain; Fayol, Michel

    2017-01-01

    In the present study, we opted for a longitudinal design and examined rapid automatized naming (RAN) performance from two perspectives. In a first step, we examined the structure of RAN performance from a general cognitive perspective. We investigated whether rapid naming measures (e.g., digit RAN and color RAN) reflect a mainly domain-general factor or domain-specific factors. In a second step, we examined how the best fitting RAN model was related to reading and arithmetic outcomes, assessed several months later. Finally in a third step we took a clinical perspective and investigated specific contributions of RAN measures to reading and arithmetic outcomes. While RAN has emerged as a promising predictor of reading, the relationship between RAN and arithmetic has been less examined in the past. Hundred and twenty-two first graders completed seven RAN tasks, each comprising visually familiar stimuli such as digits, vowels, consonants, dice, finger-numeral configurations, objects, and colors. Four months later the same children completed a range of reading and arithmetic tasks. From a general descriptive perspective, structural equation modeling supports a one-dimensional RAN factor in 6- to -7-year-old children. However, from a clinical perspective, our findings emphasize the specific contributions of RANs. Interestingly, alphanumeric RANs (i.e., vowel RAN) were most promising when predicting reading skills and number-specific RANs (i.e., finger-numeral configuration RAN) were most promising when predicting arithmetic fluency. The implications for clinical and educational practices will be discussed.

  8. Student’s learning: Instrumentally, Integratively or Personally Motivated?

    OpenAIRE

    Somariah Fitriani

    2017-01-01

    The study focuses on learners’ motivation to learn English as L2/foreign language. For data collection, questionnaire was distributed to 82 respondents of STIBA IEC Jakarta via whatsApp and face book messenger. In addition, interviews were also conducted to find out the detail information about the role of teacher and inspirational/motivational teacher. For data analysis, the step of sorting, classifying, coding, and presenting the data and drawing conclusion was adopted.  This is a research ...

  9. A pedagogical example of second-order arithmetic sequences applied to the construction of computer passwords by upper elementary grade students

    Science.gov (United States)

    Coggins, Porter E.

    2015-04-01

    The purpose of this paper is (1) to present how general education elementary school age students constructed computer passwords using digital root sums and second-order arithmetic sequences, (2) argue that computer password construction can be used as an engaging introduction to generate interest in elementary school students to study mathematics related to computer science, and (3) share additional mathematical ideas accessible to elementary school students that can be used to create computer passwords. This paper serves to fill a current gap in the literature regarding the integration of mathematical content accessible to upper elementary school students and aspects of computer science in general, and computer password construction in particular. In addition, the protocols presented here can serve as a hook to generate further interest in mathematics and computer science. Students learned to create a random-looking computer password by using biometric measurements of their shoe size, height, and age in months and to create a second-order arithmetic sequence, then converted the resulting numbers into characters that become their computer passwords. This password protocol can be used to introduce students to good computer password habits that can serve a foundation for a life-long awareness of data security. A refinement of the password protocol is also presented.

  10. A binary-decision-diagram-based two-bit arithmetic logic unit on a GaAs-based regular nanowire network with hexagonal topology

    International Nuclear Information System (INIS)

    Zhao Hongquan; Kasai, Seiya; Shiratori, Yuta; Hashizume, Tamotsu

    2009-01-01

    A two-bit arithmetic logic unit (ALU) was successfully fabricated on a GaAs-based regular nanowire network with hexagonal topology. This fundamental building block of central processing units can be implemented on a regular nanowire network structure with simple circuit architecture based on graphical representation of logic functions using a binary decision diagram and topology control of the graph. The four-instruction ALU was designed by integrating subgraphs representing each instruction, and the circuitry was implemented by transferring the logical graph structure to a GaAs-based nanowire network formed by electron beam lithography and wet chemical etching. A path switching function was implemented in nodes by Schottky wrap gate control of nanowires. The fabricated circuit integrating 32 node devices exhibits the correct output waveforms at room temperature allowing for threshold voltage variation.

  11. The arithmetic basis of special relativity

    International Nuclear Information System (INIS)

    Greenspan, D.

    1976-01-01

    Under relatively general particle and rocket frame motions, it is shown that, for special relativity, the basic concepts can be formulated and the basic properties deduced using only arithmetic. Particular attention is directed toward velocity, acceleration, proper time, momentum, energy, and 4-vectors in both space-time and Minkowski space, and to relativistic generalizations of Newton's second law. The resulting mathematical simplification is not only completely compatible with modern computer technology, but it yields dynamical equations that can be solved directly by such computers. Particular applications of the numerical equations, which are either Lorentz invariant or are directly related to Lorentz-invariant formulas, are made to the study of a relativistic harmonic oscillator and to the motion of an electric particle in a magnetic field. (author)

  12. The Assessment of Intrinsic and Extrinsic Motivation and Amotivation: Validity and Reliability of the Greek Version of the Academic Motivation Scale

    Science.gov (United States)

    Barkoukis, Vassilis; Tsorbatzoudis, Haralambos; Grouios, George; Sideridis, Georgios

    2008-01-01

    Self-determination theory provides an integrated conception of school- and academic motivation. The theory proposes a continuum comprising three types of motivation: intrinsic motivation (IM), extrinsic motivation (EM), and amotivation (AM), characterised by seven dimensions (IM = to know, to accomplish and to experience stimulation, EM = external…

  13. The Influence of verbalization on the pattern of cortical activation during mental arithmetic

    Directory of Open Access Journals (Sweden)

    Zarnhofer Sabrina

    2012-03-01

    Full Text Available Abstract Background The aim of the present functional magnetic resonance imaging (fMRI study at 3 T was to investigate the influence of the verbal-visual cognitive style on cerebral activation patterns during mental arithmetic. In the domain of arithmetic, a visual style might for example mean to visualize numbers and (intermediate results, and a verbal style might mean, that numbers and (intermediate results are verbally repeated. In this study, we investigated, first, whether verbalizers show activations in areas for language processing, and whether visualizers show activations in areas for visual processing during mental arithmetic. Some researchers have proposed that the left and right intraparietal sulcus (IPS, and the left angular gyrus (AG, two areas involved in number processing, show some domain or modality specificity. That is, verbal for the left AG, and visual for the left and right IPS. We investigated, second, whether the activation in these areas implied in number processing depended on an individual's cognitive style. Methods 42 young healthy adults participated in the fMRI study. The study comprised two functional sessions. In the first session, subtraction and multiplication problems were presented in an event-related design, and in the second functional session, multiplications were presented in two formats, as Arabic numerals and as written number words, in an event-related design. The individual's habitual use of visualization and verbalization during mental arithmetic was assessed by a short self-report assessment. Results We observed in both functional sessions that the use of verbalization predicts activation in brain areas associated with language (supramarginal gyrus and auditory processing (Heschl's gyrus, Rolandic operculum. However, we found no modulation of activation in the left AG as a function of verbalization. Conclusions Our results confirm that strong verbalizers use mental speech as a form of mental

  14. Models of misbelief: Integrating motivational and deficit theories of delusions.

    Science.gov (United States)

    McKay, Ryan; Langdon, Robyn; Coltheart, Max

    2007-12-01

    The impact of our desires and preferences upon our ordinary, everyday beliefs is well-documented [Gilovich, T. (1991). How we know what isn't so: The fallibility of human reason in everyday life. New York: The Free Press.]. The influence of such motivational factors on delusions, which are instances of pathological misbelief, has tended however to be neglected by certain prevailing models of delusion formation and maintenance. This paper explores a distinction between two general classes of theoretical explanation for delusions; the motivational and the deficit. Motivational approaches view delusions as extreme instances of self-deception; as defensive attempts to relieve pain and distress. Deficit approaches, in contrast, view delusions as the consequence of defects in the normal functioning of belief mechanisms, underpinned by neuroanatomical or neurophysiological abnormalities. It is argued that although there are good reasons to be sceptical of motivational theories (particularly in their more floridly psychodynamic manifestations), recent experiments confirm that motives are important causal forces where delusions are concerned. It is therefore concluded that the most comprehensive account of delusions will involve a theoretical unification of both motivational and deficit approaches.

  15. Semiotic mediation: from multiplication properties to arithmetical expressions

    Directory of Open Access Journals (Sweden)

    Andrea Maffia

    2016-04-01

    Full Text Available Multiplication is introduced early in primary school, but its properties are usually introduced after the rote memorization of multiplicative facts. In this paper we present a teaching experiment aimed to early introducing arithmetical properties of multiplication. It is realized through an artefact built on the rectangle model for multiplication. Children activity is designed and analyzed using Theory of Semiotic Mediation. The development of the relational meaning of arithmetical expressions is shown through the enchaining of representations from signs related to the activity with the artefact to mathematical ones. In particular, the role of the teacher in the process of semiotic mediation results as crucial. Mediazione semiotica: dalle proprietà della moltiplicazione alle espressioni aritmeticheLa moltiplicazione viene presentata presto nella scuola primaria, ma le sue proprietà sono introdotte solo dopo che le cosiddette tabelline sono state memorizzate. Nell’articolo si presenta un teaching experiment volto a introdurre precocemente le proprietà della moltiplicazione per facilitare la memorizzazione di fatti moltiplicativi. L’esperimento è centrato sull’uso di un artefatto costruito sul modello rettangolare della moltiplicazione. L’attività degli studenti è progettata e analizzata nel quadro della Teoria della Mediazione Semiotica (TMS. Lo sviluppo del significato relazionale delle espressioni aritmetiche viene mostrato attraverso la concatenazione di rappresentazioni che vanno da segni strettamente legati all’attività con l’artefatto fino a segni matematici. In particolare, si evidenzia il ruolo dell’insegnante nello sviluppo del processo di mediazione semiotica.

  16. A hand full of numbers: a role for offloading in arithmetics learning?

    Directory of Open Access Journals (Sweden)

    Annelise Júlio Costa

    2011-12-01

    Full Text Available Finger counting has been associated to arithmetic learning in children. We examined children with (n = 14 and without (n = 84 mathematics learning difficulties with ages between 8 to 11 years. Deficits in finger gnosia were found in association to mathematical difficulties. Finger gnosia is particularly relevant for the performance in word problems requiring active manipulation of small magnitudes in the range between 1 and 10. Moreover, the deficits in finger gnosia cannot be attributed to a shortage in working memory capacity but rather to a specific inability to use fingers to transiently represent magnitudes, tagging to be counted objects and reducing the cognitive load necessary to solve arithmetic problems. Since finger gnosia is more related to symbolic than to nonsymbolic magnitude processing, finger-related representation of magnitude seems to be an important link for learning the mapping of analog onto discrete symbolic magnitudes.

  17. Women in numbers Europe II contributions to number theory and arithmetic geometry

    CERN Document Server

    Ozman, Ekin; Johnson-Leung, Jennifer; Newton, Rachel

    2018-01-01

    Inspired by the September 2016 conference of the same name, this second volume highlights recent research in a wide range of topics in contemporary number theory and arithmetic geometry. Research reports from projects started at the conference, expository papers describing ongoing research, and contributed papers from women number theorists outside the conference make up this diverse volume. Topics cover a broad range of topics such as arithmetic dynamics, failure of local-global principles, geometry in positive characteristics, and heights of algebraic integers. The use of tools from algebra, analysis and geometry, as well as computational methods exemplifies the wealth of techniques available to modern researchers in number theory. Exploring connections between different branches of mathematics and combining different points of view, these papers continue the tradition of supporting and highlighting the contributions of women number theorists at a variety of career stages. Perfect for students and researche...

  18. Motivational Profiles and Motivation for Lifelong Learning of Medical Specialists.

    Science.gov (United States)

    van der Burgt, Stéphanie M E; Kusurkar, Rashmi A; Wilschut, Janneke A; Tjin A Tsoi, Sharon L N M; Croiset, Gerda; Peerdeman, Saskia M

    2018-05-22

    Medical specialists face the challenge of maintaining their knowledge and skills and continuing professional development, that is, lifelong learning. Motivation may play an integral role in many of the challenges facing the physician workforce today including maintenance of a high performance. The aim of this study was to determine whether medical specialists show different motivational profiles and if these profiles predict differences in motivation for lifelong learning. An online questionnaire was sent to every medical specialist working in five hospitals in the Netherlands. The questionnaire included the validated Multidimensional Work Motivation Scale and the Jefferson Scale of Physician Lifelong Learning together with background questions like age, gender, and type of hospital. Respondents were grouped into different motivational profiles by using a two-step clustering approach. Four motivational profiles were identified: (1) HAMC profile (for High Autonomous and Moderate Controlled motivation), (2) MAMC profile (for Moderate Autonomous and Moderate Controlled motivation), (3) MALC profile (for Moderate Autonomous and Low Controlled motivation), and (4) HALC profile (for High Autonomous and Low Controlled motivation). Most of the female specialists that work in an academic hospital and specialists with a surgical specialty were represented in the HALC profile. Four motivational profiles were found among medical specialists, differing in gender, experience and type of specialization. The profiles are based on the combination of autonomous motivation (AM) and controlled motivation (CM) in the specialists. The profiles that have a high score on autonomous motivation have a positive association with lifelong learning.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work

  19. Using fuzzy arithmetic in containment event trees

    International Nuclear Information System (INIS)

    Rivera, S.S.; Baron, Jorge H.

    2000-01-01

    The use of fuzzy arithmetic is proposed for the evaluation of containment event trees. Concepts such as improbable, very improbable, and so on, which are subjective by nature, are represented by fuzzy numbers. The quantitative evaluation of containment event trees is based on the extension principle, by which operations on real numbers are extended to operations on fuzzy numbers. Expert knowledge is considered as state of the base variable with a normal distribution, which is considered to represent the membership function. Finally, this paper presents results of an example calculation of a containment event tree for the CAREM-25 nuclear power plant, presently under detailed design stage at Argentina. (author)

  20. Temporal Comparison Between NIRS and EEG Signals During a Mental Arithmetic Task Evaluated with Self-Organizing Maps.

    Science.gov (United States)

    Oyama, Katsunori; Sakatani, Kaoru

    2016-01-01

    Simultaneous monitoring of brain activity with near-infrared spectroscopy and electroencephalography allows spatiotemporal reconstruction of the hemodynamic response regarding the concentration changes in oxyhemoglobin and deoxyhemoglobin that are associated with recorded brain activity such as cognitive functions. However, the accuracy of state estimation during mental arithmetic tasks is often different depending on the length of the segment for sampling of NIRS and EEG signals. This study compared the results of a self-organizing map and ANOVA, which were both used to assess the accuracy of state estimation. We conducted an experiment with a mental arithmetic task performed by 10 participants. The lengths of the segment in each time frame for observation of NIRS and EEG signals were compared with the 30-s, 1-min, and 2-min segment lengths. The optimal segment lengths were different for NIRS and EEG signals in the case of classification of feature vectors into the states of performing a mental arithmetic task and being at rest.

  1. Motivational Measure of the Instruction Compared: Instruction Based on the ARCS Motivation Theory vs Traditional Instruction in Blended Courses

    Science.gov (United States)

    Colakoglu, Ozgur M.; Akdemir, Omur

    2012-01-01

    The ARCS Motivation Theory was proposed to guide instructional designers and teachers who develop their own instruction to integrate motivational design strategies into the instruction. There is a lack of literature supporting the idea that instruction for blended courses if designed based on the ARCS Motivation Theory provides different…

  2. Fermat’s ‘primitive solutions’ and some arithmetic of elliptic curves

    NARCIS (Netherlands)

    Top, Jaap

    1993-01-01

    In his work on Diophantine equations of the form y2=ax4+bx3+cx2+dx+e, Fermat introduced the notion of primitive solutions. In this expository note we intend to interpret this notion more geometrically, and explain what it means in terms of the arithmetic of elliptic curves. The specific equation

  3. On the validity of the arithmetic-geometric mean method to locate the optimal solution in a supply chain system

    Science.gov (United States)

    Chung, Kun-Jen

    2012-08-01

    Cardenas-Barron [Cardenas-Barron, L.E. (2010) 'A Simple Method to Compute Economic order Quantities: Some Observations', Applied Mathematical Modelling, 34, 1684-1688] indicates that there are several functions in which the arithmetic-geometric mean method (AGM) does not give the minimum. This article presents another situation to reveal that the AGM inequality to locate the optimal solution may be invalid for Teng, Chen, and Goyal [Teng, J.T., Chen, J., and Goyal S.K. (2009), 'A Comprehensive Note on: An Inventory Model under Two Levels of Trade Credit and Limited Storage Space Derived without Derivatives', Applied Mathematical Modelling, 33, 4388-4396], Teng and Goyal [Teng, J.T., and Goyal S.K. (2009), 'Comment on 'Optimal Inventory Replenishment Policy for the EPQ Model under Trade Credit Derived without Derivatives', International Journal of Systems Science, 40, 1095-1098] and Hsieh, Chang, Weng, and Dye [Hsieh, T.P., Chang, H.J., Weng, M.W., and Dye, C.Y. (2008), 'A Simple Approach to an Integrated Single-vendor Single-buyer Inventory System with Shortage', Production Planning and Control, 19, 601-604]. So, the main purpose of this article is to adopt the calculus approach not only to overcome shortcomings of the arithmetic-geometric mean method of Teng et al. (2009), Teng and Goyal (2009) and Hsieh et al. (2008), but also to develop the complete solution procedures for them.

  4. A CABAC codec of H.264AVC with secure arithmetic coding

    Science.gov (United States)

    Neji, Nihel; Jridi, Maher; Alfalou, Ayman; Masmoudi, Nouri

    2013-02-01

    This paper presents an optimized H.264/AVC coding system for HDTV displays based on a typical flow with high coding efficiency and statics adaptivity features. For high quality streaming, the codec uses a Binary Arithmetic Encoding/Decoding algorithm with high complexity and a JVCE (Joint Video compression and encryption) scheme. In fact, particular attention is given to simultaneous compression and encryption applications to gain security without compromising the speed of transactions [1]. The proposed design allows us to encrypt the information using a pseudo-random number generator (PRNG). Thus we achieved the two operations (compression and encryption) simultaneously and in a dependent manner which is a novelty in this kind of architecture. Moreover, we investigated the hardware implementation of CABAC (Context-based adaptive Binary Arithmetic Coding) codec. The proposed architecture is based on optimized binarizer/de-binarizer to handle significant pixel rates videos with low cost and high performance for most frequent SEs. This was checked using HD video frames. The obtained synthesis results using an FPGA (Xilinx's ISE) show that our design is relevant to code main profile video stream.

  5. Design and evaluation of online arithmetic for signal processing applications on FPGAs

    Science.gov (United States)

    Galli, Reto; Tenca, Alexandre F.

    2001-11-01

    This paper shows the design and the evaluation of on-line arithmetic modules for the most common operators used in DSP applications, using FPGAs as the target technology. The designs are highly optimized for the target technology and the common range of precision in DSP. The results are based on experimental data collected using CAD tools. All designs are synthesized for the same type of devices (Xilinx XC4000) for comparison, avoiding rough estimates of the system performance, and generating a more reliable and detailed comparison of on-line signal processing solutions with other state of the art approaches, such as distributed arithmetic. We show that on-line designs have a hard stand for basic DSP applications that use only addition and multiplication. However, we also show that on-line designs are able to overtake other approaches as the applications become more sophisticated, e.g. when data dependencies exist, or when non constant multiplicands restrict the use of other approaches.

  6. Enlightenment From Motivation In Foreign Language Learning

    Institute of Scientific and Technical Information of China (English)

    张楠

    2015-01-01

    This paper selects one of classifications of motivation in foreign language learning,that is,instrumental and integrative motivation.By analyzing such a distinction,it hopes to direct foreign language teaching in China.

  7. GSFAP Adaptive Filtering Using Log Arithmetic for Resource-Constrained Embedded Systems

    Czech Academy of Sciences Publication Activity Database

    Tichý, Milan; Schier, Jan; Gregg, D.

    2010-01-01

    Roč. 9, č. 3 (2010), s. 1-31 ISSN 1539-9087 R&D Projects: GA MŠk 7H09005 Institutional research plan: CEZ:AV0Z10750506 Keywords : FPGA * DSP * logarithmic arithmetic * affine projection Subject RIV: BD - Theory of Information Impact factor: 1.057, year: 2010 http://library.utia.cas.cz/separaty/2010/ZS/tichy-0341115.pdf

  8. Foundations of arithmetic differential geometry

    CERN Document Server

    Buium, Alexandru

    2017-01-01

    The aim of this book is to introduce and develop an arithmetic analogue of classical differential geometry. In this new geometry the ring of integers plays the role of a ring of functions on an infinite dimensional manifold. The role of coordinate functions on this manifold is played by the prime numbers. The role of partial derivatives of functions with respect to the coordinates is played by the Fermat quotients of integers with respect to the primes. The role of metrics is played by symmetric matrices with integer coefficients. The role of connections (respectively curvature) attached to metrics is played by certain adelic (respectively global) objects attached to the corresponding matrices. One of the main conclusions of the theory is that the spectrum of the integers is "intrinsically curved"; the study of this curvature is then the main task of the theory. The book follows, and builds upon, a series of recent research papers. A significant part of the material has never been published before.

  9. Adults' motivation of learning English as a second language

    Institute of Scientific and Technical Information of China (English)

    吴梦楠

    2005-01-01

    English learning is extensive among adults. Their motivations are classified into two types: the integrative one and the instrumental one.Obviously the integrative motivation makes the learners more active and joyful in learning process. Teachers find ways to cultivate and inspire the adult learners' motivation of learning L2, to design and deliver language instruction with care and sensitivity, and to assess rather than test the learners' learning for inducing a positive reaction.

  10. Efficient Solving of Large Non-linear Arithmetic Constraint Systems with Complex Boolean Structure

    Czech Academy of Sciences Publication Activity Database

    Fränzle, M.; Herde, C.; Teige, T.; Ratschan, Stefan; Schubert, T.

    2007-01-01

    Roč. 1, - (2007), s. 209-236 ISSN 1574-0617 Grant - others:AVACS(DE) SFB/TR 14 Institutional research plan: CEZ:AV0Z10300504 Keywords : interval-based arithmetic constraint solving * SAT modulo theories Subject RIV: BA - General Mathematics

  11. Integrating motivational, social, and contextual work design features: a meta-analytic summary and theoretical extension of the work design literature.

    Science.gov (United States)

    Humphrey, Stephen E; Nahrgang, Jennifer D; Morgeson, Frederick P

    2007-09-01

    The authors developed and meta-analytically examined hypotheses designed to test and extend work design theory by integrating motivational, social, and work context characteristics. Results from a summary of 259 studies and 219,625 participants showed that 14 work characteristics explained, on average, 43% of the variance in the 19 worker attitudes and behaviors examined. For example, motivational characteristics explained 25% of the variance in subjective performance, 2% in turnover perceptions, 34% in job satisfaction, 24% in organizational commitment, and 26% in role perception outcomes. Beyond motivational characteristics, social characteristics explained incremental variances of 9% of the variance in subjective performance, 24% in turnover intentions, 17% in job satisfaction, 40% in organizational commitment, and 18% in role perception outcomes. Finally, beyond both motivational and social characteristics, work context characteristics explained incremental variances of 4% in job satisfaction and 16% in stress. The results of this study suggest numerous opportunities for the continued development of work design theory and practice. (c) 2007 APA.

  12. Energy efficient smartphone-based activity recognition using fixed-point arithmetic

    OpenAIRE

    Anguita, Davide; Ghio, Alessandro; Oneto, Luca; Llanas Parra, Francesc Xavier; Reyes Ortiz, Jorge Luis

    2013-01-01

    In this paper we propose a novel energy efficient approach for the recognition of human activities using smartphones as wearable sensing devices, targeting assisted living applications such as remote patient activity monitoring for the disabled and the elderly. The method exploits fixed-point arithmetic to propose a modified multiclass Support Vector Machine (SVM) learning algorithm, allowing to better pre- serve the smartphone battery lifetime with respect to the conventional flo...

  13. Assessing Adult Learner's Numeracy as Related to Gender and Performance in Arithmetic

    Science.gov (United States)

    Awofala, Adeneye O. A.; Anyikwa, Blessing E.

    2014-01-01

    The study investigated adult learner numeracy as related to gender and performance in arithmetic among 32 Nigerian adult learners from one government accredited adult literacy centre in Lagos State using the quantitative research method within the blueprint of descriptive survey design. Data collected were analysed using the descriptive statistics…

  14. Constant savings rates and quasi-arithmetic population growth under exhaustible resource constraints

    NARCIS (Netherlands)

    Asheim, G.B.; Buchholz, W.; Hartwick, J.M.; Mitra, T.; Withagen, C.A.A.M.

    2007-01-01

    In the Dasgupta–Heal–Solow–Stiglitz (DHSS) model of capital accumulation and resource depletion we show the following equivalence: if an efficient path has constant (gross and net of population growth) savings rates, then population growth must be quasi-arithmetic and the path is a maximin or a

  15. Employee Motivation at IKEA Espoo

    OpenAIRE

    Thapa, Kumar; Adhikari, Devendra

    2013-01-01

    How to motivate employees and the factors affecting motivation have been subjects of concern for many researchers and practitioners for decades. Until recently employees were primarily regarded as a factor of production (i.e. labor), and not, as in the current view, as an integral part of all businesses. Therefore, motivating employees has become essential in order to achieve the strategic goals of any company. However, due to the current state of competition in the job markets it has increas...

  16. Number comparison and number ordering as predictors of arithmetic performance in adults: Exploring the link between the two skills, and investigating the question of domain-specificity.

    Science.gov (United States)

    Morsanyi, Kinga; O'Mahony, Eileen; McCormack, Teresa

    2017-12-01

    Recent evidence has highlighted the important role that number-ordering skills play in arithmetic abilities, both in children and adults. In the current study, we demonstrated that number comparison and ordering skills were both significantly related to arithmetic performance in adults, and the effect size was greater in the case of ordering skills. Additionally, we found that the effect of number comparison skills on arithmetic performance was mediated by number-ordering skills. Moreover, performance on comparison and ordering tasks involving the months of the year was also strongly correlated with arithmetic skills, and participants displayed similar (canonical or reverse) distance effects on the comparison and ordering tasks involving months as when the tasks included numbers. This suggests that the processes responsible for the link between comparison and ordering skills and arithmetic performance are not specific to the domain of numbers. Finally, a factor analysis indicated that performance on comparison and ordering tasks loaded on a factor that included performance on a number line task and self-reported spatial thinking styles. These results substantially extend previous research on the role of order processing abilities in mental arithmetic.

  17. Motivational Profiles and Their Associations with Achievement Outcomes

    Science.gov (United States)

    Shen, Bo; McCaughtry, Nate; Martin, Jeffrey J.; Fahlman, Mariane M.

    2009-01-01

    With the belief that theoretical integration in motivation may help us better understand motivational behavior, we designed this study to explore adolescents' motivational profiles and their associations with knowledge acquisition, leisure-time exercise behaviors, and cardiorespiratory fitness. Middle school students from a large urban inner-city…

  18. Executive Functioning in Children, and Its Relations with Reasoning, Reading, and Arithmetic

    Science.gov (United States)

    van der Sluis, Sophie; de Jong, Peter F.; van der Leij, Aryan

    2007-01-01

    The aims of this study were to investigate whether the executive functions, inhibition, shifting, and updating, are distinguishable as latent variables (common factors) in children aged 9 to 12, and to examine the relations between these executive functions and reading, arithmetic, and (non)verbal reasoning. Confirmatory factor analysis was used…

  19. Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

    Directory of Open Access Journals (Sweden)

    Meirav Tzohar-Rozen

    2014-11-01

    Full Text Available Mathematical problem solving is among the most valuable aspects of mathematics education. It is also the hardest for elementary school students (Verschaffel, Greer & De Corte, 2000. Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation which hamper their efforts (Kramarski, Weiss, & Kololshi-Minsker, 2010. 9–11 seems the critical stage for developing attitudes and emotional reactions towards mathematics (Artino, 2009. These metacognitive and motivational-emotional factors are fundamental components of Self-Regulated Learning (SRL, a non-innate process requiring systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000. Most self-regulation studies relating to problem-solving focus on metacognition. Few explore the motivational-emotional component. This study aimed to develop, examine, and compare two SRL interventions dealing with two additional components of self-regulation: metacognitive regulation (MC and motivational-emotional regulation (ME. It also sought to examine the significance of these components and their contribution to learners' problem-solving achievements and self-regulation. The study examined 118 fifth grade students, randomly assigned to two groups. Pre- and post-intervention, the two groups completed self-regulation questionnaires relating to metacognition, motivation, and emotion. They also solved arithmetic series problems presented in two ways (verbal form and numeric form. After intervention we also examined a novel transfer problem. The intervention consisted of 10 hours for 5 weeks. Following the intervention the groups exhibited similar improvements across all the problems. The MC group performed best in metacognitive self-regulation and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed.

  20. Using text adventure games to entice learners to practice arithmetic skills over Mxit

    CSIR Research Space (South Africa)

    Butgereit, L

    2009-01-01

    Full Text Available examines a project where text adventure games with a mathematical twist are deployed over Mxit which participants can play on their cell phones. In order to complete the puzzles laid out in the game, participants must do various arithmetic calculations....

  1. A practical approach to model checking Duration Calculus using Presburger Arithmetic

    DEFF Research Database (Denmark)

    Hansen, Michael Reichhardt; Dung, Phan Anh; Brekling, Aske Wiid

    2014-01-01

    This paper investigates the feasibility of reducing a model-checking problem K ⊧ ϕ for discrete time Duration Calculus to the decision problem for Presburger Arithmetic. Theoretical results point at severe limitations of this approach: (1) the reduction in Fränzle and Hansen (Int J Softw Inform 3...... limits of the approach are illustrated by a family of examples....

  2. DEBT AMORTIZATION AND SIMPLE INTEREST: THE CASE OF PAYMENTS IN AN ARITHMETIC PROGRESSION

    Directory of Open Access Journals (Sweden)

    Clovis José Daudt Lyra Darrigue Faro

    2014-12-01

    Full Text Available With the argument that, necessarily, compound interest implies anatocism, the Brazilian Judiciary has been determining that, specially for the case of  debt amortization in accordance with the so called Tabela Price, when we have constant payments, the use of simple interest. With the same determination occurring in the case of the Constant Amortization Scheme, when the payments follow arithmetic progressions.  However, as simple interest lacks the property of time subdivision, it is shown that as in the case of constant payments, the adoption of simple interest in the case of payments following an arithmetic progression results in amortization schemes that are financially inconsistent. In the sense that the determination of the outstanding principal in accordance with the prospective, retrospective and of recurrence methods lead to conflicting  results. To this end, four different variations of the use of simple interest are numerically analyzed.

  3. Educators' motivation on integration of ICTs into pedagogy: case of ...

    African Journals Online (AJOL)

    This paper investigates factors that motivate educators to use Information Communication Technologies (ICTs) in schools in disadvantaged areas. The study employed Herzberg' Motivation–Hygiene theory to guide the process of understanding the factors that motivate or demotivate educators when using the technology for ...

  4. The relationship between medical impairments and arithmetic development in children with cerebral palsy.

    NARCIS (Netherlands)

    Jenks, K.M.; Lieshout, E.C. van; Moor, J.M.H. de

    2009-01-01

    Arithmetic ability was tested in children with cerebral palsy without severe intellectual impairment (verbal IQ >or= 70) attending special (n = 41) or mainstream education (n = 16) as well as control children in mainstream education (n = 16) throughout first and second grade. Children with cerebral

  5. Translating person-centered care into practice: A comparative analysis of motivational interviewing, illness-integration support, and guided self-determination.

    Science.gov (United States)

    Zoffmann, Vibeke; Hörnsten, Åsa; Storbækken, Solveig; Graue, Marit; Rasmussen, Bodil; Wahl, Astrid; Kirkevold, Marit

    2016-03-01

    Person-centred care [PCC] can engage people in living well with a chronic condition. However, translating PCC into practice is challenging. We aimed to compare the translational potentials of three approaches: motivational interviewing [MI], illness integration support [IIS] and guided self-determination [GSD]. Comparative analysis included eight components: (1) philosophical origin; (2) development in original clinical setting; (3) theoretical underpinnings; (4) overarching goal and supportive processes; (5) general principles, strategies or tools for engaging peoples; (6) health care professionals' background and training; (7) fidelity assessment; (8) reported effects. Although all approaches promoted autonomous motivation, they differed in other ways. Their original settings explain why IIS and GSD strive for life-illness integration, whereas MI focuses on managing ambivalence. IIS and GSD were based on grounded theories, and MI was intuitively developed. All apply processes and strategies to advance professionals' communication skills and engagement; GSD includes context-specific reflection sheets. All offer training programs; MI and GSD include fidelity tools. Each approach has a primary application: MI, when ambivalence threatens positive change; IIS, when integrating newly diagnosed chronic conditions; and GSD, when problem solving is difficult, or deadlocked. Professionals must critically consider the context in their choice of approach. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

  6. Wanting, having, and needing: integrating motive disposition theory and self-determination theory.

    Science.gov (United States)

    Sheldon, Kennon M; Schüler, Julia

    2011-11-01

    Four studies explored the motivational and experiential dynamics of psychological needs, applying both self-determination theory and motive disposition theory. In all 4 studies, motive dispositions toward achievement and affiliation ("wanting" particular experiences) predicted corresponding feelings of competence and relatedness ("having" those experiences). Competence and relatedness in turn predicted well-being, again indicating that these 2 experiences may really be "needed." Illuminating how wanting gets to having, in Studies 2 and 3, participants reported greater self-concordance for motive-congruent goals, which, in longitudinal Study 3, predicted greater attainment of those goals and thus enhanced well-being. Study 4 replicated selected earlier results using an implicit as well as an explicit motive disposition measure. Supporting the presumed universality of competence and relatedness needs, in no studies did motive dispositions moderate the effects of corresponding need-satisfaction on well-being. Discussion focuses on a "sequential process" model of psychological needs that views needs as both motives that instigate and outcomes that reward behavior.

  7. Is the SNARC effect related to the level of mathematics? No systematic relationship observed despite more power, more repetitions, and more direct assessment of arithmetic skill.

    Science.gov (United States)

    Cipora, Krzysztof; Nuerk, Hans-Christoph

    2013-01-01

    The SNARC (spatial-numerical association of response codes) described that larger numbers are responded faster with the right hand and smaller numbers with the left hand. It is held in the literature that arithmetically skilled and nonskilled adults differ in the SNARC. However, the respective data are descriptive, and the decisive tests are nonsignificant. Possible reasons for this nonsignificance could be that in previous studies (a) very small samples were used, (b) there were too few repetitions producing too little power and, consequently, reliabilities that were too small to reach conventional significance levels for the descriptive skill differences in the SNARC, and (c) general mathematical ability was assessed by the field of study of students, while individual arithmetic skills were not examined. Therefore we used a much bigger sample, a lot more repetitions, and direct assessment of arithmetic skills to explore relations between the SNARC effect and arithmetic skills. Nevertheless, a difference in SNARC effect between arithmetically skilled and nonskilled participants was not obtained. Bayesian analysis showed positive evidence of a true null effect, not just a power problem. Hence we conclude that the idea that arithmetically skilled and nonskilled participants generally differ in the SNARC effect is not warranted by our data.

  8. Testing a model of physical activity among mothers and fathers of young children: integrating self-determined motivation, planning, and the theory of planned behavior.

    Science.gov (United States)

    Hamilton, Kyra; Cox, Stephen; White, Katherine M

    2012-02-01

    Parents are at risk for inactivity; however, research into understanding parental physical activity (PA) is scarce. We integrated self-determined motivation, planning, and the theory of planned behavior (TPB) to better understand parental PA. Parents (252 mothers, 206 fathers) completed a main questionnaire assessing measures underpinning these constructs and a 1-week follow-up of PA behavior to examine whether self-determined motivation indirectly influenced intention via the TPB variables (i.e., attitude, subjective norm, and perceived behavioral control) and intention indirectly influenced behavior via planning. We found self-determined motivation on intention was fully mediated by the TPB variables and intention on behavior was partially mediated by the planning variables. In addition, slight differences in the model's paths between the sexes were revealed. The results illustrate the range of important determinants of parental PA and provide support for the integrated model in explaining PA decision making as well as the importance of examining sex differences.

  9. Improved Accuracy of Nonlinear Parameter Estimation with LAV and Interval Arithmetic Methods

    Directory of Open Access Journals (Sweden)

    Humberto Muñoz

    2009-06-01

    Full Text Available The reliable solution of nonlinear parameter es- timation problems is an important computational problem in many areas of science and engineering, including such applications as real time optimization. Its goal is to estimate accurate model parameters that provide the best fit to measured data, despite small- scale noise in the data or occasional large-scale mea- surement errors (outliers. In general, the estimation techniques are based on some kind of least squares or maximum likelihood criterion, and these require the solution of a nonlinear and non-convex optimiza- tion problem. Classical solution methods for these problems are local methods, and may not be reliable for finding the global optimum, with no guarantee the best model parameters have been found. Interval arithmetic can be used to compute completely and reliably the global optimum for the nonlinear para- meter estimation problem. Finally, experimental re- sults will compare the least squares, l2, and the least absolute value, l1, estimates using interval arithmetic in a chemical engineering application.

  10. Measuring Acetabular Cup Orientation on Antero-Posterior Radiographs of the Hip after Total Hip Arthroplasty with a Vector Arithmetic Radiological Method. Is It Valid and Verified for Daily Clinical Practice?

    Science.gov (United States)

    Craiovan, B; Weber, M; Worlicek, M; Schneider, M; Springorum, H R; Zeman, F; Grifka, J; Renkawitz, T

    2016-06-01

    The aim of this prospective study is to validate a vector arithmetic method for measuring acetabular cup orientation after total hip arthroplasty (THA) and to verify the clinical practice. We measured cup anteversion and inclination of 123 patients after cementless primary THA twice by two examiners on AP pelvic radiographs with a vector arithmetic method and compared with a 3D-CT based reconstruction model within the same radiographic coronal plane. The mean difference between the radiographic and the 3D-CT measurements was - 1.4° ± 3.9° for inclination and 0.8°± 7.9° for anteversion with excellent correlation for inclination (r = 0.81, p cup position after THA on pelvic radiographs by this vector arithmetic method, there is a need for a correct postoperative ap view, with special regards to the pelvic tilt for the future. • Measuring acetabular cup orientation on anteroposterior radiographs of the hip after THA is a helpful procedure in everyday clinical practice as a first-line imaging modality• CT remains the golden standard to accurately determine acetabular cup position.• Future measuring on radiographs for cup orientation after THA should account for integration of the pelvic tilt in order to maximize the measurement accuracy. Citation Format: • Craiovan B, Weber M, Worlicek M et al. Measuring Acetabular Cup Orientation on Antero-Posterior Radiographs of the Hip after Total Hip Arthroplasty with a Vector Arithmetic Radiological Method. Is It Valid and Verified for Daily Clinical Practice?. Fortschr Röntgenstr 2016; 188: 574 - 581. © Georg Thieme Verlag KG Stuttgart · New York.

  11. Positive and Negative Consequences in Contingency Contracts: Their Relative Effectiveness on Arithmetic Performance.

    Science.gov (United States)

    Kidd, Teresa A.; Saudargas, Richard A.

    1988-01-01

    The study with two elementary students who had low levels of completion and accuracy on daily arithmetic assignments found that a negative consequence was not necessary and that use of a positive component alone was sufficient to maintain high levels of completion and accuracy. (Author/DB)

  12. Do Birth Order, Family Size and Gender Affect Arithmetic Achievement in Elementary School?

    Science.gov (United States)

    Desoete, Annemie

    2008-01-01

    Introduction: For decades birth order and gender differences have attracted research attention. Method: Birth order, family size and gender, and the relationship with arithmetic achievement is studied among 1152 elementary school children (540 girls, 612 boys) in Flanders. Children were matched on socioeconomic status of the parents and…

  13. Theory of ratios in Nicomachus' Arithmetica and series of arithmetical problems in Pachymeres' Quadrivium: Reflections about a possible relationship

    Directory of Open Access Journals (Sweden)

    Megremi Athanasia

    2015-01-01

    Full Text Available The voluminous Treatise of the four mathematical sciences of Georgios Pachymeres is the most renowned quadrivium produced in Byzantium. Among its specific features, historians of mathematics have pointed out, is the inclusion of Diophantus, besides Nicomachus and Euclid, in the sources for the arithmetical section and, accordingly, the incorporation of series of problems and problem-solving in its contents. The present paper investigates the “Diophantine portion” of Pachymeres' treatise and it shows that it is structured according to two criteria intrinsically characterized by seriality: on one hand, the arrangement in which the problems are presented in book I of Diophantus' Arithmetica; on the other hand, for those problems of which the enunciation involves ratio, the order in which Nicomachus discusses the kinds of ratios in his Arithmetical introduction. Furthermore, it analyses the solutions that Pachymeres offers and argues that Nicomachus' Arithmetical introduction provides the necessary tools for pursuing them.

  14. Sex differences in prefrontal hemodynamic response to mental arithmetic as assessed by near-infrared spectroscopy.

    Science.gov (United States)

    Yang, Hongyu; Wang, Ying; Zhou, Zhenyu; Gong, Hui; Luo, Qingming; Wang, Yiwen; Lu, Zuhong

    2009-12-01

    Sex differences in cognitive tasks have been widely investigated. With brain-imaging techniques, the functions of the brain during the performance of tasks can be examined. Mental arithmetic and near-infrared spectroscopy (NIRS) were used to assess sex differences in prefrontal area activation in a functional brain study. Healthy college students were recruited to perform 2 mental arithmetic tasks. In the first (easy) task, students had to subtract a 1-digit number from a 3-digit number. In the second (difficult) task, they had to subtract a 2-digit number from a 3-digit number. Changes in the concentration of oxygenated hemoglobin (oxy-Hgb) in the prefrontal area during the tasks were measured with NIRS. Thirty students (15 men, 15 women; mean [SD] age: 24.9 [2.2] and 24.3 [2.6] years, respectively) were recruited from Southeast University, Nanjing, China, to participate in the study. The concentration of oxy-Hgb increased during both mental arithmetic tasks (difficult task vs easy task, mean [SD] % arbitrary units: 4.36 [4.38] vs 2.26 [2.82]; F(1,28) = 222.80; P men and women were observed in the mean (SD) response time (men vs women, sec: 3.60 [0.74] vs 3.56 [0.49] for the easy task, 6.55 [0.77] vs 6.44 [0.75] for the difficult task; F(1,28) = 0.67; P = NS) or accuracy rate (men vs women, %: 95.33 [7.40] vs 92.77 [8.80] for the easy task, 62.67 [28.56] vs 54.67 [18.75] for the difficult task; F(1,28) = 0.54; P = NS). Male students showed neural efficiency (less prefrontal activation in subjects with better performance) during the difficult task. In these subjects, sex differences in prefrontal response when performing mental arithmetic were associated with the intensity of the task. Compared with men, women had greater efficiency in task performance (ie, less activation or oxygen consumption for equal performance). Copyright 2009 Excerpta Medica Inc. All rights reserved.

  15. Interference and problem size effect in multiplication fact solving: Individual differences in brain activations and arithmetic performance.

    Science.gov (United States)

    De Visscher, Alice; Vogel, Stephan E; Reishofer, Gernot; Hassler, Eva; Koschutnig, Karl; De Smedt, Bert; Grabner, Roland H

    2018-05-15

    In the development of math ability, a large variability of performance in solving simple arithmetic problems is observed and has not found a compelling explanation yet. One robust effect in simple multiplication facts is the problem size effect, indicating better performance for small problems compared to large ones. Recently, behavioral studies brought to light another effect in multiplication facts, the interference effect. That is, high interfering problems (receiving more proactive interference from previously learned problems) are more difficult to retrieve than low interfering problems (in terms of physical feature overlap, namely the digits, De Visscher and Noël, 2014). At the behavioral level, the sensitivity to the interference effect is shown to explain individual differences in the performance of solving multiplications in children as well as in adults. The aim of the present study was to investigate the individual differences in multiplication ability in relation to the neural interference effect and the neural problem size effect. To that end, we used a paradigm developed by De Visscher, Berens, et al. (2015) that contrasts the interference effect and the problem size effect in a multiplication verification task, during functional magnetic resonance imaging (fMRI) acquisition. Forty-two healthy adults, who showed high variability in an arithmetic fluency test, participated in our fMRI study. In order to control for the general reasoning level, the IQ was taken into account in the individual differences analyses. Our findings revealed a neural interference effect linked to individual differences in multiplication in the left inferior frontal gyrus, while controlling for the IQ. This interference effect in the left inferior frontal gyrus showed a negative relation with individual differences in arithmetic fluency, indicating a higher interference effect for low performers compared to high performers. This region is suggested in the literature to be

  16. Comparing Repetition Priming Effects in Words and Arithmetic Equations: Robust Priming Regardless of Color or Response Hand Change

    Directory of Open Access Journals (Sweden)

    Ailsa Humphries

    2018-01-01

    Full Text Available Previous studies have shown that stimulus repetition can lead to reliable behavioral improvements. Although this repetition priming (RP effect has been reported in a number of paradigms using a variety of stimuli including words, objects, and faces, only a few studies have investigated mathematical cognition involving arithmetic computation, and no prior research has directly compared RP effects in a linguistic task with an arithmetic task. In two experiments, we used a within-subjects design to investigate and compare the magnitude of RP, and the effects of changing the color or the response hand for repeated, otherwise identical, stimuli in a word and an arithmetic categorization task. The results show that the magnitude of RP was comparable between the two tasks and that changing the color or the response hand had a negligible effect on priming in either task. These results extended previous findings in mathematical cognition. They also indicate that priming does not vary with stimulus domain. The implications of the results were discussed with reference to both facilitation of component processes and episodic memory retrieval of stimulus–response binding.

  17. Comparing Repetition Priming Effects in Words and Arithmetic Equations: Robust Priming Regardless of Color or Response Hand Change.

    Science.gov (United States)

    Humphries, Ailsa; Chen, Zhe; Neumann, Ewald

    2017-01-01

    Previous studies have shown that stimulus repetition can lead to reliable behavioral improvements. Although this repetition priming (RP) effect has been reported in a number of paradigms using a variety of stimuli including words, objects, and faces, only a few studies have investigated mathematical cognition involving arithmetic computation, and no prior research has directly compared RP effects in a linguistic task with an arithmetic task. In two experiments, we used a within-subjects design to investigate and compare the magnitude of RP, and the effects of changing the color or the response hand for repeated, otherwise identical, stimuli in a word and an arithmetic categorization task. The results show that the magnitude of RP was comparable between the two tasks and that changing the color or the response hand had a negligible effect on priming in either task. These results extended previous findings in mathematical cognition. They also indicate that priming does not vary with stimulus domain. The implications of the results were discussed with reference to both facilitation of component processes and episodic memory retrieval of stimulus-response binding.

  18. Educators' Motivation on Integration of ICTs into Pedagogy: Case of Disadvantaged Areas

    Science.gov (United States)

    Chigona, Agnes; Chigona, Wallace; Davids, Zane

    2014-01-01

    This paper investigates factors that motivate educators to use Information Communication Technologies (ICTs) in schools in disadvantaged areas. The study employed Herzberg' Motivation-Hygiene theory to guide the process of understanding the factors that motivate or demotivate educators when using the technology for teaching and learning.…

  19. Strategy Choice in Solving Arithmetic Word Problems: Are There Differences between Students with Learning Disabilities, G-V Poor Performance, and Typical Achievement Students?

    Science.gov (United States)

    Gonzalez, Juan E. Jimenez; Espinel, Ana Isabel Garcia

    2002-01-01

    A study was designed to test whether there are differences between Spanish children (ages 7-9) with arithmetic learning disabilities (n=60), garden-variety (G-V) poor performance (n=44), and typical children (n=44) in strategy choice when solving arithmetic word problems. No significant differences were found between children with dyscalculia and…

  20. Hard Lessons: Why Rational Number Arithmetic Is so Difficult for so Many People

    Science.gov (United States)

    Siegler, Robert S.; Lortie-Forgues, Hugues

    2017-01-01

    Fraction and decimal arithmetic pose large difficulties for many children and adults. This is a serious problem, because proficiency with these skills is crucial for learning more advanced mathematics and science and for success in many occupations. This review identifies two main classes of difficulties that underlie poor understanding of…

  1. Toward a Current, Comprehensive, Integrative, and Flexible Model of Motivation for Instructional Design

    Science.gov (United States)

    Hardre, Patricia L.; Miller, Raymond B.

    2006-01-01

    Workplace motivation historically has been an HR function, with ID as a training function. This division produces a split between motivation and training, leaving them isolated from one another. Intervention design needs to include motivation throughout its phases, to maximize motivating opportunities for performance improvement. The current…

  2. Motivation and Interlanguage Pragmatics in Iranian English Language Learners

    Science.gov (United States)

    Khorshidi, Hassan Rasouli; Nimchahi, Abdolreza Bagherzadeh

    2013-01-01

    It is generally believed that interlanguage pragmatics and motivation play important roles in learning. Motivation is important because it determines the extent of the learner's active involvement and attitude toward learning. The major purpose of this study was to investigate the impact of integrative and instrumental motivation on the…

  3. Psychometric properties of the Motivational Interviewing Treatment Integrity coding system 4.2 with jail inmates.

    Science.gov (United States)

    Owens, Mandy D; Rowell, Lauren N; Moyers, Theresa

    2017-10-01

    Motivational Interviewing (MI) is an evidence-based approach shown to be helpful for a variety of behaviors across many populations. Treatment fidelity is an important tool for understanding how and with whom MI may be most helpful. The Motivational Interviewing Treatment Integrity coding system was recently updated to incorporate new developments in the research and theory of MI, including the relational and technical hypotheses of MI (MITI 4.2). To date, no studies have examined the MITI 4.2 with forensic populations. In this project, twenty-two brief MI interventions with jail inmates were evaluated to test the reliability of the MITI 4.2. Validity of the instrument was explored using regression models to examine the associations between global scores (Empathy, Partnership, Cultivating Change Talk and Softening Sustain Talk) and outcomes. Reliability of this coding system with these data was strong. We found that therapists had lower ratings of Empathy with participants who had more extensive criminal histories. Both Relational and Technical global scores were associated with criminal histories as well as post-intervention ratings of motivation to decrease drug use. Findings indicate that the MITI 4.2 was reliable for coding sessions with jail inmates. Additionally, results provided information related to the relational and technical hypotheses of MI. Future studies can use the MITI 4.2 to better understand the mechanisms behind how MI works with this high-risk group. Published by Elsevier Ltd.

  4. The social motivation theory of autism.

    Science.gov (United States)

    Chevallier, Coralie; Kohls, Gregor; Troiani, Vanessa; Brodkin, Edward S; Schultz, Robert T

    2012-04-01

    The idea that social motivation deficits play a central role in Autism Spectrum Disorders (ASD) has recently gained increased interest. This constitutes a shift in autism research, which has traditionally focused more intensely on cognitive impairments, such as theory-of-mind deficits or executive dysfunction, and has granted comparatively less attention to motivational factors. This review delineates the concept of social motivation and capitalizes on recent findings in several research areas to provide an integrated account of social motivation at the behavioral, biological and evolutionary levels. We conclude that ASD can be construed as an extreme case of diminished social motivation and, as such, provides a powerful model to understand humans' intrinsic drive to seek acceptance and avoid rejection. Copyright © 2012 Elsevier Ltd. All rights reserved.

  5. A codesign case study: implementing arithmetic functions in FPGAs

    DEFF Research Database (Denmark)

    Klotchkov, I. V.; Pedersen, Steen

    1996-01-01

    Different ways of implementing and designing arithmetic functions for 16/32 bit integers in FPGA technology are studied. A comparison of four different design methods is also included. The results are used to increase the overall system performance in a dedicated 3D image analysis prototype system...... by moving a vector length calculation from software to hardware. The conclusion is that by adding one relatively simple board containing two FPGAs in the prototype setup, the total computing time is reduced by 30%. The total amount of image data, in this case 300 Mbyte, which has to be transmitted via...

  6. Predictors of Academic Performance and School Engagement--Integrating Persistence, Motivation and Study Skills Perspectives Using Person-Centered and Variable-Centered Approaches

    Science.gov (United States)

    Moreira, Paulo A. S.; Dias, Paulo; Vaz, Filipa Machado; Vaz, Joao Machado

    2013-01-01

    There is a growing need for the integration of various theoretical perspectives on academic performance, especially the theories on educational persistence, and motivational theories. Recent models of students' engagement with school incorporate different dimensions of students, family and school. However, some authors are arguing that academic…

  7. Naming Speed and Effortful and Automatic Inhibition in Children with Arithmetic Learning Disabilities

    Science.gov (United States)

    D'Amico, Antonella; Passolunghi, Maria Chiara

    2009-01-01

    We report a two-year longitudinal study aimed at investigating the rate of access to numerical and non-numerical information in long-term memory and the functioning of automatic and effortful cognitive inhibition processes in children with arithmetical learning disabilities (ALDs). Twelve children with ALDs, of age 9.3 years, and twelve…

  8. Enhancing Arithmetic and Word-Problem Solving Skills Efficiently by Individualized Computer-Assisted Practice

    Science.gov (United States)

    Schoppek, Wolfgang; Tulis, Maria

    2010-01-01

    The fluency of basic arithmetical operations is a precondition for mathematical problem solving. However, the training of skills plays a minor role in contemporary mathematics instruction. The authors proposed individualization of practice as a means to improve its efficiency, so that the time spent with the training of skills is minimized. As a…

  9. Uso de softwares educacionais no ensino de operações matemáticas fundamentais: um estudo de caso no telecentro

    Directory of Open Access Journals (Sweden)

    Carlos Eduardo Pereira Aguiar

    2017-12-01

    Full Text Available In this article, we describe the results of a research on the use of educational software, such as the Magic Square, the Arithmetic Games and the Tux of Math Command, as mediating strategies in the teaching-learning process of arithmetic. The data collection was done from the accomplishment of mathematical activities, with students of the 3rd year of Elementary School I, in the Telecentre of a public school in the city of Manaus-Amazonas. The objective of the study was to verify the potential contributions of technological resources and games in the students' motivation and interest in learning the four fundamental operations of arithmetic in a playful way and, thus, achieving full mathematical literacy. The results demonstrated the importance of the use of softwares as differentiated practices, because besides promoting the integration of the practice to the theory, it enabled the students to use strategies that facilitated their learning and the development of skills to reason logically in mathematical operations.

  10. THE EFFECT OF PLAYING SNAKE AND LADDER TOWARD THE RESULT STUDY OF ARITHMETIC ADDITION FOR STUDENT WITH MENTALLY RETARDED STUDENT

    Directory of Open Access Journals (Sweden)

    Arianti Iman Sari

    2016-12-01

    Full Text Available The purpose of this research were to describe: (1 the study result of arithmetic addition operation for fourth grade student with mentally retarded in SDLB before playing the Snake and Ladder activity (2 the study result of arithmetic addition operation for fourth grade student with mentally retarded in SDLB after playing the Snake and Ladder activity (3 the effect of Snake and Ladder playing toward the result study of arithmetic addition for fourth grade student with mentally retarded SDLB. This research used SSR (Single Subject Research with A-B-A design. Collecting the data was done by using assessment instrument, tests and observations. The result of this research showed that playing Snake and Ladder affected the study result of arithmetic addition operation for fourth-grade children with mentally retarded student in SDLB. Tujuan penelitian ini adalah mendeskripsikan (1 Hasil belajar penjumlahan siswa kelas 4 SDLB sebelum melakukan kegiatan bermain Ular Tangga (2 Hasil belajar penjumlahan siswa kelas 4 SDLB sesudah melakukan kegiatan bermain Ular Tangga (3 Pengaruh bermain Ular Tangga terhadap hasil belajar penjumlahan siswa kelas 4 SDLB. Penelitian ini menggunakan rancangan penelitian SSR (Single Subject Research dengan desain A-B-A. Pengumpulan data menggunakan instrumen assesmen, tes dan observasi. Hasil penelitian menunjukkan bermain ular tangga berpengaruh terhadap hasil belajar penjumlahan siswa tunagrahita kelas 4 SDLB.

  11. On the form of the forgetting function: the effects of arithmetic and logarithmic distributions of delays.

    Science.gov (United States)

    Sargisson, Rebecca J; White, K Geoffrey

    2003-11-01

    Forgetting functions with 18 delay intervals were generated for delayed matching-to-sample performance in pigeons. Delay interval variation was achieved by arranging five different sets of five delays across daily sessions. In different conditions, the delays were distributed in arithmetic or logarithmic series. There was no convincing evidence for different effects on discriminability of the distributions of different delays. The mean data were better fitted by some mathematical functions than by others, but the best-fitting functions depended on the distribution of delays. In further conditions with a fixed set of five delays, discriminability was higher with a logarithmic distribution of delays than with an arithmetic distribution. This result is consistent with the treatment of the forgetting function in terms of generalization decrement.

  12. Categorising Motivational Drives in Second Language Acquisition.

    Science.gov (United States)

    Green, Christopher Frank

    1999-01-01

    Studied learning motivation of English by Cantonese-speaking students in Hong Kong. Students answered a questionnaire and were assigned on the basis of their responses to four categories of motivational regulation proposed in Deci and Ryan (1985): External, Identified, and Integrated. Suggests that the transition from Identified to Integrated…

  13. The Arithmetical Machine Zero + 1 in Mathematics Laboratory: Instrumental Genesis and Semiotic Mediation

    Science.gov (United States)

    Maschietto, Michela

    2015-01-01

    This paper presents the analysis of two teaching experiments carried out in the context of the mathematics laboratory in a primary school (grades 3 and 4) with the use of the pascaline Zero + 1, an arithmetical machine. The teaching experiments are analysed by coordinating two theoretical frameworks, i.e. the instrumental approach and the Theory…

  14. Solution Strategies and Achievement in Dutch Complex Arithmetic: Latent Variable Modeling of Change

    Science.gov (United States)

    Hickendorff, Marian; Heiser, Willem J.; van Putten, Cornelis M.; Verhelst, Norman D.

    2009-01-01

    In the Netherlands, national assessments at the end of primary school (Grade 6) show a decline of achievement on problems of complex or written arithmetic over the last two decades. The present study aims at contributing to an explanation of the large achievement decrease on complex division, by investigating the strategies students used in…

  15. Development of Working Memory and Performance in Arithmetic: A Longitudinal Study with Children

    Science.gov (United States)

    López, Magdalena

    2014-01-01

    Introduction: This study has aimed to investigate the relationship between the development of working memory and performance on arithmetic activities. Method: We conducted a 3-year longitudinal study of a sample of 90 children, that was followed during the first, second and third year of primary school. All children were tested on measures of WM…

  16. An integrative formal model of motivation and decision making: The MGPM*.

    Science.gov (United States)

    Ballard, Timothy; Yeo, Gillian; Loft, Shayne; Vancouver, Jeffrey B; Neal, Andrew

    2016-09-01

    We develop and test an integrative formal model of motivation and decision making. The model, referred to as the extended multiple-goal pursuit model (MGPM*), is an integration of the multiple-goal pursuit model (Vancouver, Weinhardt, & Schmidt, 2010) and decision field theory (Busemeyer & Townsend, 1993). Simulations of the model generated predictions regarding the effects of goal type (approach vs. avoidance), risk, and time sensitivity on prioritization. We tested these predictions in an experiment in which participants pursued different combinations of approach and avoidance goals under different levels of risk. The empirical results were consistent with the predictions of the MGPM*. Specifically, participants pursuing 1 approach and 1 avoidance goal shifted priority from the approach to the avoidance goal over time. Among participants pursuing 2 approach goals, those with low time sensitivity prioritized the goal with the larger discrepancy, whereas those with high time sensitivity prioritized the goal with the smaller discrepancy. Participants pursuing 2 avoidance goals generally prioritized the goal with the smaller discrepancy. Finally, all of these effects became weaker as the level of risk increased. We used quantitative model comparison to show that the MGPM* explained the data better than the original multiple-goal pursuit model, and that the major extensions from the original model were justified. The MGPM* represents a step forward in the development of a general theory of decision making during multiple-goal pursuit. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  17. Instrument for bone mineral measurement using a microprocessor as the control and arithmetic element

    International Nuclear Information System (INIS)

    Alberi, J.L.; Hardy, W.H. II.

    1975-11-01

    A self-contained instrument for the determination of bone mineral content by photon absorptometry is described. A high-resolution detection system allows measurements to be made at up to 16 photon energies. Control and arithmetic functions are performed by a microprocessor. Analysis capability and limitations are discussed

  18. Realization of two-dimensional transformations by the arithmetical module of an intelligent graphics terminal

    International Nuclear Information System (INIS)

    Leich, A.; Polyntsev, A.D.

    1982-01-01

    The structure and software of the arithmetical module for the multi-microprocessor intelligent graphics terminal designed for realization of the world coordinate two-dimensional transformation are described. The module performs the operations like coordinate system displacement, scaling and rotation as well as transformations for window/viewport separation

  19. Metacognition for strategy selection during arithmetic problem-solving in young and older adults.

    Science.gov (United States)

    Geurten, Marie; Lemaire, Patrick

    2018-04-19

    We examined participants' strategy choices and metacognitive judgments during arithmetic problem-solving. Metacognitive judgments were collected either prospectively or retrospectively. We tested whether metacognitive judgments are related to strategy choices on the current problems and on the immediately following problems, and age-related differences in relations between metacognition and strategy choices. Data showed that both young and older adults were able to make accurate retrospective, but not prospective, judgments. Moreover, the accuracy of retrospective judgments was comparable in young and older adults when participants had to select and execute the better strategy. Metacognitive accuracy was even higher in older adults when participants had to only select the better strategy. Finally, low-confidence judgments on current items were more frequently followed by better strategy selection on immediately succeeding items than high-confidence judgments in both young and older adults. Implications of these findings to further our understanding of age-related differences and similarities in adults' metacognitive monitoring and metacognitive regulation for strategy selection in the context of arithmetic problem solving are discussed.

  20. Modified LMI condition for the realization of limit cycle-free digital filters using saturation arithmetic

    International Nuclear Information System (INIS)

    Singh, Vimal

    2007-01-01

    A criterion in the form of linear matrix inequality for the elimination of limit cycles in a class of state-space digital filters using saturation arithmetic is presented. The criterion is a modified form of a previously reported criterion

  1. Distinguishing subtypes of extrinsic motivation among people with mild to borderline intellectual disability

    OpenAIRE

    Frielink, N.; Schuengel, C.; Embregts, P.J.C.M.

    2017-01-01

    Background According to self-determination theory, motivation is ordered in types, including amotivation, extrinsic motivation and intrinsic motivation. Self-determination theory defines four subtypes of extrinsic motivation: external motivation, introjected motivation, identified motivation and integrated motivation. Although it has been argued theoretically that the different types of motivation are universally applicable, Reid et al. (2009) proposed a dichotomy of broad subtypes of extrins...

  2. Distinguishing subtypes of extrinsic motivation among people with mild to borderline intellectual disability

    OpenAIRE

    Frielink, N.; Schuengel, C.; Embregts, P.J.C.M.

    2017-01-01

    Background: According to self-determination theory, motivation is ordered in types, including amotivation, extrinsic motivation and intrinsic motivation. Self-determination theory defines four subtypes of extrinsic motivation: external motivation, introjected motivation, identified motivation and integrated motivation. Although it has been argued theoretically that the different types of motivation are universally applicable, Reid et al. () proposed a dichotomy of broad subtypes of extrinsic ...

  3. Simple Exact Algorithm for Transistor Sizing of Low-Power High-Speed Arithmetic Circuits

    Directory of Open Access Journals (Sweden)

    Tooraj Nikoubin

    2010-01-01

    Full Text Available A new transistor sizing algorithm, SEA (Simple Exact Algorithm, for optimizing low-power and high-speed arithmetic integrated circuits is proposed. In comparison with other transistor sizing algorithms, simplicity, accuracy, independency of order and initial sizing factors of transistors, and flexibility in choosing the optimization parameters such as power consumption, delay, Power-Delay Product (PDP, chip area or the combination of them are considered as the advantages of this new algorithm. More exhaustive rules of grouping transistors are the main trait of our algorithm. Hence, the SEA algorithm dominates some major transistor sizing metrics such as optimization rate, simulation speed, and reliability. According to approximate comparison of the SEA algorithm with MDE and ADC for a number of conventional full adder circuits, delay and PDP have been improved 55.01% and 57.92% on an average, respectively. By comparing the SEA and Chang's algorithm, 25.64% improvement in PDP and 33.16% improvement in delay have been achieved. All the simulations have been performed with 0.13 m technology based on the BSIM3v3 model using HSpice simulator software.

  4. Age-related differences in strategic monitoring during arithmetic problem solving.

    Science.gov (United States)

    Geurten, Marie; Lemaire, Patrick

    2017-10-01

    We examined the role of metacognitive monitoring in strategic behavior during arithmetic problem solving, a process that is expected to shed light on age-related differences in strategy selection. Young and older adults accomplished better strategy-judgment, better strategy-selection, and strategy-execution tasks. Data showed that participants made better strategy judgments when problems were problems with homogeneous unit digits (i.e., problems with both unit digits smaller or larger than 5; 31×62) relative to problems with heterogeneous unit digits (i.e., problems with one unit digit smaller or larger than 5; 31×67) and when the better strategy was cued on rounding-up problems (e.g., 68×23) compared to rounding-down problems (e.g., 36×53). Results also indicated higher rates of better strategy judgment in young than in older adults. These aging effects differed across problem types. Older adults made more accurate judgments on rounding-up problems than on rounding-down problems when the cued strategy was rounding-up, while young adults did not show such problem-related differences. Moreover, strategy selection correlated with strategy judgment, and even more so in older adults than in young adults. To discuss the implications of these findings, we propose a theoretical framework of how strategy judgments occur in young and older adults and discuss how this framework enables to understand relationships between metacognitive monitoring and strategic behaviors when participants solve arithmetic problems. Copyright © 2017 Elsevier B.V. All rights reserved.

  5. Deficits in working memory, reading comprehension and arithmetic skills in children with mouth breathing syndrome: analytical cross-sectional study.

    Science.gov (United States)

    Kuroishi, Rita Cristina Sadako; Garcia, Ricardo Basso; Valera, Fabiana Cardoso Pereira; Anselmo-Lima, Wilma Terezinha; Fukuda, Marisa Tomoe Hebihara

    2015-01-01

    Mouth breathing syndrome is very common among school-age children, and it is possibly related to learning difficulties and low academic achievement. In this study, we investigated working memory, reading comprehension and arithmetic skills in children with nasal and mouth breathing. Analytical cross-sectional study with control group conducted in a public university hospital. 42 children (mean age = 8.7 years) who had been identified as mouth breathers were compared with a control group (mean age = 8.4 years) matched for age and schooling. All the participants underwent a clinical interview, tone audiometry, otorhinolaryngological evaluation and cognitive assessment of phonological working memory (numbers and pseudowords), reading comprehension and arithmetic skills. Children with mouth breathing had poorer performance than controls, regarding reading comprehension (P = 0.006), arithmetic (P = 0.025) and working memory for pseudowords (P = 0.002), but not for numbers (P = 0.76). Children with mouth breathing have low academic achievement and poorer phonological working memory than controls. Teachers and healthcare professionals should be aware of the association of mouth breathing with children's physical and cognitive health.

  6. Motivation In Second language learning In China

    Institute of Scientific and Technical Information of China (English)

    郑葳

    2017-01-01

    Motivation is the indispensable condition for a student's learning success. As a foreign language teacher, they should motivate the second language learners by promoting positive language-related values. Dornyei identifies three value dimensions. They are intrinsic value, integrative value and instrumental value. In China, the Communicative Language Teaching is an innovation approach and learner- centered. The CLT approach and curriculum have motivated students' interest, appreciation and values in learning English. In English classroom, the teacher should establish the cooperative situation rather than the competitive environment in order to arouse the students' motivation and reduce the psychological pressure.

  7. Short-term memory impairment and arithmetical ability.

    Science.gov (United States)

    Butterworth, B; Cipolotti, L; Warrington, E K

    1996-02-01

    We document the dissociation of preserved calculation skills in a patient with impaired auditory short-term memory. The patient (MRF) had a memory span of three digits. Furthermore, he showed rapid decrement in performance of single digits and letters with both auditory and visual presentation in the Brown-Peterson forgetting task. Analysis of his calculation skills revealed a normal ability to solve auditorily presented multidigit addition and subtraction problems such as 173 + 68 and to execute the Paced Auditory Serial Addition Task (Sampson, 1956, 1958; Gronwall, 1977). In addition, his performance on other tests, including arithmetic manipulation of natural numbers, decimals and fractions, approximation, magnitude, ratio, and percentage, appeared to be normal (Hitch, 1978b). It is argued that these findings require a revision of Baddeley and Hitch's (1974) concept of the function of working memory.

  8. Working memory moderates the effect of the integrative process of implicit and explicit autonomous motivation on academic achievement.

    Science.gov (United States)

    Gareau, Alexandre; Gaudreau, Patrick

    2017-11-01

    In previous research, autonomous motivation (AM) has been found to be associated with school achievement, but the relation has been largely heterogeneous across studies. AM has typically been assessed with explicit measures such as self-report questionnaires. Recent self-determination theory (SDT) research has suggested that converging implicit and explicit measures can be taken to characterize the integrative process in SDT. Drawing from dual-process theories, we contended that explicit AM is likely to promote school achievement when it is part of an integrated cognitive system that combines easily accessible mental representations (i.e., implicit AM) and efficient executive functioning. A sample of 272 university students completed a questionnaire and a lexical decision task to assess their explicit and implicit AM, respectively, and they also completed working memory capacity measures. Grades were obtained at the end of the semester to examine the short-term prospective effect of implicit and explicit AM, working memory, and their interaction. Results of moderation analyses have provided support for a synergistic interaction in which the association between explicit AM and academic achievement was positive and significant only for individuals with high level of implicit AM. Moreover, working memory was moderating the synergistic effect of explicit and implicit AM. Explicit AM was positively associated with academic achievement for students with average-to-high levels of working memory capacity, but only if their motivation operated synergistically with high implicit AM. The integrative process thus seems to hold better proprieties for achievement than the sole effect of explicit AM. Implications for SDT are outlined. © 2017 The British Psychological Society.

  9. On Motivation and Motivation

    OpenAIRE

    Mircea UDRESCU

    2014-01-01

    Economic motivations were a big influence on consumer behavior motivation. In this context, it is considered that the general motives which give motivation to purchase content can be structured into rational and emotional motives, the motives innate and acquired motives, all gaining an individual or group event. The study of consumer behavior, with general motivations, attention increasingly larger granted special incentives, consisting of assertiveness feeling (emerging desire for a product)...

  10. Motivational condition in educational evaluation

    Directory of Open Access Journals (Sweden)

    Julio Fernando Acosta Muñoz

    2012-01-01

    Full Text Available This is a reflection article, methodologically based on research into and theoretical and conceptual review of the motivational condition in educational evaluation. At the same time, some inquiries about the motivational problems in this education process are made. The objective is to examine what the motivational condition within the process ofeducational evaluation is. On the one hand, educational evaluation is a tool that attests to the knowledge, on the other hand, however, it prevents students from strengthening their interest both in the participation in the specific testing activity and in their learning, since it lays emphasis on extrinsic factors, such as grade, which make students lose and distort their intrinsic motivation to learn. Therefore, the evaluation proposal arisen from the construct of motivation is thought to generate in students positive sensations standing even after goals are obtained. Likewise, it must promote liveliness, integration and psychological health, in order to get students to fulfill their needs and obtain psychological welfare in the classroom.

  11. Neurocognitive Effects of Transcranial Direct Current Stimulation in Arithmetic Learning and Performance: A Simultaneous tDCS-fMRI Study.

    Science.gov (United States)

    Hauser, Tobias U; Rütsche, Bruno; Wurmitzer, Karoline; Brem, Silvia; Ruff, Christian C; Grabner, Roland H

    A small but increasing number of studies suggest that non-invasive brain stimulation by means of transcranial direct current stimulation (tDCS) can modulate arithmetic processes that are essential for higher-order mathematical skills and that are impaired in dyscalculic individuals. However, little is known about the neural mechanisms underlying such stimulation effects, and whether they are specific to cognitive processes involved in different arithmetic tasks. We addressed these questions by applying tDCS during simultaneous functional magnetic resonance imaging (fMRI) while participants were solving two types of complex subtraction problems: repeated problems, relying on arithmetic fact learning and problem-solving by fact retrieval, and novel problems, requiring calculation procedures. Twenty participants receiving left parietal anodal plus right frontal cathodal stimulation were compared with 20 participants in a sham condition. We found a strong cognitive and neural dissociation between repeated and novel problems. Repeated problems were solved more accurately and elicited increased activity in the bilateral angular gyri and medial plus lateral prefrontal cortices. Solving novel problems, in contrast, was accompanied by stronger activation in the bilateral intraparietal sulci and the dorsomedial prefrontal cortex. Most importantly, tDCS decreased the activation of the right inferior frontal cortex while solving novel (compared to repeated) problems, suggesting that the cathodal stimulation rendered this region unable to respond to the task-specific cognitive demand. The present study revealed that tDCS during arithmetic problem-solving can modulate the neural activity in proximity to the electrodes specifically when the current demands lead to an engagement of this area. Copyright © 2016 Elsevier Inc. All rights reserved.

  12. Towards a unified theory of task-specific motivation

    NARCIS (Netherlands)

    De Brabander, Cornelis; Martens, Rob

    2014-01-01

    This study aims to integrate the current proliferation of motivation theories in a Unified Model of Task-specific Motivation (UMTM). According to this model readiness for action results from an interaction between four relatively independent types of valences that can be classified as affective or

  13. Handbook of motivation at school

    CERN Document Server

    Miele, David B

    2016-01-01

    The second edition of the Handbook of Motivation at School presents an integrated compilation of theory and research in the field. With chapters by leading experts, this book covers the major theoretical perspectives in the field as well as their application to instruction, learning, and social adjustment at school. Section I focuses on theoretical perspectives and major constructs, Section II on contextual and social influences on motivation, and Section III on new directions in the field.

  14. A Profile Approach to Self-Determination Theory Motivations at Work

    Science.gov (United States)

    Moran, Christina M.; Diefendorff, James M.; Kim, Tae-Yeol; Liu, Zhi-Qiang

    2012-01-01

    Self-determination theory (SDT) posits the existence of distinct types of motivation (i.e., external, introjected, identified, integrated, and intrinsic). Research on these different types of motivation has typically adopted a variable-centered approach that seeks to understand how each motivation in isolation relates to employee outcomes. We…

  15. A Teachable Agent Game Engaging Primary School Children to Learn Arithmetic Concepts and Reasoning

    Science.gov (United States)

    Pareto, Lena

    2014-01-01

    In this paper we will describe a learning environment designed to foster conceptual understanding and reasoning in mathematics among younger school children. The learning environment consists of 48 2-player game variants based on a graphical model of arithmetic where the mathematical content is intrinsically interwoven with the game idea. The…

  16. Brain potentials during mental arithmetic: effects of extensive practice and problem difficulty

    OpenAIRE

    Pauli, Paul; Lutzenberger, W.; Rau, H.; Birbaumer, N.; Rickard, T. C.; Yaroush, R. A.; Bourne, L. E. J.

    2011-01-01

    Recent behavioral investigations indicate that the processes underlying mental arithmetic change systematically with practice from deliberate, conscious calculation to automatic, direct retrieval of answers from memory [Bourne, L.E.Jr. and Rickard, T.C., Mental calculation: The development of a cognitive skill, Paper presented at the Interamerican Congress of Psychology, San Jose, Costa Rica, 1991; Psychol. Rev., 95 (1988) 492-527]. Results reviewed by Moscovitch and Winocur [In: The handbook...

  17. Learner Motivation in Self-Access Language Learning

    Science.gov (United States)

    Gardner, David; Yung, Kevin W. H.

    2017-01-01

    This paper reports on the findings of a study looking at students' motivation to engage in self-access language learning (SALL) while taking an English for Academic Purposes course which contains a substantial integrated SALL component. To-date there has been limited research into the motivation of such students but it is an important area of…

  18. Assessing flood forecast uncertainty with fuzzy arithmetic

    Directory of Open Access Journals (Sweden)

    de Bruyn Bertrand

    2016-01-01

    Full Text Available Providing forecasts for flow rates and water levels during floods have to be associated with uncertainty estimates. The forecast sources of uncertainty are plural. For hydrological forecasts (rainfall-runoff performed using a deterministic hydrological model with basic physics, two main sources can be identified. The first obvious source is the forcing data: rainfall forecast data are supplied in real time by meteorological forecasting services to the Flood Forecasting Service within a range between a lowest and a highest predicted discharge. These two values define an uncertainty interval for the rainfall variable provided on a given watershed. The second source of uncertainty is related to the complexity of the modeled system (the catchment impacted by the hydro-meteorological phenomenon, the number of variables that may describe the problem and their spatial and time variability. The model simplifies the system by reducing the number of variables to a few parameters. Thus it contains an intrinsic uncertainty. This model uncertainty is assessed by comparing simulated and observed rates for a large number of hydro-meteorological events. We propose a method based on fuzzy arithmetic to estimate the possible range of flow rates (and levels of water making a forecast based on possible rainfalls provided by forcing and uncertainty model. The model uncertainty is here expressed as a range of possible values. Both rainfall and model uncertainties are combined with fuzzy arithmetic. This method allows to evaluate the prediction uncertainty range. The Flood Forecasting Service of Oise and Aisne rivers, in particular, monitors the upstream watershed of the Oise at Hirson. This watershed’s area is 310 km2. Its response time is about 10 hours. Several hydrological models are calibrated for flood forecasting in this watershed and use the rainfall forecast. This method presents the advantage to be easily implemented. Moreover, it permits to be carried out

  19. Arithmetic difficulties in children with cerebral palsy are related to executive function and working memory

    NARCIS (Netherlands)

    Jenks, K.M.; van Lieshout, E.C.D.M.; de Moor, J.

    2009-01-01

    Arithmetic ability was tested in children with cerebral palsy without severe intellectual impairment (verbal IQ ≥ 70) attending special (n = 41) or mainstream education (n = 16) as well as control children in mainstream education (n = 16) throughout first and second grade. Children with cerebral

  20. "An integrative formal model of motivation and decision making: The MGPM*": Correction to Ballard et al. (2016).

    Science.gov (United States)

    2017-02-01

    Reports an error in "An integrative formal model of motivation and decision making: The MGPM*" by Timothy Ballard, Gillian Yeo, Shayne Loft, Jeffrey B. Vancouver and Andrew Neal ( Journal of Applied Psychology , 2016[Sep], Vol 101[9], 1240-1265). Equation A3 contained an error. This correct equation is provided in the erratum. (The following abstract of the original article appeared in record 2016-28692-001.) We develop and test an integrative formal model of motivation and decision making. The model, referred to as the extended multiple-goal pursuit model (MGPM*), is an integration of the multiple-goal pursuit model (Vancouver, Weinhardt, & Schmidt, 2010) and decision field theory (Busemeyer & Townsend, 1993). Simulations of the model generated predictions regarding the effects of goal type (approach vs. avoidance), risk, and time sensitivity on prioritization. We tested these predictions in an experiment in which participants pursued different combinations of approach and avoidance goals under different levels of risk. The empirical results were consistent with the predictions of the MGPM*. Specifically, participants pursuing 1 approach and 1 avoidance goal shifted priority from the approach to the avoidance goal over time. Among participants pursuing 2 approach goals, those with low time sensitivity prioritized the goal with the larger discrepancy, whereas those with high time sensitivity prioritized the goal with the smaller discrepancy. Participants pursuing 2 avoidance goals generally prioritized the goal with the smaller discrepancy. Finally, all of these effects became weaker as the level of risk increased. We used quantitative model comparison to show that the MGPM* explained the data better than the original multiple-goal pursuit model, and that the major extensions from the original model were justified. The MGPM* represents a step forward in the development of a general theory of decision making during multiple-goal pursuit. (PsycINFO Database Record (c

  1. Learning Arithmetic Outdoors in Junior High School--Influence on Performance and Self-Regulating Skills

    Science.gov (United States)

    Fägerstam, Emilia; Samuelsson, Joakim

    2014-01-01

    This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire…

  2. Language Learning Motivation among Malaysian Pre-University Students

    Science.gov (United States)

    Muftah, Muneera; Rafik-Galea, Shameem

    2013-01-01

    The study describes and examines Malaysian pre-university students' integrative and instrumental motivation toward learning English language. In this study, 182 non-English major students in one of the Malaysian public universities are selected to fill out a questionnaire reflecting their attitudes and motivation towards learning English. The…

  3. How are things adding up? Neural differences between arithmetic operations are due to general problem solving strategies.

    Science.gov (United States)

    Tschentscher, Nadja; Hauk, Olaf

    2014-05-15

    A number of previous studies have interpreted differences in brain activation between arithmetic operation types (e.g. addition and multiplication) as evidence in favor of distinct cortical representations, processes or neural systems. It is still not clear how differences in general task complexity contribute to these neural differences. Here, we used a mental arithmetic paradigm to disentangle brain areas related to general problem solving from those involved in operation type specific processes (addition versus multiplication). We orthogonally varied operation type and complexity. Importantly, complexity was defined not only based on surface criteria (for example number size), but also on the basis of individual participants' strategy ratings, which were validated in a detailed behavioral analysis. We replicated previously reported operation type effects in our analyses based on surface criteria. However, these effects vanished when controlling for individual strategies. Instead, procedural strategies contrasted with memory retrieval reliably activated fronto-parietal and motor regions, while retrieval strategies activated parietal cortices. This challenges views that operation types rely on partially different neural systems, and suggests that previously reported differences between operation types may have emerged due to invalid measures of complexity. We conclude that mental arithmetic is a powerful paradigm to study brain networks of abstract problem solving, as long as individual participants' strategies are taken into account. Copyright © 2014 Elsevier Inc. All rights reserved.

  4. Deficits in working memory, reading comprehension and arithmetic skills in children with mouth breathing syndrome: analytical cross-sectional study

    Directory of Open Access Journals (Sweden)

    Rita Cristina Sadako Kuroishi

    Full Text Available CONTEXT AND OBJECTIVE: Mouth breathing syndrome is very common among school-age children, and it is possibly related to learning difficulties and low academic achievement. In this study, we investigated working memory, reading comprehension and arithmetic skills in children with nasal and mouth breathing. DESIGN AND SETTING: Analytical cross-sectional study with control group conducted in a public university hospital. METHODS: 42 children (mean age = 8.7 years who had been identified as mouth breathers were compared with a control group (mean age = 8.4 years matched for age and schooling. All the participants underwent a clinical interview, tone audiometry, otorhinolaryngological evaluation and cognitive assessment of phonological working memory (numbers and pseudowords, reading comprehension and arithmetic skills. RESULTS: Children with mouth breathing had poorer performance than controls, regarding reading comprehension (P = 0.006, arithmetic (P = 0.025 and working memory for pseudowords (P = 0.002, but not for numbers (P = 0.76. CONCLUSION: Children with mouth breathing have low academic achievement and poorer phonological working memory than controls. Teachers and healthcare professionals should be aware of the association of mouth breathing with children's physical and cognitive health.

  5. Identifying Strategies in Arithmetic with the Operand Recognition Paradigm: A Matter of Switch Cost?

    Science.gov (United States)

    Thevenot, Catherine; Castel, Caroline; Danjon, Juliette; Fayol, Michel

    2015-01-01

    Determining adults' and children's strategies in mental arithmetic constitutes a central issue in the domain of numerical cognition. However, despite the considerable amount of research on this topic, the conclusions in the literature are not always coherent. Therefore, there is a need to carry on the investigation, and this is the reason why we…

  6. Hierarchical Active Inference: A Theory of Motivated Control.

    Science.gov (United States)

    Pezzulo, Giovanni; Rigoli, Francesco; Friston, Karl J

    2018-04-01

    Motivated control refers to the coordination of behaviour to achieve affectively valenced outcomes or goals. The study of motivated control traditionally assumes a distinction between control and motivational processes, which map to distinct (dorsolateral versus ventromedial) brain systems. However, the respective roles and interactions between these processes remain controversial. We offer a novel perspective that casts control and motivational processes as complementary aspects - goal propagation and prioritization, respectively - of active inference and hierarchical goal processing under deep generative models. We propose that the control hierarchy propagates prior preferences or goals, but their precision is informed by the motivational context, inferred at different levels of the motivational hierarchy. The ensuing integration of control and motivational processes underwrites action and policy selection and, ultimately, motivated behaviour, by enabling deep inference to prioritize goals in a context-sensitive way. Copyright © 2018 The Author(s). Published by Elsevier Ltd.. All rights reserved.

  7. Motivational and social cognitive predictors of doping intentions in elite sports: an integrated approach.

    Science.gov (United States)

    Barkoukis, V; Lazuras, L; Tsorbatzoudis, H; Rodafinos, A

    2013-10-01

    Doping use is an important issue in both competitive and non-competitive sports, and poses potentially irreversible health consequences to users. Scholars increasingly call for theory-driven studies on the psychosocial processes underlying doping use that will inform subsequent policy-making and prevention interventions. The aim of the study was to implement an integrative theoretical model to assess the direct and indirect effects of motivational variables, moral orientations, and social cognitions on doping intentions. A randomly selected and representative sample of 750 elite athletes anonymously completed a battery of questionnaires on motivational and moral constructs, and social cognitions related to doping. Hierarchical linear regression analysis and multiple mediation modeling were used. The effects of achievement goals and moral orientations were significantly mediated by attitudinal, normative, and self-efficacy beliefs, in both lifetime ever and never doping users. Moral orientations indirectly predicted the doping intentions of never users, but did not predict ever users' doping intentions. Achievement goals and sportspersonship orientations influence doping intentions indirectly, through the effects of attitudes and self-efficacy beliefs. Sportspersonship (moral) orientations were relevant to doping intentions among athletes with no prior experiences with doping, while achievement goals and situational temptation were relevant to both lifetime never and ever dopers. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  8. Motivation in Adult Language Learning: Research Review and Navy Applications

    Science.gov (United States)

    2011-12-01

    procedural aspects of some motivation studies giving rise to the cementing of the integrative/instrumental pair. For example, population samples in...subsequently, this led to a cementing of the integrative/instrumental pair in scholarly thought and a narrowing of scholarly perspectives on motivation.15...a desire to learn a second language or already have fluency or a working knowledge of one. All of these recommendations will provide a good start

  9. Age-Related Differences of Individuals' Arithmetic Strategy Utilization with Different Level of Math Anxiety.

    Science.gov (United States)

    Si, Jiwei; Li, Hongxia; Sun, Yan; Xu, Yanli; Sun, Yu

    2016-01-01

    The present study used the choice/no-choice method to investigate the effect of math anxiety on the strategy used in computational estimation and mental arithmetic tasks and to examine age-related differences in this regard. Fifty-seven fourth graders, 56 sixth graders, and 60 adults were randomly selected to participate in the experiment. Results showed the following: (1) High-anxious individuals were more likely to use a rounding-down strategy in the computational estimation task under the best-choice condition. Additionally, sixth-grade students and adults performed faster than fourth-grade students on the strategy execution parameter. Math anxiety affected response times (RTs) and the accuracy with which strategies were executed. (2) The execution of the partial-decomposition strategy was superior to that of the full-decomposition strategy on the mental arithmetic task. Low-math-anxious persons provided more accurate answers than did high-math-anxious participants under the no-choice condition. This difference was significant for sixth graders. With regard to the strategy selection parameter, the RTs for strategy selection varied with age.

  10. Age-Related Differences of Individuals’ Arithmetic Strategy Utilization with Different Level of Math Anxiety

    Science.gov (United States)

    Si, Jiwei; Li, Hongxia; Sun, Yan; Xu, Yanli; Sun, Yu

    2016-01-01

    The present study used the choice/no-choice method to investigate the effect of math anxiety on the strategy used in computational estimation and mental arithmetic tasks and to examine age-related differences in this regard. Fifty-seven fourth graders, 56 sixth graders, and 60 adults were randomly selected to participate in the experiment. Results showed the following: (1) High-anxious individuals were more likely to use a rounding-down strategy in the computational estimation task under the best-choice condition. Additionally, sixth-grade students and adults performed faster than fourth-grade students on the strategy execution parameter. Math anxiety affected response times (RTs) and the accuracy with which strategies were executed. (2) The execution of the partial-decomposition strategy was superior to that of the full-decomposition strategy on the mental arithmetic task. Low-math-anxious persons provided more accurate answers than did high-math-anxious participants under the no-choice condition. This difference was significant for sixth graders. With regard to the strategy selection parameter, the RTs for strategy selection varied with age. PMID:27803685

  11. Age-related Differences of Individuals’ Arithmetic Strategy Utilization with Different Level of Math Anxiety

    Directory of Open Access Journals (Sweden)

    Jiwei Si

    2016-10-01

    Full Text Available The present study used the choice/no-choice method to investigate the effect of math anxiety on the strategy used in computational estimation and mental arithmetic tasks and to examine age-related differences in this regard. 57 fourth graders, 56 sixth graders, and 60 adults were randomly selected to participate in the experiment. Results showed the following: (1 High-anxious individuals were more likely to use a rounding-down strategy in the computational estimation task under the best-choice condition. Additionally, sixth-grade students and adults performed faster than fourth-grade students on the strategy execution parameter. Math anxiety affected response times (RTs and the accuracy with which strategies were executed. (2 The execution of the partial-decomposition strategy was superior to that of the full-decomposition strategy on the mental arithmetic task. Low-math-anxious persons provided more accurate answers than did high-math-anxious participants under the no-choice condition. This difference was significant for sixth graders. With regard to the strategy selection parameter, the RTs for strategy selection varied with age.

  12. CMIS arithmetic and multiwire news for QCD on the connection machine

    International Nuclear Information System (INIS)

    Brickner, R.G.

    1991-01-01

    Our collaboration has been running Wilson fermion QCD simulations on various Connection Machines for over a year and a half. During this time, we have continually optimized our code for operations found in the fermion matrix inversion. Our current version of the matrix inversion is written almost entirely in CMIS (Connection Machine Instruction Set), and utilizes both high-speed arithmetic and multiwire 'news' (nearest-neighbor communications). We present details of how these and other features of our code are implemented on the CM-2. (orig.)

  13. The role of motivation for treatment success.

    Science.gov (United States)

    Medalia, Alice; Saperstein, Alice

    2011-09-01

    Learning during skills-based psychosocial treatments for schizophrenia is influenced by the motivating properties of the treatment context and the motivational orientation of the client. Given that motivational impairment is a core feature of schizophrenia with significant functional implications, intervention strategies emphasizing extrinsic and/or intrinsic goals may be prescribed to enhance skill learning and treatment outcomes. The purpose of this article is to consider the role that motivation plays in treatment success by evaluating the relationship between motivation and learning during cognitive remediation for schizophrenia. As intrinsic motivation (IM) is most often associated with learning, we will integrate research findings which address 3 main questions: (1) is IM in schizophrenia static or dynamic, (2) is it possible to manipulate the state of being intrinsically motivated and if so do manipulations of IM affect learning? and (3) can motivation theory be translated into clinical practice? This knowledge can facilitate treatment strategies to address the low base rate of IM that is characteristic of schizophrenia and can be applied to cognitive remediation as well as other psychosocial interventions which require learning for treatment success.

  14. Condiciones motivacionales internas y rendimiento académico de residentes venezolanos en Medicina General Integral Internal motivational conditions and academic performance in Venezuelan residents of Integral General Medicine

    Directory of Open Access Journals (Sweden)

    Aliocha Batista Silva

    2010-03-01

    Full Text Available Objetivos: caracterizar la relación que se establece entre las condiciones motivacionales internas y el rendimiento académico de residentes venezolanos en la especialidad de Medicina General Integral. Métodos: el estudio responde a un proyecto de investigación en el área de la educación de posgrado y se realizó al concluir los residentes su primer año académico, 2006, en la misión docente cubana "Barrio Adentro", Estado de Monagas, Venezuela. Se trabajó con el universo de alumnos conformado por 59 sujetos. El instrumento empleado fue el Cuestionario de Motivación Académica en su categoría específica y sustentada en la Teoría de la Motivación, se observaron los requerimientos éticos para investigaciones biomédicas. Se utilizó el coeficiente de correlación R, para medir la fuerza de la relación entre las condiciones motivacionales internas y el rendimiento académico. Resultados: en el grupo hubo un promedio de calificaciones alto y homogéneo. Dentro de los factores que caracterizan a las condiciones motivacionales internas, el poder y el reconocimiento tuvieron los valores promedios más altos, lo que se traduce como un interés profundo de los residentes en estos componentes. Estos mismos factores tuvieron una correlación estadísticamente significativa con el rendimiento académico. Conclusiones: dentro de los factores motivacionales internos, los que más movieron e impulsaron la acción de los residentes a mantener su buen rendimiento académico fueron el poder y el reconocimiento. Deben organizarse cursos y actividades orientadas a desarrollar en estos estudiantes motivaciones hacia el logro, factor importante dentro de las condiciones motivacionales internas.Objectives: to characterize the relation established among the internal motivational condition and the academic performance of Venezuelan residents of Integral General Medicine. Methods: present study is related to a research project in postgraduate education

  15. Exercise motivational regulations and exercise addiction: The mediating role of passion.

    Science.gov (United States)

    Sicilia, Álvaro; Alcaraz-Ibáñez, Manuel; Lirola, María-Jesús; Burgueño, Rafael; Maher, Anthony

    2018-05-23

    Background and aims The study explored the mediating role of forms of passion in the relationship between motivational regulations in exercise and exercise addiction (EA). Methods A total of 485 university students (368 males and 117 females; M age  = 20.43, SD = 3.21) completed a questionnaire measuring the frequency and intensity of exercise, motivational regulations in exercise, passion for exercise, and EA. Controlling the effects of age, frequency, and intensity of practice, the relationships between the study variables were examined though a path analysis. Results Both self-determined and non-self-determined forms of motivation showed positive association with EA. The forms of motivation with greatest predictive power for EA were introjected and integrated regulations. Both forms of motivation had positive direct and indirect effects through obsessive passion (OP) on EA; however, integrated regulation also showed negative indirect effects through harmonious passion on EA. Conclusions Both forms of passion and, especially, OP, seem to affect how motivational regulations are associated with EA. These findings clarify the association found in previous studies between self-determined forms of motivation and EA.

  16. A new frequency-domain criterion for elimination of limit cycles in fixed-point state-space digital filters using saturation arithmetic

    International Nuclear Information System (INIS)

    Singh, Vimal

    2007-01-01

    In [Singh V. Elimination of overflow oscillations in fixed-point state-space digital filters using saturation arithmetic. IEEE Trans Circ Syst 1990;37(6):814-8], a frequency-domain criterion for the suppression of limit cycles in fixed-point state-space digital filters using saturation overflow arithmetic was presented. The passivity property owing to the presence of multiple saturation nonlinearities was exploited therein. In the present paper, a new notion of passivity, namely, that involving the state variables is considered, thereby arriving at an entirely new frequency-domain criterion for the suppression of limit cycles in such filters

  17. The Cognitive Foundations of Reading and Arithmetic Skills in 7- to 10-Year-Olds

    Science.gov (United States)

    Durand, Marianne; Hulme, Charles; Larkin, Rebecca; Snowling, Margaret

    2005-01-01

    A range of possible predictors of arithmetic and reading were assessed in a large sample (N=162) of children between ages 7 years 5 months and 10 years 4 months. A confirmatory factor analysis of the predictors revealed a good fit to a model consisting of four latent variables (verbal ability, nonverbal ability, search speed, and phonological…

  18. Complex integration and Cauchy's theorem

    CERN Document Server

    Watson, GN

    2012-01-01

    This brief monograph by one of the great mathematicians of the early twentieth century offers a single-volume compilation of propositions employed in proofs of Cauchy's theorem. Developing an arithmetical basis that avoids geometrical intuitions, Watson also provides a brief account of the various applications of the theorem to the evaluation of definite integrals.Author G. N. Watson begins by reviewing various propositions of Poincaré's Analysis Situs, upon which proof of the theorem's most general form depends. Subsequent chapters examine the calculus of residues, calculus optimization, the

  19. STUDENTS’ MOTIVATION IN LEARNING ENGLISH LANGUAGE (A CASE STUDY OF ELECTRICAL ENGINEERING DEPARTMENT STUDENTS

    Directory of Open Access Journals (Sweden)

    Anna Riana Suryanti Tambunan

    2016-09-01

    Full Text Available The real challenges for teachers and learners lie in finding ways of sustaining the motivation through the long and often arduous process of learning a language. The aim of this study was to describe the students’ instrumental and integrative motivation in English language learning. A case study was used in this study by distributing the motivation questionnaire to the 36 second-year students of English Department at Sultan Ageng Tirtayasa university in Serang, Banten. Then, the data from the returned questionnaire were analyzed by describing the types of motivation the students use. Findings from this study indicated that the second year students were instrumentally motivated and their integration was sufficient, too. The instrumental motivation was found to have more impact on students than integrative one. Three interrelated instrumental motivations in studying English were identified: future study, scores and career. In addition the students mentioned that good marks in English were required for their future studies and a good qualification for their careers. In conclusion, motivation has a contribution towards the students’ English language learning. The findings could be useful for researchers and teachers in improving students’ English language learning by conducting effective teaching and learning strategies to develop the students’ motivation.

  20. Motivation for a Second or Foreign Language Learning

    Directory of Open Access Journals (Sweden)

    Quan Zhu

    2014-04-01

    Full Text Available Motivation is a frequently used word both in our daily work and study, which is an important factor which can greatly influence the achievement of learners’ second language or foreign language acquisition. Speaking of the history of research on “motivation”, Gardner and Lamber and their associates should come first, because they have done the most important work, which made the most outstanding contributors in this field. There are several kinds of motivation, like instrumental motivation and integrative motivation, and intrinsic motivation and extrinsic motivation, and there are some relevant debates between them. Through the current researches on the application of motivation in learning and teaching, we can see how effective the motivational system promoted within cooperative situations is, although there is numbers of different motivational aspects. Maybe more researches should be done, but we can just draw a periodical conclusion that motivation in language learning is a very complicated psychological phenomenon, and it is also the single most influential factor in learning a new language.

  1. Conference on Number Theory and Arithmetic Geometry

    CERN Document Server

    Silverman, Joseph; Stevens, Glenn; Modular forms and Fermat’s last theorem

    1997-01-01

    This volume contains expanded versions of lectures given at an instructional conference on number theory and arithmetic geometry held August 9 through 18, 1995 at Boston University. Contributor's includeThe purpose of the conference, and of this book, is to introduce and explain the many ideas and techniques used by Wiles in his proof that every (semi-stable) elliptic curve over Q is modular, and to explain how Wiles' result can be combined with Ribet's theorem and ideas of Frey and Serre to show, at long last, that Fermat's Last Theorem is true. The book begins with an overview of the complete proof, followed by several introductory chapters surveying the basic theory of elliptic curves, modular functions, modular curves, Galois cohomology, and finite group schemes. Representation theory, which lies at the core of Wiles' proof, is dealt with in a chapter on automorphic representations and the Langlands-Tunnell theorem, and this is followed by in-depth discussions of Serre's conjectures, Galois deformations, ...

  2. Using Mouse and Keyboard Dynamics to Detect Cognitive Stress During Mental Arithmetic

    OpenAIRE

    Ayesh, Aladdin, 1972-; Stacey, Martin; Lim, Yee Mei

    2015-01-01

    To build a personalized e-learning system that can deliver adaptive learning content based on student’s cognitive effort and efficiency, it is important to develop a construct that can help measuring perceived mental state, such as stress and cognitive load. The construct must be able to be quantified, computerized and automated. Our research investigates how mouse and keyboard dynamics analyses could be used to detect cognitive stress, which is induced by high mental arithmetic demand with t...

  3. Primary care nurses' performance in motivational interviewing: a quantitative descriptive study.

    Science.gov (United States)

    Östlund, Ann-Sofi; Kristofferzon, Marja-Leena; Häggström, Elisabeth; Wadensten, Barbro

    2015-07-25

    Motivational interviewing is a collaborative conversational style intended to strengthen motivation to change. It has been shown to be effective in addressing many different lifestyle problems as well as in chronic disease management, and many disease prevention guidelines promote use of motivational interviewing. The aim of the present study was twofold: to assess to what extent the primary care nurses in the study perform motivational interviewing according to the Motivational Interviewing Treatment Integrity Code and to investigate how the participating primary care nurses rated their own performance in motivational interviewing. The study was based on twelve primary care nurses' audio-recorded motivational interviewing sessions with patients (total 32 sessions). After each session, the nurses completed a questionnaire regarding their experience of their own performance in motivational interviewing. The audio-recorded sessions were analyzed using Motivational Interviewing Integrity Code 3.1.1. None of the nurses achieved beginning proficiency in all parts of any motivational interviewing sessions and two nurses did not achieve beginning proficiency in any parts or sessions. Making more complex than simple reflections was the specific verbal behavior/summary score that most nurses achieved. Beginning proficiency/competency in "percent open questions" was the summary score that fewest achieved. Primary care nurses did not achieve beginning proficiency/competency in all aspects of motivational interviewing in their recorded sessions with patients, where lifestyle change was discussed. This indicates a need for improvement and thus additional training, feedback and supervision in clinical practice with motivational interviewing.

  4. Using the Variable-Length Arithmetic for an Accurate Poles-Zeros Analysis

    Directory of Open Access Journals (Sweden)

    J. Michal

    2003-09-01

    Full Text Available In the paper, a reduction algorithm for transforming the generaleigenvalue problem to the standard one is presented for both classicalfull-matrix methods and a sparse-matrix technique appropriate forlarge-scale circuits. An optimal pivoting strategy for the two methodsis proposed to increase the precision of the computations. The accuracyof the algorithms is furthermore increased using longer numerical data.First, a ORQJ.GRXEOH precision sparse algorithm is compared with theGRXEOH precision sparse and full-matrix ones. Finally, the applicationof a suitable multiple-precision arithmetic library is evaluated.

  5. Implications of an arithmetical symmetry of the commutant for modular invariants

    International Nuclear Information System (INIS)

    Ruelle, P.; Thiran, E.; Weyers, J.

    1993-01-01

    We point out the existence of an arithmetical symmetry for the commutant of the modular matrices S and T. This symmetry holds for all affine simple Lie algebras at all levels and implies the equality of certain coefficients in any modular invariant. Particularizing to SU(3) k , we classify the modular invariant partition functions when k+3 is an integer coprime with 6 and when it is a power of either 2 or 3. Our results imply that no detailed knowledge of the commutant is needed to undertake a classification of all modular invariants. (orig.)

  6. Hypocretin as a Hub for Arousal and Motivation

    Directory of Open Access Journals (Sweden)

    Susan M. Tyree

    2018-06-01

    Full Text Available The lateral hypothalamus is comprised of a heterogeneous mix of neurons that serve to integrate and regulate sleep, feeding, stress, energy balance, reward, and motivated behavior. Within these populations, the hypocretin/orexin neurons are among the most well studied. Here, we provide an overview on how these neurons act as a central hub integrating sensory and physiological information to tune arousal and motivated behavior accordingly. We give special attention to their role in sleep-wake states and conditions of hyper-arousal, as is the case with stress-induced anxiety. We further discuss their roles in feeding, drug-seeking, and sexual behavior, which are all dependent on the motivational state of the animal. We further emphasize the application of powerful techniques, such as optogenetics, chemogenetics, and fiber photometry, to delineate the role these neurons play in lateral hypothalamic functions.

  7. Integrated Theory of Planned Behavior with Extrinsic Motivation to Predict Intention Not to Use Illicit Drugs by Fifth-Grade Students in Taiwan

    Science.gov (United States)

    Liao, Jung-Yu; Chang, Li-Chun; Hsu, Hsiao-Pei; Huang, Chiu-Mieh; Huang, Su-Fei; Guo, Jong-Long

    2017-01-01

    This study assessed the effects of a model that integrated the theory of planned behavior (TPB) with extrinsic motivation (EM) in predicting the intentions of fifth-grade students to not use illicit drugs. A cluster-sampling design was adopted in a cross-sectional survey (N = 571). The structural equation modeling results showed that the model…

  8. Mathematical learning disabilities and attention deficit and/or hyperactivity disorder: A study of the cognitive processes involved in arithmetic problem solving.

    Science.gov (United States)

    Iglesias-Sarmiento, Valentín; Deaño, Manuel; Alfonso, Sonia; Conde, Ángeles

    2017-02-01

    The purpose of this study was to examine the contribution of cognitive functioning to arithmetic problem solving and to explore the cognitive profiles of children with attention deficit and/or hyperactivity disorder (ADHD) and with mathematical learning disabilities (MLD). The sample was made up of a total of 90 students of 4th, 5th, and 6th grade organized in three: ADHD (n=30), MLD (n=30) and typically achieving control (TA; n=30) group. Assessment was conducted in two sessions in which the PASS processes and arithmetic problem solving were evaluated. The ADHD group's performance in planning and attention was worse than that of the control group. Children with MLD obtained poorer results than the control group in planning and simultaneous and successive processing. Executive processes predicted arithmetic problem solving in the ADHD group whereas simultaneous processing was the unique predictor in the MLD sample. Children with ADHD and with MLD showed characteristic cognitive profiles. Groups' problem-solving performance can be predicted from their cognitive functioning. Copyright © 2016 Elsevier Ltd. All rights reserved.

  9. Multiple Skills Underlie Arithmetic Performance: A Large-Scale Structural Equation Modeling Analysis

    Directory of Open Access Journals (Sweden)

    Sarit Ashkenazi

    2017-12-01

    Full Text Available Current theoretical approaches point to the importance of several cognitive skills not specific to mathematics for the etiology of mathematics disorders (MD. In the current study, we examined the role of many of these skills, specifically: rapid automatized naming, attention, reading, and visual perception, on mathematics performance among a large group of college students (N = 1,322 with a wide range of arithmetic proficiency. Using factor analysis, we discovered that our data clustered to four latent variables 1 mathematics, 2 perception speed, 3 attention and 4 reading. In subsequent structural equation modeling, we found that the latent variable perception speed had a strong and meaningful effect on mathematics performance. Moreover, sustained attention, independent from the effect of the latent variable perception speed, had a meaningful, direct effect on arithmetic fact retrieval and procedural knowledge. The latent variable reading had a modest effect on mathematics performance. Specifically, reading comprehension, independent from the effect of the latent variable reading, had a meaningful direct effect on mathematics, and particularly on number line knowledge. Attention, tested by the attention network test, had no effect on mathematics, reading or perception speed. These results indicate that multiple factors can affect mathematics performance supporting a heterogeneous approach to mathematics. These results have meaningful implications for the diagnosis and intervention of pure and comorbid learning disorders.

  10. The arithmetic problem size effect in children: an event-related potential study

    Directory of Open Access Journals (Sweden)

    Leen eVan Beek

    2014-09-01

    Full Text Available This study used for the first time event-related potentials (ERPs to examine the well-known arithmetic problem size effect in children. The electrophysiological correlates of this problem size effect have been well documented in adults, but such information in children is lacking. In the present study, 22 typically developing 12-year-olds were asked to solve single-digit addition problems of small (sum ≤ 10 and large problem size (sum > 10 and to speak the solution into a voice key while ERPs were recorded. Children displayed similar early and late components compared to previous adult studies on the problem size effect. There was no effect of problem size on the early components P1, N1 and P2. The peak amplitude of the N2 component showed more negative potentials on left and right anterior electrodes for large additions compared to small additions, which might reflect differences in attentional and working memory resources between large and small problems. The mean amplitude of the late positivity component (LPC, which follows the N2, was significantly larger for large than for small additions at right parieto-occipital electrodes, in line with previous adult data. The ERPs of the problem size effect during arithmetic might be a useful neural marker for future studies on fact retrieval impairments in children with mathematical difficulties.

  11. Addiction, adolescence, and the integration of motivation and control

    NARCIS (Netherlands)

    Gladwin, T.E.; Figner, B.; Crone, E.A.; Wiers, R.W.H.J.

    2011-01-01

    The likelihood of initiating addictive behaviors is higher during adolescence than during any other developmental period. The differential developmental trajectories of brain regions involved in motivation and control processes may lead to adolescents’ increased risk taking in general, which may be

  12. Addiction, adolescence, and the integration of control and motivation

    NARCIS (Netherlands)

    Gladwin, T.E.; Figner, B.; Crone, E.A.; Wiers, R.W.

    2011-01-01

    The likelihood of initiating addictive behaviors is higher during adolescence than during any other developmental period. The differential developmental trajectories of brain regions involved in motivation and control processes may lead to adolescents’ increased risk taking in general, which may be

  13. CIMPA Summer School on Arithmetic and Geometry Around Hypergeometric Functions

    CERN Document Server

    Uludağ, A; Yoshida, Masaaki; Arithmetic and Geometry Around Hypergeometric Functions

    2007-01-01

    This volume comprises the Lecture Notes of the CIMPA Summer School "Arithmetic and Geometry around Hypergeometric Functions" held at Galatasaray University, Istanbul in 2005. It contains lecture notes, a survey article, research articles, and the results of a problem session. Key topics are moduli spaces of points on P1 and Picard-Terada-Deligne-Mostow theory, moduli spaces of K3 surfaces, complex hyperbolic geometry, ball quotients, GKZ hypergeometric structures, Hilbert and Picard modular surfaces, uniformizations of complex orbifolds, algebraicity of values of Schwartz triangle functions, and Thakur's hypergeometric function. The book provides a background, gives detailed expositions and indicates new research directions. It is directed to postgraduate students and researchers.

  14. Desynchronization of Theta-Phase Gamma-Amplitude Coupling during a Mental Arithmetic Task in Children with Attention Deficit/Hyperactivity Disorder.

    Directory of Open Access Journals (Sweden)

    Jun Won Kim

    Full Text Available Theta-phase gamma-amplitude coupling (TGC measurement has recently received attention as a feasible method of assessing brain functions such as neuronal interactions. The purpose of this electroencephalographic (EEG study is to understand the mechanisms underlying the deficits in attentional control in children with attention deficit/hyperactivity disorder (ADHD by comparing the power spectra and TGC at rest and during a mental arithmetic task.Nineteen-channel EEGs were recorded from 97 volunteers (including 53 subjects with ADHD from a camp for hyperactive children under two conditions (rest and task performance. The EEG power spectra and the TGC data were analyzed. Correlation analyses between the Intermediate Visual and Auditory (IVA continuous performance test (CPT scores and EEG parameters were performed.No significant difference in the power spectra was detected between the groups at rest and during task performance. However, TGC was reduced during the arithmetic task in the ADHD group compared with the normal group (F = 16.70, p < 0.001. The TGC values positively correlated with the IVA CPT scores but negatively correlated with theta power.Our findings suggest that desynchronization of TGC occurred during the arithmetic task in ADHD children. TGC in ADHD children is expected to serve as a promising neurophysiological marker of network deactivation during attention-demanding tasks.

  15. Integral indicator for evaluating system of material motivation employees of state and private enterprises in the construction sector

    Directory of Open Access Journals (Sweden)

    Zotkina Natalia

    2017-01-01

    Full Text Available The article is devoted to modeling mechanism for evaluation the labor contribution of Russian employees of public and private enterprises in the construction sector based on an analysis of current problems in the remuneration of the government. There was also taken into account the state of motivation system and job satisfaction of human resources in the executive authorities in the subject of Russian Federation (on an example of the Yamalo-Nenets Autonomous Okrug - YaNAO. The survey was dedicated to revealing preferences of civil servants in matters of career growth, professional development. On the basis of the quota survey of civil servants using absentee (dispenser survey, conducted in July-September 2015 in Yamalo-Nenets, the following conclusions were formulated. The study has found that enrollment in the personnel reserve is not an effective measure to motivate public servants since it functions mostly just formally. Of particular importance are such working conditions as “remuneration dependence on the actual results” and “Personal responsibility for specific areas of activity”, which is directly linked with the possibility to receive appropriate remuneration. Authors propose an integral indicator for assessing labor contribution of an employee of public and private enterprises of the construction sector in order to improve financial motivation and increase the level of interest, which is based on the principles of economic and mathematical modeling.

  16. From algorithmic computing to direct retrieval: evidence from number and alphabetic arithmetic in children and adults.

    Science.gov (United States)

    Barrouillet, P; Fayol, M

    1998-03-01

    A number of theories of mental arithmetic suggest that the ability to solve simple addition and subtraction problems develops from an algorithmic strategy toward a strategy based on the direct retrieval of the result from memory. In the experiment presented here, 2nd and 12th graders were asked to solve two tasks of number and alphabet arithmetic. The subjects transformed series of 1 to 4 numbers or letters (item span) by adding or subtracting an operand varying from 1 to 4 (operation span). Although both the item and operation span were associated with major and identical effects in the case of both numbers and letters at 2nd grade, such effects were clearly observable only in the case of letters for the adult subjects. This suggests the use of an algorithmic strategy for both types of material in the case of the children and for the letters only in the case of the adults, who retrieved numerical results directly from memory.

  17. Spatial complexity of character based writing systems and arithmetic in primary school: a longitudinal study

    Directory of Open Access Journals (Sweden)

    Maja eRodic

    2015-03-01

    Full Text Available Previous research has consistently found an association between spatial and mathematical abilities. We hypothesised that this link may partially explain the consistently observed advantage in mathematics demonstrated by Asian children. Spatial complexity of the character-based writing systems may reflect or lead to a cognitive advantage relevant to mathematics. 721 6-9 -year old children from the UK and Russia were assessed on a battery of cognitive skills and arithmetic. The Russian children were recruited from specialist linguistic schools and divided into 4 different language groups, based on the second language they were learning (i.e. English, Spanish, Chinese and Japanese. The UK children attended regular schools and were not learning any second language. The testing took place twice across the school year, once at the beginning, before the start of the second language acquisition, and once at the end of the year. The study had two aims: (1 to test whether spatial ability predicts mathematical ability in 7-9 year old children across the samples; (2 to test whether acquisition and usage of a character-based writing system leads to an advantage in performance in arithmetic and related cognitive tasks. The longitudinal link from spatial ability to mathematics was found only in the Russian sample. The effect of second language acquisition on mathematics or other cognitive skills was negligible, although some effect of Chinese language on mathematical reasoning was suggested. Overall, the findings suggest that although spatial ability is related to mathematics at this age, one academic year of exposure to spatially complex writing systems is not enough to provide a mathematical advantage. Other educational and socio-cultural factors might play a greater role in explaining individual and cross-cultural differences in arithmetic at this age.

  18. Spatial complexity of character-based writing systems and arithmetic in primary school: a longitudinal study.

    Science.gov (United States)

    Rodic, Maja; Tikhomirova, Tatiana; Kolienko, Tatiana; Malykh, Sergey; Bogdanova, Olga; Zueva, Dina Y; Gynku, Elena I; Wan, Sirui; Zhou, Xinlin; Kovas, Yulia

    2015-01-01

    Previous research has consistently found an association between spatial and mathematical abilities. We hypothesized that this link may partially explain the consistently observed advantage in mathematics demonstrated by East Asian children. Spatial complexity of the character-based writing systems may reflect or lead to a cognitive advantage relevant to mathematics. Seven hundered and twenty one 6-9-year old children from the UK and Russia were assessed on a battery of cognitive skills and arithmetic. The Russian children were recruited from specialist linguistic schools and divided into four different language groups, based on the second language they were learning (i.e., English, Spanish, Chinese, and Japanese). The UK children attended regular schools and were not learning any second language. The testing took place twice across the school year, once at the beginning, before the start of the second language acquisition, and once at the end of the year. The study had two aims: (1) to test whether spatial ability predicts mathematical ability in 7-9 year-old children across the samples; (2) to test whether acquisition and usage of a character-based writing system leads to an advantage in performance in arithmetic and related cognitive tasks. The longitudinal link from spatial ability to mathematics was found only in the Russian sample. The effect of second language acquisition on mathematics or other cognitive skills was negligible, although some effect of Chinese language on mathematical reasoning was suggested. Overall, the findings suggest that although spatial ability is related to mathematics at this age, one academic year of exposure to spatially complex writing systems is not enough to provide a mathematical advantage. Other educational and socio-cultural factors might play a greater role in explaining individual and cross-cultural differences in arithmetic at this age.

  19. Spatial complexity of character-based writing systems and arithmetic in primary school: a longitudinal study

    Science.gov (United States)

    Rodic, Maja; Tikhomirova, Tatiana; Kolienko, Tatiana; Malykh, Sergey; Bogdanova, Olga; Zueva, Dina Y.; Gynku, Elena I.; Wan, Sirui; Zhou, Xinlin; Kovas, Yulia

    2015-01-01

    Previous research has consistently found an association between spatial and mathematical abilities. We hypothesized that this link may partially explain the consistently observed advantage in mathematics demonstrated by East Asian children. Spatial complexity of the character-based writing systems may reflect or lead to a cognitive advantage relevant to mathematics. Seven hundered and twenty one 6–9-year old children from the UK and Russia were assessed on a battery of cognitive skills and arithmetic. The Russian children were recruited from specialist linguistic schools and divided into four different language groups, based on the second language they were learning (i.e., English, Spanish, Chinese, and Japanese). The UK children attended regular schools and were not learning any second language. The testing took place twice across the school year, once at the beginning, before the start of the second language acquisition, and once at the end of the year. The study had two aims: (1) to test whether spatial ability predicts mathematical ability in 7–9 year-old children across the samples; (2) to test whether acquisition and usage of a character-based writing system leads to an advantage in performance in arithmetic and related cognitive tasks. The longitudinal link from spatial ability to mathematics was found only in the Russian sample. The effect of second language acquisition on mathematics or other cognitive skills was negligible, although some effect of Chinese language on mathematical reasoning was suggested. Overall, the findings suggest that although spatial ability is related to mathematics at this age, one academic year of exposure to spatially complex writing systems is not enough to provide a mathematical advantage. Other educational and socio-cultural factors might play a greater role in explaining individual and cross-cultural differences in arithmetic at this age. PMID:25859235

  20. A Hypergraph and Arithmetic Residue-based Probabilistic Neural Network for classification in Intrusion Detection Systems.

    Science.gov (United States)

    Raman, M R Gauthama; Somu, Nivethitha; Kirthivasan, Kannan; Sriram, V S Shankar

    2017-08-01

    Over the past few decades, the design of an intelligent Intrusion Detection System (IDS) remains an open challenge to the research community. Continuous efforts by the researchers have resulted in the development of several learning models based on Artificial Neural Network (ANN) to improve the performance of the IDSs. However, there exists a tradeoff with respect to the stability of ANN architecture and the detection rate for less frequent attacks. This paper presents a novel approach based on Helly property of Hypergraph and Arithmetic Residue-based Probabilistic Neural Network (HG AR-PNN) to address the classification problem in IDS. The Helly property of Hypergraph was exploited for the identification of the optimal feature subset and the arithmetic residue of the optimal feature subset was used to train the PNN. The performance of HG AR-PNN was evaluated using KDD CUP 1999 intrusion dataset. Experimental results prove the dominance of HG AR-PNN classifier over the existing classifiers with respect to the stability and improved detection rate for less frequent attacks. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. Relationship between students’ motivation and their socio-demographic characteristics

    Directory of Open Access Journals (Sweden)

    Vesna Cigan

    2014-12-01

    Full Text Available This article presents the results of research on the relationship between indicators of intrinsic and extrinsic motivation in students attending higher education institutions, and their socio-demographic characteristics: the type of upper secondary education completed, secondary education grade point average, year of study, gender, and parents’ education.  The research was conducted in March 2012, through a survey questionnaire administered to a sample of 604 respondents. The questionnaire examined, among other things, students’ motivation for learning, self-assessment of motivation for learning English and further professional development, and self-assessment of overall satisfaction with the study programme.  According to the self-determination theory developed by Deci and Ryan (2000, intrinsic and extrinsic motivation are essential for undertaking any activity, including learning. As a social agent, each individual interacts with different social groups in an action-oriented set of circumstances, and develops his/her personality (CEFR. Social contexts that catalyse intrapersonal and interpersonal differences also have a significant influence on motivation. Gardner’s theory of motivation emphasizes the importance of social components and the extrinsic nature of instrumental and integrative ­orientation. Instrumental-integrative dichotomy was further developed by Dörnyei (1994: 279, who introduced a motivational framework consisting of three levels: the language level, the learner level and the learning situation level. Survey results show that the respondents are generally highly-motivated to learn, and that intrinsic motivation is predominant. Statistically significant differences were found between gender, secondary education grade point average, and year of study and the type and intensity of motivation, whereas the type of upper secondary education completed, and parents’ education, were not found to be statistically

  2. Conceptual Integration of Arithmetic Operations with Real-World Knowledge: Evidence from Event-Related Potentials

    Science.gov (United States)

    Guthormsen, Amy M.; Fisher, Kristie J.; Bassok, Miriam; Osterhout, Lee; DeWolf, Melissa; Holyoak, Keith J.

    2016-01-01

    Research on language processing has shown that the disruption of conceptual integration gives rise to specific patterns of event-related brain potentials (ERPs)--N400 and P600 effects. Here, we report similar ERP effects when adults performed cross-domain conceptual integration of analogous semantic and mathematical relations. In a problem-solving…

  3. The role of motivational climate in multicultural sport classes

    DEFF Research Database (Denmark)

    Mashreghi, Sepandarmaz; Dankers, Silke; Bunke, Sofia

    2014-01-01

    This study explored the association of ethnic-cultural identity salience with perceived motivational climate and achievement goals in multicultural sport classes. Questionnaires evaluating ethnic-cultural identity salience, perceived motivational climate and achievement goals were completed by high...... school students attending a sport school (n=66). Correlation and multiple regression analyses revealed that performance-oriented motivational climate was positively linked with lack of interaction and fringe dimensions of ethnic-cultural identity salience. In contrast, mastery-oriented motivational...... climate was inversely associated with these subscales. The present findings provide more support for the integrative role of sport in presence of mastery-oriented motivational climates and endorse future intervention studies that highlight mastery environments and task orientation achievement goals...

  4. Ethnic Identity and Culture in Foreign Language Motivation

    DEFF Research Database (Denmark)

    Khudgir Agha, Taha Hammad Ameen

    This thesis presents a study of Iraqi (Kurdish and Arabic) undergraduate students’ motivation to learn English, using Dörnyei’s (2009a) L2 Motivational Self-System and Gardner's (1985a) Socio-educational model as the main theoretical frameworks, while also including some social contextual factors...... in Sulaymaniyah university (Kurdistan Region-Northern Iraq) and Arabic students in AL-Mustansiriya university (Baghdad city) on their motivation to learn English as a foreign language in Iraq; secondly to determine their motivational orientation (instrumental and/or integrative orientation); and finally to get...... insight into how the concepts of ethnic identity and culture have influenced their motivation to learn English. The study applies a mixed method approach. A structured questionnaire survey was designed and administered to 576 undergraduates in twelve scientific departments divided into two major fields...

  5. Language Learning Motivation, Self and Identity: Current Theoretical Perspectives

    Science.gov (United States)

    Ushioda, Ema

    2011-01-01

    Recently, the impact of globalization and the dominant status of English have provoked critical discussion in the L2 motivation field. Traditional concepts such as integrative motivation lose their explanatory power when English is becoming a "must-have" basic educational skill and when there is no clearly defined target language community. In…

  6. Treatment motivation among caregivers and adolescents with substance use disorders.

    Science.gov (United States)

    Cornelius, T; Earnshaw, V A; Menino, D; Bogart, L M; Levy, S

    2017-04-01

    Substance use disorders (SUDs) in adolescence have negative long-term health effects, which can be mitigated through successful treatment. Caregivers play a central role in adolescent treatment involvement; however, studies have not examined treatment motivation and pressures to enter treatment in caregiver/adolescent dyads. Research suggests that internally motivated treatment (in contrast to coerced treatment) tends to lead to better outcomes. We used Self-determination theory (SDT) to examine intersecting motivational narratives among caregivers and adolescents in SUD treatment. Relationships between motivation, interpretation of caregiver pressures, adolescent autonomy, and relatedness were also explored. Adolescents in SUD treatment and their caregivers (N Dyads =15) were interviewed about treatment experiences. Interviews were coded for treatment motivation, including extrinsic (e.g., motivated by punishment), introjected (e.g., motivated by guilt), and identified/integrated motivation (e.g., seeing a behavior as integral to the self). Internalization of treatment motivation, autonomy support/competence (e.g., caregiver support for adolescent decisions), and relatedness (e.g., acceptance and support) were also coded. Four dyadic categories were identified: agreement that treatment was motivated by the adolescent (intrinsic); agreement that treatment was motivated by the caregiver (extrinsic); agreement that treatment was motivated by both, or a shift towards adolescent control (mixed/transitional); and disagreement (adolescents and caregivers each claimed they motivated treatment; conflicting). Autonomy support and relatedness were most prominent in intrinsic dyads, and least prominent in extrinsic dyads. The mixed/transitional group was also high in autonomy support and relatedness. The extrinsic group characterized caregiver rules as an unwelcome mechanism for behavioral control; caregivers in the other groups saw rules as a way to build adolescent

  7. Associations Between Motivation and Mental Health in Sport: A Test of the Hierarchical Model of Intrinsic and Extrinsic Motivation

    Science.gov (United States)

    Sheehan, Rachel B.; Herring, Matthew P.; Campbell, Mark J.

    2018-01-01

    Motivation has been the subject of much research in the sport psychology literature, whereas athlete mental health has received limited attention. Motivational complexities in elite sport are somewhat reflected in the mental health literature, where there is evidence for both protective and risk factors for athletes. Notably, few studies have linked motivation to mental health. Therefore, the key objective of this study was to test four mental health outcomes in the motivational sequence posited by the Hierarchical Model of Intrinsic and Extrinsic Motivation: motivational climate → basic psychological needs → motivation → mental health outcomes. Elite team-sport athletes (140 females, 75 males) completed seven psychometric inventories of motivation-related and mental health variables. Overall, the athletes reported positive motivational patterns, with autonomous motivation and task climate being more prevalent than their less adaptive counterparts. Elevated depressive symptoms and poor sleep quality affected nearly half of the cohort. Structural equation modeling supported pathways between motivational climate, basic needs, motivation, and mood, depressive symptoms, sleep quality, and trait anxiety. Specifically, a task climate was positively associated with the three basic psychological needs, and an ego climate was positively associated with competence. Autonomy and relatedness had positive and negative associations with autonomous and controlled forms of motivation, respectively. Controlled motivation regulations were positively associated with the four mental health outcomes. Integrated regulation had a negative association with anxiety, and intrinsic regulation had a positive association with depressive symptoms. These findings highlight the complexities of and interrelations between motivation and mental health among athletes, and support the importance of considering mental health as an outcome of motivation. PMID:29867672

  8. Associations Between Motivation and Mental Health in Sport: A Test of the Hierarchical Model of Intrinsic and Extrinsic Motivation

    Directory of Open Access Journals (Sweden)

    Rachel B. Sheehan

    2018-05-01

    Full Text Available Motivation has been the subject of much research in the sport psychology literature, whereas athlete mental health has received limited attention. Motivational complexities in elite sport are somewhat reflected in the mental health literature, where there is evidence for both protective and risk factors for athletes. Notably, few studies have linked motivation to mental health. Therefore, the key objective of this study was to test four mental health outcomes in the motivational sequence posited by the Hierarchical Model of Intrinsic and Extrinsic Motivation: motivational climate → basic psychological needs → motivation → mental health outcomes. Elite team-sport athletes (140 females, 75 males completed seven psychometric inventories of motivation-related and mental health variables. Overall, the athletes reported positive motivational patterns, with autonomous motivation and task climate being more prevalent than their less adaptive counterparts. Elevated depressive symptoms and poor sleep quality affected nearly half of the cohort. Structural equation modeling supported pathways between motivational climate, basic needs, motivation, and mood, depressive symptoms, sleep quality, and trait anxiety. Specifically, a task climate was positively associated with the three basic psychological needs, and an ego climate was positively associated with competence. Autonomy and relatedness had positive and negative associations with autonomous and controlled forms of motivation, respectively. Controlled motivation regulations were positively associated with the four mental health outcomes. Integrated regulation had a negative association with anxiety, and intrinsic regulation had a positive association with depressive symptoms. These findings highlight the complexities of and interrelations between motivation and mental health among athletes, and support the importance of considering mental health as an outcome of motivation.

  9. Associations Between Motivation and Mental Health in Sport: A Test of the Hierarchical Model of Intrinsic and Extrinsic Motivation.

    Science.gov (United States)

    Sheehan, Rachel B; Herring, Matthew P; Campbell, Mark J

    2018-01-01

    Motivation has been the subject of much research in the sport psychology literature, whereas athlete mental health has received limited attention. Motivational complexities in elite sport are somewhat reflected in the mental health literature, where there is evidence for both protective and risk factors for athletes. Notably, few studies have linked motivation to mental health. Therefore, the key objective of this study was to test four mental health outcomes in the motivational sequence posited by the Hierarchical Model of Intrinsic and Extrinsic Motivation: motivational climate → basic psychological needs → motivation → mental health outcomes. Elite team-sport athletes (140 females, 75 males) completed seven psychometric inventories of motivation-related and mental health variables. Overall, the athletes reported positive motivational patterns, with autonomous motivation and task climate being more prevalent than their less adaptive counterparts. Elevated depressive symptoms and poor sleep quality affected nearly half of the cohort. Structural equation modeling supported pathways between motivational climate, basic needs, motivation, and mood, depressive symptoms, sleep quality, and trait anxiety. Specifically, a task climate was positively associated with the three basic psychological needs, and an ego climate was positively associated with competence. Autonomy and relatedness had positive and negative associations with autonomous and controlled forms of motivation, respectively. Controlled motivation regulations were positively associated with the four mental health outcomes. Integrated regulation had a negative association with anxiety, and intrinsic regulation had a positive association with depressive symptoms. These findings highlight the complexities of and interrelations between motivation and mental health among athletes, and support the importance of considering mental health as an outcome of motivation.

  10. Deaf and Hard of Hearing Students' Problem-Solving Strategies with Signed Arithmetic Story Problems

    Science.gov (United States)

    Pagliaro, Claudia M.; Ansell, Ellen

    2011-01-01

    The use of problem-solving strategies by 59 deaf and hard of hearing children, grades K-3, was investigated. The children were asked to solve 9 arithmetic story problems presented to them in American Sign Language. The researchers found that while the children used the same general types of strategies that are used by hearing children (i.e.,…

  11. Sources of motivation, interpersonal conflict management styles, and leadership effectiveness: a structural model.

    Science.gov (United States)

    Barbuto, John E; Xu, Ye

    2006-02-01

    126 leaders and 624 employees were sampled to test the relationship between sources of motivation and conflict management styles of leaders and how these variables influence effectiveness of leadership. Five sources of motivation measured by the Motivation Sources Inventory were tested-intrinsic process, instrumental, self-concept external, self-concept internal, and goal internalization. These sources of work motivation were associated with Rahim's modes of interpersonal conflict management-dominating, avoiding, obliging, complying, and integrating-and to perceived leadership effectiveness. A structural equation model tested leaders' conflict management styles and leadership effectiveness based upon different sources of work motivation. The model explained variance for obliging (65%), dominating (79%), avoiding (76%), and compromising (68%), but explained little variance for integrating (7%). The model explained only 28% of the variance in leader effectiveness.

  12. Employee Selection Process: Integrating Employee Needs and Employer Motivators.

    Science.gov (United States)

    Carroll, Brian J.

    1989-01-01

    Offers suggestions for managers relative to the employee selection process, focusing on the identification of a potential employee's needs and the employer's motivators that affect employee productivity. Discusses the use of a preemployment survey and offers a questionnaire that allows matching of the employee's needs with employment…

  13. A software framework for pipelined arithmetic algorithms in field programmable gate arrays

    Science.gov (United States)

    Kim, J. B.; Won, E.

    2018-03-01

    Pipelined algorithms implemented in field programmable gate arrays are extensively used for hardware triggers in the modern experimental high energy physics field and the complexity of such algorithms increases rapidly. For development of such hardware triggers, algorithms are developed in C++, ported to hardware description language for synthesizing firmware, and then ported back to C++ for simulating the firmware response down to the single bit level. We present a C++ software framework which automatically simulates and generates hardware description language code for pipelined arithmetic algorithms.

  14. The Outer Space as an Educational Motivation

    Science.gov (United States)

    Pérez-Pérez, Melquíades; Hernández-López, Montserrat

    2017-06-01

    STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. The end results are students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. The Outer Space is a window to the past and the future of our travel around the history of the Universe and can be used as a educational tool in primary and secondary education. This paper talks about the integration of the resources of European Space Agency, Space Awareness, Nuclio, Scientix and Schoolnet as motivation to integrate STEAM methodology in secondary education. Keywords: STEAM, outer space, motivation, methodology

  15. Trait motivation moderates neural activation associated with goal pursuit.

    Science.gov (United States)

    Spielberg, Jeffrey M; Miller, Gregory A; Warren, Stacie L; Engels, Anna S; Crocker, Laura D; Sutton, Bradley P; Heller, Wendy

    2012-06-01

    Research has indicated that regions of left and right dorsolateral prefrontal cortex (DLPFC) are involved in integrating the motivational and executive function processes related to, respectively, approach and avoidance goals. Given that sensitivity to pleasant and unpleasant stimuli is an important feature of conceptualizations of approach and avoidance motivation, it is possible that these regions of DLPFC are preferentially activated by valenced stimuli. The present study tested this hypothesis by using a task in which goal pursuit was threatened by distraction from valenced stimuli while functional magnetic resonance imaging data were collected. The analyses examined whether the impact of trait approach and avoidance motivation on the neural processes associated with executive function differed depending on the valence or arousal level of the distractor stimuli. The present findings support the hypothesis that the regions of DLPFC under investigation are involved in integrating motivational and executive function processes, and they also indicate the involvement of a number of other brain areas in maintaining goal pursuit. However, DLPFC did not display differential sensitivity to valence.

  16. Arithmetical aspects of the large sieve inequality

    CERN Document Server

    2009-01-01

    This book is an elaboration of a series of lectures given at the Harish-Chandra Research Institute. The reader will be taken through a journey on the arithmetical sides of the large sieve inequality when applied to the Farey dissection. This will reveal connections between this inequality, the Selberg sieve and other less used notions like pseudo-characters and the $\\Lambda_Q$-function, as well as extend these theories. One of the leading themes of these notes is the notion of so-called\\emph{local models} that throws a unifying light on the subject. As examples and applications, the authors present, among other things, an extension of the Brun-Tichmarsh Theorem, a new proof of Linnik's Theorem on quadratic residues and an equally novel one of the Vinogradov three primes Theorem; the authors also consider the problem of small prime gaps, of sums of two squarefree numbers and several other ones, some of them being new, like a sharp upper bound for the number of twin primes $p$ that are such that $p+1$ is square...

  17. Modeling Brain Responses in an Arithmetic Working Memory Task

    Science.gov (United States)

    Hamid, Aini Ismafairus Abd; Yusoff, Ahmad Nazlim; Mukari, Siti Zamratol-Mai Sarah; Mohamad, Mazlyfarina; Manan, Hanani Abdul; Hamid, Khairiah Abdul

    2010-07-01

    Functional magnetic resonance imaging (fMRI) was used to investigate brain responses due to arithmetic working memory. Nine healthy young male subjects were given simple addition and subtraction instructions in noise and in quiet. The general linear model (GLM) and random field theory (RFT) were implemented in modelling the activation. The results showed that addition and subtraction evoked bilateral activation in Heschl's gyrus (HG), superior temporal gyrus (STG), inferior frontal gyrus (IFG), supramarginal gyrus (SG) and precentral gyrus (PCG). The HG, STG, SG and PCG activate higher number of voxels in noise as compared to in quiet for addition and subtraction except for IFG that showed otherwise. The percentage of signal change (PSC) in all areas is higher in quiet as compared to in noise. Surprisingly addition (not subtraction) exhibits stronger activation.

  18. DEBT AMORTIZATION AND SIMPLE INTEREST: THE CASE OF PAYMENTS IN AN ARITHMETIC PROGRESSION

    OpenAIRE

    Clovis José Daudt Lyra Darrigue Faro

    2014-01-01

    With the argument that, necessarily, compound interest implies anatocism, the Brazilian Judiciary has been determining that, specially for the case of  debt amortization in accordance with the so called Tabela Price, when we have constant payments, the use of simple interest. With the same determination occurring in the case of the Constant Amortization Scheme, when the payments follow arithmetic progressions.  However, as simple interest lacks the property of time subdivision, it is shown th...

  19. Trinary arithmetic and logic unit (TALU) using savart plate and spatial light modulator (SLM) suitable for optical computation in multivalued logic

    Science.gov (United States)

    Ghosh, Amal K.; Bhattacharya, Animesh; Raul, Moumita; Basuray, Amitabha

    2012-07-01

    Arithmetic logic unit (ALU) is the most important unit in any computing system. Optical computing is becoming popular day-by-day because of its ultrahigh processing speed and huge data handling capability. Obviously for the fast processing we need the optical TALU compatible with the multivalued logic. In this regard we are communicating the trinary arithmetic and logic unit (TALU) in modified trinary number (MTN) system, which is suitable for the optical computation and other applications in multivalued logic system. Here the savart plate and spatial light modulator (SLM) based optoelectronic circuits have been used to exploit the optical tree architecture (OTA) in optical interconnection network.

  20. A pilot study of a new method of cognitive stimulation using abacus arithmetic in healthy and cognitively impaired elderly subjects.

    Science.gov (United States)

    Matías-Guiu, J A; Pérez-Martínez, D A; Matías-Guiu, J

    2016-06-01

    This study explores the applicability of a cognitive stimulation method based on abacus arithmetic in elderly people with and without cognitive impairment. This observational and prospective pilot study was performed in 2 hospitals. The study assessed the applicability of a programme of arithmetic training developed for use in the elderly population. The primary endpoint was an evaluation of the stimulation programme, in terms of usability, satisfaction, and participation, in healthy elderly controls and elderly patients with mild cognitive impairment or Alzheimer disease. Secondary endpoints were family satisfaction, caregiver burden, and the behaviour and cognition of patients. Usability, satisfaction, and degree of participation were high. The Mini-Mental State Examination showed significant changes (23.1±4.8 before the intervention vs 24.9±4.2 afterwards, P=.002); there were no changes on the Trail Making Test parts A and B, Yesavage Geriatric Depression scale, and Zarit caregiver burden scale. The study suggests that cognitive stimulation with abacus arithmetic may be used in elderly people with and without cognitive impairment. Further studies will be needed to evaluate the efficacy of this kind of programmes. Copyright © 2014 Sociedad Española de Neurología. Published by Elsevier España, S.L.U. All rights reserved.

  1. Preservice Teachers' Beliefs, Attitudes, and Motivation about Technology Integration

    Science.gov (United States)

    Cullen, Theresa A.; Greene, Barbara A.

    2011-01-01

    The Theory of Planned Behavior was used as a framework, along with Self-Determination Theory, to examine preservice teachers' motivation to include technology in their future teaching. We modified instruments to measure theoretical constructs to be applied to plans for the use of technology. Measured were: perceived behavioral control, attitudes…

  2. Motivational Support in Web 2.0 Learning Environments: A Regression Analysis Based on the Integrative Theory of Motivation, Volition and Performance

    Science.gov (United States)

    Huang, Wen-Hao David; Hood, Denice Ward; Yoo, Sun Joo

    2014-01-01

    Web 2.0 applications have been widely applied for teaching and learning in US higher education in recent years. Their potential impact on learning motivation and learner performance, however, has not attracted substantial research efforts. To better understand how Web 2.0 applications might impact learners' motivation in higher education…

  3. Common and distinctive approaches to motivation in different disciplines.

    Science.gov (United States)

    Strombach, T; Strang, S; Park, S Q; Kenning, P

    2016-01-01

    Over the last couple of decades, a body of theories has emerged that explains when and why people are motivated to act. Multiple disciplines have investigated the origins and consequences of motivated behavior, and have done so largely in parallel. Only recently have different disciplines, like psychology and economics, begun to consolidate their knowledge, attempting to integrate findings. The following chapter presents and discusses the most prominent approaches to motivation in the disciplines of biology, psychology, and economics. Particularly, we describe the specific role of incentives, both monetary and alternative, in various motivational theories. Though monetary incentives are pivotal in traditional economic theory, biological and psychological theories ascribe less significance to monetary incentives and suggest alternative drivers for motivation. © 2016 Elsevier B.V. All rights reserved.

  4. Public Values and Public Service Motivation

    DEFF Research Database (Denmark)

    Andersen, Lotte Bøgh; Beck Jørgensen, Torben; Kjeldsen, Anne Mette

    2013-01-01

    The literatures on public values (PV) and public service motivation (PSM) both address whether public service delivery is driven by something more than self-interest. They have developed separately, although they can benefit from insights developed by the other, and this article discusses...... conceptual and empirical relationships between them. Based on a survey of 501 public managers, we find that PSM and PV are associated empirically, but not in a manner allowing total integration. The conceptual discussion reveals how the two concepts cannot be totally separated, as values can be motivating...

  5. Ultrafast all-optical arithmetic logic based on hydrogenated amorphous silicon microring resonators

    Science.gov (United States)

    Gostimirovic, Dusan; Ye, Winnie N.

    2016-03-01

    For decades, the semiconductor industry has been steadily shrinking transistor sizes to fit more performance into a single silicon-based integrated chip. This technology has become the driving force for advances in education, transportation, and health, among others. However, transistor sizes are quickly approaching their physical limits (channel lengths are now only a few silicon atoms in length), and Moore's law will likely soon be brought to a stand-still despite many unique attempts to keep it going (FinFETs, high-k dielectrics, etc.). This technology must then be pushed further by exploring (almost) entirely new methodologies. Given the explosive growth of optical-based long-haul telecommunications, we look to apply the use of high-speed optics as a substitute to the digital model; where slow, lossy, and noisy metal interconnections act as a major bottleneck to performance. We combine the (nonlinear) optical Kerr effect with a single add-drop microring resonator to perform the fundamental AND-XOR logical operations of a half adder, by all-optical means. This process is also applied to subtraction, higher-order addition, and the realization of an all-optical arithmetic logic unit (ALU). The rings use hydrogenated amorphous silicon as a material with superior nonlinear properties to crystalline silicon, while still maintaining CMOS-compatibility and the many benefits that come with it (low cost, ease of fabrication, etc.). Our method allows for multi-gigabit-per-second data rates while maintaining simplicity and spatial minimalism in design for high-capacity manufacturing potential.

  6. Heart rate variability response to mental arithmetic stress in patients with schizophrenia Autonomic response to stress in schizophrenia

    NARCIS (Netherlands)

    Castro, Mariana N.; Vigo, Daniel E.; Weidema, Hylke; Fahrer, Rodolfo D.; Chu, Elvina M.; De Achaval, Delfina; Nogues, Martin; Leiguarda, Ramon C.; Cardinali, Daniel P.; Guinjoan, Salvador N.

    Background: The vulnerability-stress hypothesis is an established model of schizophrenia symptom formation. We sought to characterise the pattern of the cardiac autonomic response to mental arithmetic stress in patients with stable schizophrenia. Methods: We performed heart rate variability (HRV)

  7. A Modular Approach to Arithmetic and Logic Unit Design on a Reconfigurable Hardware Platform for Educational Purpose

    Science.gov (United States)

    Oztekin, Halit; Temurtas, Feyzullah; Gulbag, Ali

    The Arithmetic and Logic Unit (ALU) design is one of the important topics in Computer Architecture and Organization course in Computer and Electrical Engineering departments. There are ALU designs that have non-modular nature to be used as an educational tool. As the programmable logic technology has developed rapidly, it is feasible that ALU design based on Field Programmable Gate Array (FPGA) is implemented in this course. In this paper, we have adopted the modular approach to ALU design based on FPGA. All the modules in the ALU design are realized using schematic structure on Altera's Cyclone II Development board. Under this model, the ALU content is divided into four distinct modules. These are arithmetic unit except for multiplication and division operations, logic unit, multiplication unit and division unit. User can easily design any size of ALU unit since this approach has the modular nature. Then, this approach was applied to microcomputer architecture design named BZK.SAU.FPGA10.0 instead of the current ALU unit.

  8. Personality, motivation, and language attitudes of learners of CTLs and LCTLs

    Directory of Open Access Journals (Sweden)

    Mingzhen Bao

    2012-08-01

    Full Text Available Research has explored various characteristics of foreign language learners. However, little research has investigated how personality traits, motivation, and language attitudes are similarly or differently described between learners of Commonly Taught Languages (CTLs and Less Commonly Taught Languages (LCTLs. The current study examined the correlations of academic achievement, personality, and motivation of learners in CTLs, LCTLs and Non-foreign languages (NFLs, respectively, and the extent to which learners in CTLs, LCTLs and NFLs may differ in these perspectives. The results indicated correlations between overall academic achievement and foreign language achievement of students in CTLs and LCTLs. In addition, students in CTLs, LCTLs and NFLs also experienced their unique correlations in personality and motivation factors. Significant differences were noticed in neuroticism and motivation of the target language: students studying LCTLs were less nervous and more motivated than those in CTLs. Strong tendencies occurred in integrativeness and attitudes toward the learning situation: students in LCTLs attained a more integrative orientation and a more positive attitude toward the learning environment.

  9. Strategies and motives for resistance to persuasion: an integrative framework

    Science.gov (United States)

    Fransen, Marieke L.; Smit, Edith G.; Verlegh, Peeter W. J.

    2015-01-01

    Persuasion is an important element of human communication. But in many situations, we resist rather than embrace persuasive attempts. Resistance to persuasion has been studied in many different disciplines, including communication science, psychology, and marketing. The present paper reviews and connects these diverse literatures, and provides an organizing framework for understanding and studying resistance. Four clusters of resistance strategies are defined (avoidance, contesting, biased processing, and empowerment), and these clusters are related to different motivations for resisting persuasion (threat to freedom, reluctance to change, and concerns of deception). We propose that, while avoidance strategies may be triggered by any of these motivations, contesting strategies are linked primarily to concerns of deception, while empowerment and biased processing strategies are most common when people are reluctant to change. PMID:26322006

  10. Advanced topics in the arithmetic of elliptic curves

    CERN Document Server

    Silverman, Joseph H

    1994-01-01

    In the introduction to the first volume of The Arithmetic of Elliptic Curves (Springer-Verlag, 1986), I observed that "the theory of elliptic curves is rich, varied, and amazingly vast," and as a consequence, "many important topics had to be omitted." I included a brief introduction to ten additional topics as an appendix to the first volume, with the tacit understanding that eventually there might be a second volume containing the details. You are now holding that second volume. it turned out that even those ten topics would not fit Unfortunately, into a single book, so I was forced to make some choices. The following material is covered in this book: I. Elliptic and modular functions for the full modular group. II. Elliptic curves with complex multiplication. III. Elliptic surfaces and specialization theorems. IV. Neron models, Kodaira-Neron classification of special fibers, Tate's algorithm, and Ogg's conductor-discriminant formula. V. Tate's theory of q-curves over p-adic fields. VI. Neron's theory of can...

  11. Magnitude Representation and Working Memory Updating in Children With Arithmetic and Reading Comprehension Disabilities.

    Science.gov (United States)

    Pelegrina, Santiago; Capodieci, Agnese; Carretti, Barbara; Cornoldi, Cesare

    2015-01-01

    It has been argued that children with learning disabilities (LD) encounter severe problems in working memory (WM) tasks, especially when they need to update information stored in their WM. It is not clear, however, to what extent this is due to a generally poor updating ability or to a difficulty specific to the domain to be processed. To examine this issue, two groups of children with arithmetic or reading comprehension LD and a group of typically developing children (9 to 10 years old) were assessed using two updating tasks requiring to select the smallest numbers or objects presented. The results showed that children with an arithmetic disability failed in a number updating task, but not in the object updating task. The opposite was true for the group with poor reading comprehension, whose performance was worse in the object than in the number updating task. It may be concluded that the problem of WM updating in children with LD is also due to a poor representation of the material to be updated. In addition, our findings suggest that the mental representation of the size of objects relates to the semantic representation of the objects' properties and differs from the quantitative representation of numbers. © Hammill Institute on Disabilities 2014.

  12. The Role of Epistemic Motivation in Individuals' Response to Decision Complexity

    Science.gov (United States)

    Amit, Adi; Sagiv, Lilach

    2013-01-01

    Integrating findings on the effects of more alternatives with findings on the effects of more attributes, we offer a motivational decision-making model, suggesting that epistemic motivation moderates individuals' responses to complex information. Study 1 empirically investigated the shared essence of four conceptualizations of epistemic…

  13. Relationships among cognition, emotion, and motivation: Implications for intervention and neuroplasticity in psychopathology

    Directory of Open Access Journals (Sweden)

    Laura D. Crocker

    2013-06-01

    Full Text Available Emotion-cognition and motivation-cognition relationships and related brain mechanisms are receiving increasing attention in the clinical research literature as a means of understanding diverse types of psychopathology and improving biological and psychological treatments. This paper reviews and integrates some of the growing evidence for cognitive biases and deficits in depression and anxiety, how these disruptions interact with emotional and motivational processes, and what brain mechanisms appear to be involved. This integration sets the stage for understanding the role of neuroplasticity in implementing change in cognitive, emotional, and motivational processes in psychopathology as a function of intervention.

  14. Relationships among cognition, emotion, and motivation: implications for intervention and neuroplasticity in psychopathology.

    Science.gov (United States)

    Crocker, Laura D; Heller, Wendy; Warren, Stacie L; O'Hare, Aminda J; Infantolino, Zachary P; Miller, Gregory A

    2013-01-01

    Emotion-cognition and motivation-cognition relationships and related brain mechanisms are receiving increasing attention in the clinical research literature as a means of understanding diverse types of psychopathology and improving biological and psychological treatments. This paper reviews and integrates some of the growing evidence for cognitive biases and deficits in depression and anxiety, how these disruptions interact with emotional and motivational processes, and what brain mechanisms appear to be involved. This integration sets the stage for understanding the role of neuroplasticity in implementing change in cognitive, emotional, and motivational processes in psychopathology as a function of intervention.

  15. School Nurses' Experiences with Motivational Interviewing for Preventing Childhood Obesity

    Science.gov (United States)

    Bonde, Ane Høstgaard; Bentsen, Peter; Hindhede, Anette Lykke

    2014-01-01

    Motivational interviewing is a counseling method used to bring about behavior change; its application by school nurses for preventing obesity in children is still new. This study, based on in-depth interviews with 12 school nurses, shows how school nurses adapted motivational interviewing and integrated it into their daily practice along with…

  16. Mathematical aspects of Feynman integrals

    International Nuclear Information System (INIS)

    Bogner, Christian

    2009-08-01

    In the present dissertation we consider Feynman integrals in the framework of dimensional regularization. As all such integrals can be expressed in terms of scalar integrals, we focus on this latter kind of integrals in their Feynman parametric representation and study their mathematical properties, partially applying graph theory, algebraic geometry and number theory. The three main topics are the graph theoretic properties of the Symanzik polynomials, the termination of the sector decomposition algorithm of Binoth and Heinrich and the arithmetic nature of the Laurent coefficients of Feynman integrals. The integrand of an arbitrary dimensionally regularised, scalar Feynman integral can be expressed in terms of the two well-known Symanzik polynomials. We give a detailed review on the graph theoretic properties of these polynomials. Due to the matrix-tree-theorem the first of these polynomials can be constructed from the determinant of a minor of the generic Laplacian matrix of a graph. By use of a generalization of this theorem, the all-minors-matrix-tree theorem, we derive a new relation which furthermore relates the second Symanzik polynomial to the Laplacian matrix of a graph. Starting from the Feynman parametric parameterization, the sector decomposition algorithm of Binoth and Heinrich serves for the numerical evaluation of the Laurent coefficients of an arbitrary Feynman integral in the Euclidean momentum region. This widely used algorithm contains an iterated step, consisting of an appropriate decomposition of the domain of integration and the deformation of the resulting pieces. This procedure leads to a disentanglement of the overlapping singularities of the integral. By giving a counter-example we exhibit the problem, that this iterative step of the algorithm does not terminate for every possible case. We solve this problem by presenting an appropriate extension of the algorithm, which is guaranteed to terminate. This is achieved by mapping the iterative

  17. Mathematical aspects of Feynman integrals

    Energy Technology Data Exchange (ETDEWEB)

    Bogner, Christian

    2009-08-15

    In the present dissertation we consider Feynman integrals in the framework of dimensional regularization. As all such integrals can be expressed in terms of scalar integrals, we focus on this latter kind of integrals in their Feynman parametric representation and study their mathematical properties, partially applying graph theory, algebraic geometry and number theory. The three main topics are the graph theoretic properties of the Symanzik polynomials, the termination of the sector decomposition algorithm of Binoth and Heinrich and the arithmetic nature of the Laurent coefficients of Feynman integrals. The integrand of an arbitrary dimensionally regularised, scalar Feynman integral can be expressed in terms of the two well-known Symanzik polynomials. We give a detailed review on the graph theoretic properties of these polynomials. Due to the matrix-tree-theorem the first of these polynomials can be constructed from the determinant of a minor of the generic Laplacian matrix of a graph. By use of a generalization of this theorem, the all-minors-matrix-tree theorem, we derive a new relation which furthermore relates the second Symanzik polynomial to the Laplacian matrix of a graph. Starting from the Feynman parametric parameterization, the sector decomposition algorithm of Binoth and Heinrich serves for the numerical evaluation of the Laurent coefficients of an arbitrary Feynman integral in the Euclidean momentum region. This widely used algorithm contains an iterated step, consisting of an appropriate decomposition of the domain of integration and the deformation of the resulting pieces. This procedure leads to a disentanglement of the overlapping singularities of the integral. By giving a counter-example we exhibit the problem, that this iterative step of the algorithm does not terminate for every possible case. We solve this problem by presenting an appropriate extension of the algorithm, which is guaranteed to terminate. This is achieved by mapping the iterative

  18. Embedded systems design with special arithmetic and number systems

    CERN Document Server

    Sousa, Leonel; Chang, Chip-Hong

    2017-01-01

    This book introduces readers to alternative approaches to designing efficient embedded systems using unconventional number systems. The authors describe various systems that can be used for designing efficient embedded and application-specific processors, such as Residue Number System, Logarithmic Number System, Redundant Binary Number System Double-Base Number System, Decimal Floating Point Number System and Continuous Valued Number System. Readers will learn the strategies and trade-offs of using unconventional number systems in application-specific processors and be able to apply and design appropriate arithmetic operations from these number systems to boost the performance of digital systems. • Serves as a single-source reference to designing embedded systems with unconventional number systems • Covers theory as well as implementation on application-specific processors • Explains mathematical concepts in a manner accessible to readers with diverse backgrounds.

  19. Conference on Arithmetic and Ideal Theory of Rings and Semigroups

    CERN Document Server

    Fontana, Marco; Geroldinger, Alfred; Olberding, Bruce

    2016-01-01

    This book consists of both expository and research articles solicited from speakers at the conference entitled "Arithmetic and Ideal Theory of Rings and Semigroups," held September 22–26, 2014 at the University of Graz, Graz, Austria. It reflects recent trends in multiplicative ideal theory and factorization theory, and brings together for the first time in one volume both commutative and non-commutative perspectives on these areas, which have their roots in number theory, commutative algebra, and algebraic geometry. Topics discussed include topological aspects in ring theory, Prüfer domains of integer-valued polynomials and their monadic submonoids, and semigroup algebras. It will be of interest to practitioners of mathematics and computer science, and researchers in multiplicative ideal theory, factorization theory, number theory, and algebraic geometry.

  20. From Readiness to Action: How Motivation Works

    Directory of Open Access Journals (Sweden)

    Kruglanski Arie W.

    2014-09-01

    Full Text Available We present a new theoretical construct labeled motivational readiness. It is defined as the inclination, whether or not ultimately implemented, to satisfy a desire. A general model of readiness is described which builds on the work of prior theories, including animal learning models and personality approaches, and which aims to integrate a variety of research findings across different domains of motivational research. Components of this model include the Want state (that is, an individual’s currently active desire, and the Expectancy of being able to satisfy that Want. We maintain that the Want concept is the critical ingredient in motivational readiness: without it, readiness cannot exist. In contrast, some motivational readiness can exist without Expectancy. We also discuss the role of incentive in motivational readiness. Incentive is presently conceived of in terms of a Match between a Want and a Perceived Situational Affordance. Whereas in classic models incentive was portrayed as a first order determinant of motivational readiness, here we describe it as a second order factor which affects readiness by influencing Want, Expectancy, or both. The new model’s relation to its theoretical predecessors, and its implications for future research, also are discussed.

  1. Motivation and Behavioral Regulation of Physical Activity in Middle School Students.

    Science.gov (United States)

    Dishman, Rod K; McIver, Kerry L; Dowda, Marsha; Saunders, Ruth P; Pate, Russell R

    2015-09-01

    This study aimed to examine whether intrinsic motivation and behavioral self-regulation are related to physical activity during middle school. Structural equation modeling was applied in cross-sectional and longitudinal tests of self-determination theory. Consistent with theory, hypothesized relations among variables were supported. Integrated regulation and intrinsic motivation were most strongly correlated with moderate-to-vigorous physical activity measured by an accelerometer. Results were independent of a measure of biological maturity. Construct validity and equivalence of measures were confirmed longitudinally between the sixth and seventh grades and between boys and girls, non-Hispanic Black and White children and overweight and normal-weight students. Measures of autonomous motivation (identified, integrated, and intrinsic) were more strongly related to physical activity in the seventh grade than measures of controlled motivation (external and introjected), implying that physical activity became more intrinsically motivating for some girls and boys as they moved through middle school. Nonetheless, change in introjected regulation was related to change in physical activity in the seventh grade, suggesting that internalized social pressures, which can be detrimental to sustained activity and well-being, also became motivating. These results encourage longer prospective studies during childhood and adolescence to clarify how controlled and autonomous motivations for physical activity develop and whether they respond to interventions designed to increase physical activity.

  2. Motivation and Behavioral Regulation of Physical Activity in Middle-School Students

    Science.gov (United States)

    Dishman, Rod K.; McIver, Kerry L; Dowda, Marsha; Saunders, Ruth P.; Pate, Russell R.

    2015-01-01

    Purpose To examine whether intrinsic motivation and behavioral self-regulation are related to physical activity during middle school. Method Structural equation modeling was applied in cross-sectional and longitudinal tests of self-determination theory. Results Consistent with theory, hypothesized relationships among variables were supported. Integrated regulation and intrinsic motivation were most strongly correlated with moderate-to-vigorous physical activity measured by an accelerometer. Results were independent of a measure of biological maturity. Construct validity and equivalence of measures was confirmed longitudinally between 6th and 7th grades and between boys and girls, non-Hispanic black and white children and overweight and normal weight students. Conclusions Measures of autonomous motivation (identified, integrated, and intrinsic) were more strongly related to physical activity in the 7th grade than measures of controlled motivation (external and introjected), implying that physical activity became more intrinsically motivating for some girls and boys as they moved through middle school. Nonetheless, introjected regulation was related to physical activity in 7th grade, suggesting that internalized social pressures, which can be detrimental to sustained activity and well-being, also became motivating. These results encourage longer prospective studies during childhood and adolescence to clarify how controlled and autonomous motivations for physical activity develop and whether they respond to interventions designed to increase physical activity. PMID:25628178

  3. Brain potentials during mental arithmetic: effects of extensive practice and problem difficulty.

    Science.gov (United States)

    Pauli, P; Lutzenberger, W; Rau, H; Birbaumer, N; Rickard, T C; Yaroush, R A; Bourne, L E

    1994-07-01

    Recent behavioral investigations indicate that the processes underlying mental arithmetic change systematically with practice from deliberate, conscious calculation to automatic, direct retrieval of answers from memory [Bourne, L.E.Jr. and Rickard, T.C., Mental calculation: The development of a cognitive skill, Paper presented at the Interamerican Congress of Psychology, San Jose, Costa Rica, 1991: Psychol. Rev., 95 (1988) 492-527]. Results reviewed by Moscovitch and Winocur [In: The handbook of aging and cognition, Erlbaum, Hillsdale, NJ, 1992, pp. 315-372] suggest that consciously controlled processes are more dependent on frontal lobe function than are automatic processes. It is appropriate, therefore to determine whether transitions in the locus of primary brain activity occur with practice on mental calculation. In this experiment, we examine the relationship between characteristics of event-related brain potentials (ERPs) and mental arithmetic. Single-digit mental multiplication problems varying in difficulty (problem size) were used, and subjects were trained on these problems for four sessions. Problem-size and practice effects were reliably found in behavioral measures (RT). The ERP was characterized by a pronounced late positivity after task presentation followed by a slow wave, and a negativity during response indication. These components responded differentially to the practice and problem-size manipulations. Practice mainly affected topography of the amplitude of positivity and offset latency of slow wave, and problem-size mainly offset latency of slow wave and pre-response negativity. Fronto-central positivity diminished from session to session, and the focus of positivity centered finally at centro-parietal regions.(ABSTRACT TRUNCATED AT 250 WORDS)

  4. The Interpretations and Applications of Boethius's Introduction to the Arithmetic II, 1 at the End of the 10th Century

    Czech Academy of Sciences Publication Activity Database

    Otisk, Marek

    2014-01-01

    Roč. 5, - (2014), s. 33-56 ISSN 2038-3657 Institutional support: RVO:67985955 Keywords : Boethius * arithmetic * Gerbert of Aurillac * Abbo of Fleury * Notker of Liège Subject RIV: AA - Philosophy ; Religion

  5. Employee motivation in Ghana: A factor structure and measurement tool

    Directory of Open Access Journals (Sweden)

    B. B. Puplampu

    2007-12-01

    Full Text Available Purpose: This paper reports research on the factor structure of employee motivation as well as provides a tool for measuring the level of employee motivation in Ghanaian organisations. Methodology: The study was designed as exploratory, comparative and cross-sectional. 260 respondents drawn from across the gender, status and job grade hierarchy of 19 organisations participated. The organisations were matched in terms of tenure (over 5years, number of employees (50 or more and geographic location (headquartered in Accra. A 41-item questionnaire on the Level of Motivation (LoM; Characteristics of Employee Motivation (CEM; aspects of Organisational Citizenship Behaviour (OCB; Managerial Assumptions about employee behaviour (MA; Contextual Institutional Analysis (IAN and Organisational Leadership Issues (Le was developed and used. The instrument combined fixed response format on a 3-point scale with open-ended responses. Findings: Exploratory Factor Analyses (Varimax Rotation, converging in 26 iterations yielded 6 factors, which account for 60% of the variance. Thematic analyses of both interview and open-ended questionnaire data support the emergent factor structure, providing some tentative indication that employee motivation in the Ghanaian (or indeed African context should be looked at more in an integrated manner rather than in terms of the limiting confines of any one theory of motivation. The 3 items hypothesised to constitute the measure of level of employee motivation loaded neatly onto Factor 6. One-way ANOVA demonstrated no differences in the level of motivation across the organisational samples; this was confirmed by the interview data. Implications/Originality/Value: The implications and value of this research are: that motivation research in Africa does need to focus more on developing an integrated model of employee motivation; also, a simple 3-item but novel tool for measuring the level of employee motivation as well as its

  6. [Motivation of Men to Participate in Physical Activity Programs for Health Promotion].

    Science.gov (United States)

    Wollesen, Bettina; Lorf, Sarah; Bischoff, Laura Luise; Menzel, Josefine

    2017-10-25

    Study aim The rate of men participating in health promotion programs is lower than that of women. The reasons and barriers for the different motivation of men as well as wishes and perception for prevention are not yet sufficiently analyzed. This quantitative survey examines motives and barriers of men for participation in primary prevention. Thus, the sample was subdivided into 2 groups, namely motivated vs. non-motivated regarding being active for health promotion. Differences between the 2 groups concerning current health status, health beliefs and health behavior were analyzed to plan more suitable programs in the future. Methods A sample of N=243 men (motivated n=147, non-motivated n=96) participated in the standardized online-survey. The quantitative data analysis integrated the BMZI, KKG, SF-12, TICS and the MGV-39. The examination of the differences between the sub-groups was done with Chi²-Tests and analysis of variance (one-way ANOVA) with IBM SPSS 22 (Armonk, NY: IBM Corp). Results The group of motivated men reported worse health status, especially in psychological well being compared to the non-motivated group (SF-12: F=6.3, p=0.013, eta²=0.025). Both groups named refusal to use harmful substances (e.g. drugs, alcohol), good nutrition and active life-style as important factors for health. Non-motivated men showed a higher score for the fatalistic externality of health (KKG: F=7.609, p=0.006, eta²=0.031) and rated health promotion as paternalism (Chi²=17.693, p≤0.001, C=0.261). Conclusion The men of this study who were motivated to join health promotion programs had a worse health status that might explain their compliance. For the non-motivated men, there was a discrepancy between their own beliefs in health behavior and their real daily activities (e.g. physical activity). In order to reach this target group of men before their health status worsens, prevention programs should integrate incentive systems that integrate features for overcoming

  7. Motivational and Effective Film Activities for the Language Lab Class.

    Science.gov (United States)

    Lin, Li-Yun

    Many teachers hesitate to integrate film into English-as-a-Second-Language (ESL) classrooms because of the uncertainty of the educational efficacy of viewing an entire film in class and the motivational value of the repeated use of short film clips. However, both short film clips and longer films can be used in class to motivate ESL students and…

  8. Beyond Hemispheric Dominance: Brain Regions Underlying the Joint Lateralization of Language and Arithmetic to the Left Hemisphere

    Science.gov (United States)

    Pinel, Philippe; Dehaene, Stanislas

    2010-01-01

    Language and arithmetic are both lateralized to the left hemisphere in the majority of right-handed adults. Yet, does this similar lateralization reflect a single overall constraint of brain organization, such an overall "dominance" of the left hemisphere for all linguistic and symbolic operations? Is it related to the lateralization of specific…

  9. Relationships between value orientations, self-determined motivational types and pro-environmental behavioural intentions

    NARCIS (Netherlands)

    de Groot, Judith M.; Steg, Linda

    2010-01-01

    We examined the predictive power of egoistic altruistic and biospheric value orientations and six types of self-determined motivations (i e intrinsic motivation integrated regulation identified regulation introjected regulation external regulation and amotivation) toward acting pro-environmentally

  10. Sensory trigeminal ULF-TENS stimulation reduces HRV response to experimentally induced arithmetic stress: A randomized clinical trial.

    Science.gov (United States)

    Monaco, Annalisa; Cattaneo, Ruggero; Ortu, Eleonora; Constantinescu, Marian Vladimir; Pietropaoli, Davide

    2017-05-01

    Ultra Low Frequency Transcutaneous Electric Nervous Stimulation (ULF-TENS) is extensively used for pain relief and for the diagnosis and treatment of temporomandibular disorders (TMD). In addition to its local effects, ULF-TENS acts on the autonomic nervous system (ANS), with particular reference to the periaqueductal gray (PAG), promoting the release of endogenous opioids and modulating descending pain systems. It has been suggested that the PAG participates in the coupling between the emotional stimulus and the appropriate behavioral autonomic response. This function is successfully investigated by HRV. Therefore, our goal is to investigate the effects of trigeminal ULF-TENS stimulation on autonomic behavior in terms of HRV and respiratory parameters during an experimentally-induced arithmetic stress test in healthy subjects. Thirty healthy women between 25 and 35years of age were enrolled and randomly assigned to either the control (TENS stimulation off) or test group (TENS stimulation on). Heart (HR, LF, HF, LF/HF ratio, DET, RMSSD, PNN50, RR) and respiratory (BR) rate were evaluated under basal, T1 (TENS off/on), and stress (mathematical task) conditions. Results showed that HRV parameters and BR significantly changed during the arithmetic stress paradigm (pTENS and control group could be discriminated only by non-linear HRV data, namely RR and DET (p=0.038 and p=0.027, respectively). During the arithmetic task, LF/HF ratio was the most sensitive parameter to discriminate between groups (p=0.019). Our data suggest that trigeminal sensory ULF-TENS reduces the autonomic response in terms of HRV and BR during acute mental stress in healthy subjects. Future directions of our work aim at applying the HRV and BR analysis, with and without TENS stimulation, to individuals with dysfunctional ANS among those with TMD. Copyright © 2017 Elsevier Inc. All rights reserved.

  11. Motivation of medical students: selection by motivation or motivation by selection.

    Science.gov (United States)

    Wouters, Anouk; Croiset, Gerda; Galindo-Garre, Francisca; Kusurkar, Rashmi A

    2016-01-29

    Medical schools try to implement selection procedures that will allow them to select the most motivated students for their programs. Though there is a general feeling that selection stimulates student motivation, conclusive evidence for this is lacking. The current study aims to use the perspective of Self-determination Theory (SDT) of motivation as a lens to examine how medical students' motivation differs in relation to different selection procedures. The hypotheses were that 1) selected students report higher strength and autonomous motivation than non-selected students, and 2) recently selected students report higher strength and autonomous motivation than non-selected students and students who were selected longer ago. First- (Y1) and fourth-year (Y4) medical students in the six-year regular programme and first-year students in the four-year graduate entry programme (GE) completed questionnaires measuring motivation strength and type (autonomous-AM, controlled-CM). Scores were compared between students admitted based on selection, lottery or top pre-university GPA (top GPA) using ANCOVAs. Selected students' answers on open-ended questions were analysed using inductive thematic analysis to identify reasons for changes in motivation. The response rate was 61.4 % (n = 357). Selected students (Y1, Y4 and GE) reported a significantly higher strength of motivation than non-selected students (Y1 and Y4 lottery and top GPA) (p motivation as they felt autonomous, competent and that they belonged to a special group. These reported reasons are in alignment with the basic psychological needs described by Self-Determination Theory as important in enhancing autonomous motivation. A comprehensive selection procedure, compared to less demanding admission procedures, does not seem to yield a student population which stands out in terms of autonomous motivation. The current findings indicate that selection might temporarily enhance students' motivation. The mechanism

  12. Implementation of a digital optical matrix-vector multiplier using a holographic look-up table and residue arithmetic

    Science.gov (United States)

    Habiby, Sarry F.

    1987-01-01

    The design and implementation of a digital (numerical) optical matrix-vector multiplier are presented. The objective is to demonstrate the operation of an optical processor designed to minimize computation time in performing a practical computing application. This is done by using the large array of processing elements in a Hughes liquid crystal light valve, and relying on the residue arithmetic representation, a holographic optical memory, and position coded optical look-up tables. In the design, all operations are performed in effectively one light valve response time regardless of matrix size. The features of the design allowing fast computation include the residue arithmetic representation, the mapping approach to computation, and the holographic memory. In addition, other features of the work include a practical light valve configuration for efficient polarization control, a model for recording multiple exposures in silver halides with equal reconstruction efficiency, and using light from an optical fiber for a reference beam source in constructing the hologram. The design can be extended to implement larger matrix arrays without increasing computation time.

  13. Identity-Based Motivation: Constraints and Opportunities in Consumer Research

    OpenAIRE

    Shavitt, Sharon; Torelli, Carlos J.; Wong, Jimmy

    2009-01-01

    This commentary underscores the integrative nature of the identity-based motivation model (Oyserman, 2009). We situate the model within existing literatures in psychology and consumer behavior, and illustrate its novel elements with research examples. Special attention is devoted to, 1) how product- and brand-based affordances constrain identity-based motivation processes and, 2) the mindsets and action tendencies that can be triggered by specific cultural identities in pursuit of consumer go...

  14. A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems.

    Science.gov (United States)

    Yardimci, Figen; Bektaş, Murat; Özkütük, Nilay; Muslu, Gonca Karayağız; Gerçeker, Gülçin Özalp; Başbakkal, Zümrüt

    2017-01-01

    The study process is related to students' learning approaches and styles. Motivation resources and problems determine students' internal, external, and negative motivation. Analyzing the study process and motivation of students yields important indications about the nature of educational systems in higher education. This study aims to analyze the relationship between the study process, and motivation resources and problems with regard to nursing students in different educational systems in Turkey and to reveal their effects according to a set of variables. This is a descriptive, cross-sectional and correlational study. Traditional, integrated and problem-based learning (PBL) educational programs for nurses involving students from three nursing schools in Turkey. Nursing students (n=330). The data were collected using the Study Process Questionnaire (R-SPQ-2F) and the Motivation Resources and Problems (MRP) Scale. A statistically significant difference was found between the scores on the study process scale, and motivation resources and problems scale among the educational systems. This study determined that the mean scores of students in the PBL system on learning approaches, intrinsic motivation and negative motivation were higher. A positive significant correlation was found between the scales. The study process, and motivation resources and problems were found to be affected by the educational system. This study determined that the PBL educational system more effectively increases students' intrinsic motivation and helps them to acquire learning skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

  15. How do emotion and motivation direct executive control?

    Science.gov (United States)

    Pessoa, Luiz

    2009-04-01

    Emotion and motivation have crucial roles in determining human behavior. Yet, how they interact with cognitive control functions is less understood. Here, the basic elements of a conceptual framework for understanding how they interact are introduced. More broadly, the 'dual competition' framework proposes that emotion and motivation affect both perceptual and executive competition. In particular, the anterior cingulate cortex is hypothesized to be engaged in attentional/effortful control mechanisms and to interact with several other brain structures, including the amygdala and nucleus accumbens, in integrating affectively significant signals with control signals in prefrontal cortex. An implication of the proposal is that emotion and motivation can either enhance or impair behavioral performance depending on how they interact with control functions.

  16. From self to social relationships : An essentially relational perspective on social motivation

    NARCIS (Netherlands)

    van Zomeren, Martijn

    2016-01-01

    What is it that moves and motivates us in our lives? Martijn van Zomeren proposes social relationships are at the essence of this key question and, in a fascinating investigation into human motivation, he develops a novel and integrative psychological theory termed 'selvations theory'. The theory

  17. Motivations for Social Media Use and Impact on Political Participation in China: A Cognitive and Communication Mediation Approach.

    Science.gov (United States)

    Chen, Zhuo; Chan, Michael

    2017-02-01

    Integrating uses and gratifications theory and the cognitive/communication mediation model: this study examines Chinese students' use of social media and subsequent impact on political participation. An integrative framework is proposed where media use, political expression, and political cognitions (efficacy and knowledge) play important mediating roles between audience motivations and participation. Structural equation analyses showed support for the integrated model. Guidance and social utility motivations exhibited different indirect effects on online and offline participation through social media news, discussion, and political efficacy. Entertainment motivations exhibited no direct or indirect effects. Contrary to expectations and previous literature, surveillance motivations exhibited negative direct and indirect effects on offline participation, which may be attributed to the particular Chinese social and political context. Implications of the findings are discussed.

  18. Counselor competence for telephone Motivation Interviewing addressing lifestyle change among Dutch older adults

    NARCIS (Netherlands)

    Mesters, I.; Keulen, H.M. van; Vries, H. de; Brug, J.

    2017-01-01

    Counselor competence in telephone Motivation Interviewing (MI) to change lifestyle behaviors in a primary care population was assessed using the Motivational Interviewing Treatment Integrity (MITI) rating system. Counselor behavior was evaluated by trained raters. Twenty minutes of a random sample

  19. Adaptivna digitalna sita v strukturi porazdeljene aritmetike: Adaptive digital filter implementation with distributed arithmetic structure:

    OpenAIRE

    Babič, Rudolf; Horvat, Bogomir; Osebik, Davorin

    2001-01-01

    Adaptive digital filters have a wide range of applications in the area of signal processing where only minimum a priori knowledge of signal characteristics is available. In this article the adaptive FIR digital filter implementation based on the distributed arithmetic technique is described. The major problem with conventional adaptive digital filter is the need for fast multipliers. When using a hardware implementation. These multipliers take up the disproportional amount of the overall cost...

  20. Motivational Antecedents of Individual Innovation

    Science.gov (United States)

    Picci, Patrizia; Battistelli, Adalgisa

    The current work seeks to focus on the innovative work behavior and, in particular, on the stage of idea generation. An important factor that stimulates the individual to carry out the various emergent processes of change and innovation within the organization is known as intrinsic motivation, but under certain conditions, the presence of different forms of extrinsic motivation, as external regulation, introjection, identification and integration, positively influences innovative behavior at work, specifically the creative stage of the process. Starting from this evidence, the organizational environment could be capable of stimulating or indeed inhibiting potential creativity and innovation of individuals. About 100 individuals employees of a local government health department in Central Italy were given an explicit questionnaire. The results show that among external factors that effect the individual such as control, rewards and recognition for work well done, controlled motivation influences overall innovative behavior whereas autonomous motivation plays a significant role in the specific behavior of idea generation. At the same time, it must also be acknowledged that a clearly articulated task which allows an individual to identify with said task, seems to favor overall innovative behavior, whilst a task which allows a fair degree of autonomy influences the behavior of generating ideas.