Minority influence and optimal problem-solving

An analogous thinking task was used to test Nemeth's Convergent–Divergent theory of majority and minority influence. Participants read a (base) problem and one of three solutions (one of which is considered the ‘best' solution). They then generated solutions to a second (target) problem which shared similar structural features to the first problem. Due to the similarities between problems, the solution given to the first problem can be used as an analogy in solving the second. In contrast to Nemeth's theory, when the solution to the base problem was endorsed by a numerical majority there was not an increase in analogy-transfer in solving the target problem. However, in support of Nemeth's theory, when the base solution was supported by a numerical minority then the participants were more likely to generate the ‘best' solution to the target problem regardless of which base solution they were given. Copyright © 1999 John Wiley & Sons, Ltd.

Ash control methods to limit biomass inorganic content and its effect on fast pyrolysis bio-oil stability

This research investigates specific ash control methods to limit inorganic content within biomass prior to fast pyrolysis and effect of specific ash components on fast pyrolysis processing, mass balance yields and bio-oil quality and stability. Inorganic content in miscanthus was naturally reduced over the winter period from June (7.36 wt. %) to February (2.80 wt. %) due to a combination of senescence and natural leaching from rain water. September harvest produced similar mass balance yields, bio-oil quality and stability compared to February harvest (conventional harvest), but nitrogen content in above ground crop was to high (208 kg ha.-1) to maintain sustainable crop production. Deionised water, 1.00% HCl and 0.10% Triton X-100 washes were used to reduce inorganic content of miscanthus. Miscanthus washed with 0.10% Triton X-100 resulted in the highest total liquid yield (76.21 wt. %) and lowest char and reaction water yields (9.77 wt. % and 8.25 wt. % respectively). Concentrations of Triton X-100 were varied to study further effects on mass balance yields and bio-oil stability. All concentrations of Triton X-100 increased total liquid yield and decreased char and reaction water yields compared to untreated miscanthus. In terms of bio-oil stability 1.00% Triton X-100 produced the most stable bio-oil with lowest viscosity index (2.43) and lowest water content index (1.01). Beech wood was impregnated with potassium and phosphorus resulting in lower liquid yields and increased char and gas yields due to their catalytic effect on fast pyrolysis product distribution. Increased potassium and phosphorus concentrations produced less stable bio-oils with viscosity and water content indexes increasing. Fast pyrolysis processing of phosphorus impregnated beech wood was problematic as the reactor bed material agglomerated into large clumps due to char formation within the reactor, affecting fluidisation and heat transfer.

Conceptual Idea of Identification of Patterns and Problem Solving in the Human’s Memory and the Possibilities to Use it in Artificial Intelligent

Given cybernetic idea is formed on the basis of neurophysiologic, neuropsychological, neurocybernetic data and verisimilar hypotheses, which fill gaps of formers, of the author as well. First of all attention is focused on general principles of a Memory organization in the brain and processes which take part in it that realize such psychical functions as perception and identification of input information about patterns and a problem solving, which is specified by the input and output conditions, as well. Realization of the second function, essentially cogitative, is discussed in the aspects of figurative and lingual thinking on the levels of intuition and understanding. The reasons of advisability and principles of bionic approach to creation of appropriate tools of artificial intelligent are proposed.

The influence of eating psychopathology on autobiographical memory specificity and social problem-solving

The primary aim was to examine to influence of subclinical disordered eating on autobiographical memory specificity (AMS) and social problem solving (SPS). A further aim was to establish if AMS mediated the relationship between eating psychopathology and SPS. A non-clinical sample of 52 females completed the autobiographical memory test (AMT), where they were asked to retrieve specific memories of events from their past in response to cue words, and the means-end problem-solving task (MEPS), where they were asked to generate means of solving a series of social problems. Participants also completed the Eating Disorders Inventory (EDI) and Hospital Anxiety and Depression Scale. After controlling for mood, high scores on the EDI subscales, particularly Drive-for-Thinness, were associated with the retrieval of fewer specific and a greater proportion of categorical memories on the AMT and with the generation of fewer and less effective means on the MEPS. Memory specificity fully mediated the relationship between eating psychopathology and SPS. These findings have implications for individuals exhibiting high levels of disordered eating, as poor AMS and SPS are likely to impact negatively on their psychological wellbeing and everyday social functioning and could represent a risk factor for the development of clinically significant eating disorders.

Effective decision making and problem solving in projects

Processing information and forming opinions pose special challenges when attempting to effectively manage the new or complex tasks that typically arise in projects. Based on research in organizational and social psychology, we introduce mechanisms and strategies for collective information processing which are important for forming opinions and handling information in projects.

Effects of worked examples and algebra problem -solving skill on error and cognitive load

This study determined the levels of algebra problem solving skill at which worked examples promoted learning of further problem solving skill and reduction of cognitive load in college developmental algebra students. Problem solving skill was objectively measured as error production; cognitive load was subjectively measured as perceived mental effort. ^ Sixty-three Ss were pretested, received homework of worked examples or mass problem solving, and posttested. Univarate ANCOVA (covariate = previous grade) were performed on the practice and posttest data. The factors used in the analysis were practice strategy (worked examples vs. mass problem solving) and algebra problem solving skill (low vs. moderate vs. high). Students in the practice phase who studied worked examples exhibited (a) fewer errors and reduced cognitive load, at moderate skill; (b) neither fewer errors nor reduced cognitive load, at low skill; and (c) only reduced cognitive load, at high skill. In the posttest, only cognitive load was reduced. ^ The results suggested that worked examples be emphasized for developmental students with moderate problem solving skill. Areas for further research were discussed. ^

Patterns of cooperation, conflict, and domination in children's collaborative problem-solving

This study examined the influence of age, expertise, and task difficulty on children's patterns of collaboration. Six- and eight-year-old children were individually pretested for ability to copy a Lego model and then paired with each other and asked to copy two more models. The design was a 3 (dyad skill level: novice, expert, or mixed) X 2 (age: six or eight) X 2 (task difficulty: moderate or complex) factorial. Results indicated that cooperation increased with age and expertise and decreased with task difficulty. However, expertise had a greater influence on younger than older children's interaction styles. It is argued that with age, social skills may become as important as expertise in determining styles of collaboration. The issue is raised of whether cooperation, domination, and independence represent developmental sequences (i.e., independence precedes cooperation) or whether they represent personal styles of interaction. Finally, it is suggested that an important goal for future research is to assess the relationship between patterns of collaboration and learning.

Parallel Problem Solving from Nature – PPSN XIV:14th International Conference, Edinburgh, UK, September 17-21, 2016, Proceedings

This book constitutes the refereed proceedings of the 14th International Conference on Parallel Problem Solving from Nature, PPSN 2016, held in Edinburgh, UK, in September 2016. The total of 93 revised full papers were carefully reviewed and selected from 224 submissions. The meeting began with four workshops which offered an ideal opportunity to explore specific topics in intelligent transportation Workshop, landscape-aware heuristic search, natural computing in scheduling and timetabling, and advances in multi-modal optimization. PPSN XIV also included sixteen free tutorials to give us all the opportunity to learn about new aspects: gray box optimization in theory; theory of evolutionary computation; graph-based and cartesian genetic programming; theory of parallel evolutionary algorithms; promoting diversity in evolutionary optimization: why and how; evolutionary multi-objective optimization; intelligent systems for smart cities; advances on multi-modal optimization; evolutionary computation in cryptography; evolutionary robotics - a practical guide to experiment with real hardware; evolutionary algorithms and hyper-heuristics; a bridge between optimization over manifolds and evolutionary computation; implementing evolutionary algorithms in the cloud; the attainment function approach to performance evaluation in EMO; runtime analysis of evolutionary algorithms: basic introduction; meta-model assisted (evolutionary) optimization. The papers are organized in topical sections on adaption, self-adaption and parameter tuning; differential evolution and swarm intelligence; dynamic, uncertain and constrained environments; genetic programming; multi-objective, many-objective and multi-level optimization; parallel algorithms and hardware issues; real-word applications and modeling; theory; diversity and landscape analysis.

Resonance Energy Transfer-Based Molecular Switch Designed Using a Systematic Design Process Based on Monte Carlo Methods and Markov Chains

<p>A RET network consists of a network of photo-active molecules called chromophores that can participate in inter-molecular energy transfer called resonance energy transfer (RET). RET networks are used in a variety of applications including cryptographic devices, storage systems, light harvesting complexes, biological sensors, and molecular rulers. In this dissertation, we focus on creating a RET device called closed-diffusive exciton valve (C-DEV) in which the input to output transfer function is controlled by an external energy source, similar to a semiconductor transistor like the MOSFET. Due to their biocompatibility, molecular devices like the C-DEVs can be used to introduce computing power in biological, organic, and aqueous environments such as living cells. Furthermore, the underlying physics in RET devices are stochastic in nature, making them suitable for stochastic computing in which true random distribution generation is critical.</p><p>In order to determine a valid configuration of chromophores for the C-DEV, we developed a systematic process based on user-guided design space pruning techniques and built-in simulation tools. We show that our C-DEV is 15x better than C-DEVs designed using ad hoc methods that rely on limited data from prior experiments. We also show ways in which the C-DEV can be improved further and how different varieties of C-DEVs can be combined to form more complex logic circuits. Moreover, the systematic design process can be used to search for valid chromophore network configurations for a variety of RET applications.</p><p>We also describe a feasibility study for a technique used to control the orientation of chromophores attached to DNA. Being able to control the orientation can expand the design space for RET networks because it provides another parameter to tune their collective behavior. While results showed limited control over orientation, the analysis required the development of a mathematical model that can be used to determine the distribution of dipoles in a given sample of chromophore constructs. The model can be used to evaluate the feasibility of other potential orientation control techniques.</p>

(Table 1) Age control points and dating methods for sediment cores of the Sea of Okhotsk

Marine- and terrestrial-derived biomarkers (alkenones, brassicasterol, dinosterol, and long-chain n-alkanes), as well as carbonate, biogenic opal, and ice-rafted debris (IRD), were measured in two sediment cores in the Sea of Okhotsk, which is located in the northwestern Pacific rim and characterized by high primary productivity. Down-core profiles of phytoplankton markers suggest that primary productivity abruptly increased during the global Meltwater Pulse events 1A (about 14 ka) and 1B (about 11 ka) and stayed high in the Holocene. Spatial and temporal distributions of the phytoplankton productivity were found to be consistent with changes in the reconstructed sea ice distribution on the basis of the IRD. This demonstrates that the progress and retreat of sea ice regulated primary productivity in the Sea of Okhotsk with minimum productivity during the glacial period. The mass accumulation rates of alkenones, CaCO3, and biogenic opal indicate that the dominant phytoplankton species during deglaciation was the coccolithophorid, Emiliania huxleyi, which was replaced by diatoms in the late Holocene. Such a phytoplankton succession was probably caused by an increase in silicate supply to the euphotic layer, possibly associated with a change in surface hydrography and/or linked to enhanced upwelling of North Pacific Deep Water.

Completion strategy or emphasis manipulation? Task support for teaching information problem solving

While most students seem to solve information problems effortlessly, research shows that the cognitive skills for effective information problem solving are often underdeveloped. Students manage to find information and formulate solutions, but the quality of their process and product is questionable. It is therefore important to develop instruction for fostering these skills. In this research, a 2-h online intervention was presented to first-year university students with the goal to improve their information problem solving skills while investigating effects of different types of built-in task support. A training design containing completion tasks was compared to a design using emphasis manipulation. A third variant of the training combined both approaches. In two experiments, these conditions were compared to a control condition receiving conventional tasks without built-in task support. Results of both experiments show that students' information problem solving skills are underdeveloped, which underlines the necessity for formal training. While the intervention improved students’ skills, no differences were found between conditions. The authors hypothesize that the effective presentation of supportive information in the form of a modeling example at the start of the training caused a strong learning effect, which masked effects of task support. Limitations and directions for future research are presented.

Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy

Four experiments investigated whether the testing effect also applies to the acquisition of problem-solving skills from worked examples. Experiment 1 (n=120) showed no beneficial effects of testing consisting of isomorphic problem solving or example recall on final test performance, which consisted of isomorphic problem solving, compared to continued study of isomorphic examples. Experiment 2 (n=124) showed no beneficial effects of testing consisting of identical problem solving compared to restudying an identical example. Interestingly, participants who took both an immediate and a delayed final test outperformed those taking only a delayed test. This finding suggested that testing might become beneficial for retention but only after a certain level of schema acquisition has taken place through restudying several examples. However, experiment 2 had no control condition restudying examples instead of taking the immediate test. Experiment 3 (n=129) included such a restudy condition, and there was no evidence that testing after studying four examples was more effective for final delayed test performance than restudying, regardless of whether restudied/tested problems were isomorphic or identical. Experiment 4 (n=75) used a similar design as experiment 3 (i.e., testing/restudy after four examples), but with examples on a different topic and with a different participant population. Again, no evidence of a testing effect was found. Thus, across four experiments, with different types of initial tests, different problem-solving domains, and different participant populations, we found no evidence that testing enhanced delayed test performance compared to restudy. These findings suggest that the testing effect might not apply to acquiring problem-solving skills from worked examples

Dyslexia, problem solving and text processing : a conceptual framework describing reading difficulties in dyslexia as an information-processing problem

Résumé : Une définition opérationnelle de la dyslexie qui est adéquate et pertinente à l'éducation n'a pu être identifiée suite à une recension des écrits. Les études sur la dyslexie se retrouvent principalement dans trois champs: la neurologie, la neurolinguistique et la génétique. Les résultats de ces recherches cependant, se limitent au domaine médical et ont peu d'utilité pour une enseignante ou un enseignant. La classification de la dyslexie de surface et la dyslexie profonde est la plus appropriée lorsque la dyslexie est définie comme trouble de lecture dans le contexte de l'éducation. L'objectif de ce mémoire était de développer un cadre conceptuel théorique dans lequel les troubles de lecture chez les enfants dyslexiques sont dû à une difficulté en résolution de problèmes dans le traitement de l'information. La validation du cadre conceptuel a été exécutée à l'aide d'un expert en psychologie cognitive, un expert en dyslexie et une enseignante. La perspective de la résolution de problèmes provient du traitement de l'information en psychologie cognitive. Le cadre conceptuel s'adresse uniquement aux troubles de lectures qui sont manifestés par les enfants dyslexiques.||Abstract : An extensive literature review failed to uncover an adequate operational definition of dyslexia applicable to education. The predominant fields of research that have produced most of the studies on dyslexia are neurology, neurolinguistics and genetics. Their perspectives were shown to be more pertinent to medical experts than to teachers. The categorization of surface and deep dyslexia was shown to be the best description of dyslexia in an educational context. The purpose of the present thesis was to develop a theoretical conceptual framework which describes a link between dyslexia, a text-processing model and problem solving. This conceptual framework was validated by three experts specializing in a specific field (either cognitive psychology, dyslexia or teaching). The concept of problem solving was based on information-processing theories in cognitive psychology. This framework applies specifically to reading difficulties which are manifested by dyslexic children.

HERMES - High Efficiency Roads with Rerouteing Methods and Traffic Signal Control.

HERMES is one of the projects in the European ATT Programme. The ATT Programme (or DRIVE II as it is frequently referred to) is an application oriented Community Research and Technological Development Programme that has been conceived and implemented with the objective of contributing to the competitiveness of Europe and to its social and economic cohesion. An important means toward this end is the direct collaboration between different European sector actors: road authorities, fleet operators, road user representatives, industry, and research institutions. DRIVE I has already achieved an important step into this direction. DRIVE II aims at providing a framework that encourages even closer cooperation through large scale international pilot projects that will require common functional and technical specifications for the systems to be implemented at least between the partners directly involved in any project. HERMES is one of the so-called "supporting R&D projects" that provides strategies, algorithms and systems for the pilot applications

Students’ Self-Report of Motivational Orientation and Teacher Evaluation on Coping and Motivational Orientation Related to Elementary Students’ Mathematical Problem Solving and Reading Comprehension

The present study examined the correlations between motivational orientation and students’ academic performance in mathematical problem solving and reading comprehension. The main purpose is to see if students’ intrinsic motivation is related to their actual performance in different subject areas, math and reading. In addition, two different informants, students and teachers, were adopted to check whether the correlation is different by different informants. Pearson’s correlational analysis was a major method, coupled with regression analysis. The result confirmed the significant positive correlation between students’ academic performance and students’ self-report and teacher evaluation on their motivational orientation respectively. Teacher evaluation turned out with more predictive value for the academic achievement in math and reading. Between the subjects, mathematical problem solving showed higher correlation with most of the motivational subscales than reading comprehension did. The highest correlation was found between teacher evaluation on task orientation and students’ mathematical problem solving. The positive relationship between intrinsic motivation and academic achievement was proved. The disparity between students ’ self-report and teacher evaluation on motivational orientation was also addressed with the need of further examination.