Evolutionary learning of document categories     

J. I. Serrano  M. D. del Castillo 《Information Retrieval》2007,10(1):69-83

This paper deals with a supervised learning method devoted to producing categorization models of text documents. The goal of the method is to use a suitable numerical measurement of example similarity to find centroids describing different categories of examples. The centroids are not abstract or statistical models, but rather consist of bits of examples. The centroid-learning method is based on a Genetic Algorithm for Texts (GAT). The categorization system using this genetic algorithm infers a model by applying the genetic algorithm to each set of preclassified documents belonging to a category. The models thus obtained are the category centroids that are used to predict the category of a test document. The experimental results validate the utility of this approach for classifying incoming documents.  相似文献   

Emotional intelligence profiles and learning strategies in secondary school students     

Cándido J. Inglés  María C. Martínez-Monteagudo  Maria C. Pérez Fuentes  José M. García-Fernández  María del Mar Molero  Raquel Suriá-Martinez 《教育心理学》2017,37(2):237-248

The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy one Spaniards secondary school students aged 14–17 participated in the study, completing the Trait Meta-Mood Scale-24 (TMMS-24) and the Cuestionario de Estrategias de Aprendizaje [Learning Strategies Questionnaire] (LSQ). Cluster analysis identified four differentiated EI profiles: a group of adolescents with a low EI profile, a group with high scores in attention and low scores in repair, a high EI profile group, and a group of adolescents with predominance of low attention and high repair. The results also revealed statistically significant differences among the profiles in most of the learning strategies, in which students with high general EI and those with predominance of low attention and high repair use more learning strategies than the other groups, suggesting the importance of developing programmes of emotional skills to study in greater depth EI and its influence on students’ learning strategies.  相似文献   

The Progression of Prospective Primary Teachers’ Conceptions of the Methodology of Teaching     

Ana Rivero  Pilar Azcárate  Rafael Porlán  Rosa Martín del Pozo  Joao Harres 《Research in Science Education》2011,41(5):739-769

This article describes the evolution of prospective primary teachers’ conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles—the belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications for initial teacher education.  相似文献   

Influence of surface roughness on the color of dental-resin composites     

Ghinea R  Ugarte-Alvan L  Yebra A  Pecho OE  Paravina RD  Perez Mdel M 《Journal of Zhejiang University. Science. B》2011,12(7):552-562

This study deals with the influence of surface roughness on the color of resin composites. Ten resin composites (microfilled, hybrid, and microhybrid) were each polished with 500-grit, 1 200-grit, 2 000-grit, and 4 000-grit SiC papers. The roughness parameter (R _a) was measured using a Plμ confocal microscope, and field-emission scanning electron microscope (Fe-SEM) images were used to investigate filler morphology. Color was measured using a spectroradiometer and a D65 standard illuminant (geometry diffuse/0° specular component excluded (SCE) mode). Surface roughness decreased with grit number and was not influenced by filler size or size distribution. A significant influence of R _a on lightness (L*) was found. Lightness increased with decreases in roughness, except for specimens that underwent polishing procedure 4 (PP4; 500-grit, 1 200-grit, 2 000-grit, and 4 000-grit SiC papers consecutively). Generally, it was found that surface roughness influenced the color of resin composites. The composites that underwent PP1 (500-grit SiC paper) exhibited significant differences in chroma (C*), hue (h°), and lightness (L*) compared to composites that underwent PP3 (500-grit, 1 200-grit, and 2 000-grit SiC papers consecutively) and PP4. Color difference (ΔE*) between the polishing procedures was within acceptability thresholds in dentistry.  相似文献   

Constructing Explanations in Science: Informal Formative Assessment Practices Among Science Teachers of English Learners     

Román  Diego  del Rosal  Karla  Basaraba  Deni 《Research in Science Education》2019,49(4):1055-1067

Research in Science Education - Informal formative assessments (IFAs) are classroom interactions teachers use to gather information about their students’ learning, interpret it, and act on...  相似文献   

The Progression of Prospective Teachers’ Conceptions of School Science Content     

Rosa Martín del Pozo  Rafael Porlán  Ana Rivero 《Journal of Science Teacher Education》2011,22(4):291-312

The purpose of the present work is to describe the progression in the conceptions of prospective primary teachers about school science content while they were participating in three teacher education courses following the same constructivist oriented strategy. The participants’ written output was analyzed in various categories—selection of content, types of content and their relationships, levels of complexity, and presentation of content to pupils. There was evidence for some progress in their conceptions of the content from a traditional view to another that we termed intermediate since it did not reach the vision that we consider to be the most complex. Finally, we present a General Itinerary of Progression on school content that could serve as a referent for initial teacher education.  相似文献   

Reading achievement in relation to phonological coding and awareness in deaf readers: a meta-analysis     

Mayberry RI  del Giudice AA  Lieberman AM 《Journal of deaf studies and deaf education》2011,16(2):164-188

The relation between reading ability and phonological coding and awareness (PCA) skills in individuals who are severely and profoundly deaf was investigated with a meta-analysis. From an initial set of 230 relevant publications, 57 studies were analyzed that experimentally tested PCA skills in 2,078 deaf participants. Half of the studies found statistically significant evidence for PCA skills and half did not. A subset of 25 studies also tested reading proficiency and showed a wide range of effect sizes. Overall PCA skills predicted 11% of the variance in reading proficiency in the deaf participants. Other possible modulating factors, such as task type and reading grade level, did not explain the remaining variance. In 7 studies where it was measured, language ability predicted 35% of the variance in reading proficiency. These meta-analytic results indicate that PCA skills are a low to moderate predictor of reading achievement in deaf individuals and that other factors, most notably language ability, have a greater influence on reading development, as has been found to be the case in the hearing population.  相似文献   

A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth graders’ perceptions of academically high performing classmates     

Hyerim Oh  Margaret Sutherland  Niamh Stack  Maria del Mar Badia Martín  Sheyla Blumen  Quoc Anh-Thu Nguyen 《High Ability Studies》2015,26(1):152-166

Previous empirical studies have yielded inconclusive results about peer perceptions of academically high performing students. The purpose of this study was to investigate students’ perceptions of the intellectual ability, positive social qualities, and popularity of a hypothetical new high performing classmate. Participants were 1060 Vietnamese, South Korean, British, Australian, Peruvian, and Spanish boys and girls in 10th grade. The results revealed that the perceptions of academically high performing classmates differed by country group. Positive perceptions of intellectual ability and social qualities were commonly found in all countries except the two Asian countries (Vietnam and South Korea), where the students reported more neutral views of high performers. In conclusion, it is argued that there is no evidence for possible iatrogenic effects of gifted education programs aiming at high achievements  相似文献   

THE COMPETENCE OF MODELLING IN LEARNING CHEMICAL CHANGE: A STUDY WITH SECONDARY SCHOOL STUDENTS     

José Mª Oliva  María del Mar Aragón  Josefa Cuesta 《International Journal of Science and Mathematics Education》2015,13(4):751-791

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Content management system incorporated in a virtual museum hosting     

Jos Ignacio Rojas-Sola  Miguel Castro-García  María del Pilar Carranza-Caadas 《Journal of Cultural Heritage》2011,12(1):74-81

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