Some New Convergence Conditions for Jacobi's Method     

H.A. Chase 《Journal of The Franklin Institute》1982,313(2):61-71

Let Aχ = b be a linear system or equations in which A is an n × n matrix and both χ and b are n dimensional column vectors. If in addition A is row diagonally predominant (i.e. for any i, ¦:a_ii¦>¦:a_ij¦: for all 1?j?n,i≠j), then criteria are developed to show how to ascertain when such matrix problems may be successfully solved using Jacobi's iterative method.  相似文献   

A Commentary on Isocrates' Antidosis     

Kenneth R. Chase 《Quarterly Journal of Speech》2013,99(4):472-476

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Modifying Equipment in Early Skill Development: A Tennis Perspective     

Tim Buszard  Damian Farrow  Machar Reid  Rich S. W. Masters 《Research quarterly for exercise and sport》2013,84(2):218-225

Purpose: The International Tennis Federation recently launched a worldwide campaign advocating the use of equipment scaling for children learning to play tennis. The aim of this study was to investigate the influence that varying racquet sizes and ball compressions had on children's ability to play a forehand groundstroke. Method: This was a quantitative repeated-measures design experiment. Children were required to perform a forehand hitting task using each of 9 combinations of tennis racquets and balls (i.e., 3 racquet sizes × 3 ball compressions). Children's hitting performance was measured using a points system. The aim for the children was to score as many points as possible. Hitting technique was measured via video replay. Results: Hitting performance was best when the smallest racquet combined with the ball with the least compression was used. The ball with the least compression also promoted 2 technique benefits: swinging the racquet from low to high and striking the ball in front and to the side of the body. Conclusions: This study demonstrated the benefits for young children playing with scaled racquets and low-compression balls. The findings are discussed with regards to their relevance to theories of skill acquisition.  相似文献   

Monthly rainfall at San Francisco     

Pliny Earle Chase 《Journal of The Franklin Institute》1872,93(3):204-206

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Further experiments in weather forecast     

Pliny Earle Chase 《Journal of The Franklin Institute》1885,119(5):408-409

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Music of the moons     

Pliny Earlk Chase 《Journal of The Franklin Institute》1877,104(5):352-354

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Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning   总被引：1，自引：0，他引：1  

Catherine C. Chase  Doris B. Chin  Marily A. Oppezzo  Daniel L. Schwartz 《Journal of Science Education and Technology》2009,18(4):334-352

Betty’s Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty’s Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies demonstrate the protégé effect: students make greater effort to learn for their TAs than they do for themselves. The first study involved 8th-grade students learning biology. Although all students worked with the same Betty’s Brain software, students in the TA condition believed they were teaching their TAs, while in another condition, they believed they were learning for themselves. TA students spent more time on learning activities (e.g., reading) and also learned more. These beneficial effects were most pronounced for lower achieving children. The second study used a verbal protocol with 5th-grade students to determine the possible causes of the protégé effect. As before, students learned either for their TAs or for themselves. Like study 1, students in the TA condition spent more time on learning activities. These children treated their TAs socially by attributing mental states and responsibility to them. They were also more likely to acknowledge errors by displaying negative affect and making attributions for the causes of failures. Perhaps having a TA invokes a sense of responsibility that motivates learning, provides an environment in which knowledge can be improved through revision, and protects students’ egos from the psychological ramifications of failure.  相似文献   

Suicide Intervention Training for Counselor Trainees: A Quasi‐Experimental Study on Skill Retention          下载免费PDF全文

Laura R. Shannonhouse  Nikki Elston  Yung‐Wei Dennis Lin  Mary Chase Mize  Amanda Rumsey  Robert Rice  Reema Wanna  Michael J. Porter 《Counselor Education & Supervision》2018,57(3):194-210

The authors used a quasi‐experimental design to explore the effect of Applied Suicide Intervention Skills Training on 126 counselor trainees. Results showed that after 3 months, trainees had retained improvements in measured response skills and self‐reported attitudes. The authors discuss the developmental benefits of incorporating similar training into counselor education. Implications for skill measurement are also considered.  相似文献   

Improving Clarity of Compliance Procedures Associated with the National Institutes of Health (NIH) Public Access Policy (NIHPAP) via Process Mapping     

Nandita S. Mani  Merle Rosenzweig  Chase M. Masters 《图书馆管理杂志》2015,55(2):79-91

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Preparing students for future learning with Teachable Agents     

Doris B. Chin  Ilsa M. Dohmen  Britte H. Cheng  Marily A. Oppezzo  Catherine C. Chase  Daniel L. Schwartz 《Educational technology research and development : ETR & D》2010,58(6):649-669

One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by creating concept maps. Artificial intelligence enables TA to use the concept maps to answer questions, thereby providing interactivity, a model of thinking, and feedback. Elementary schoolchildren learning science with TA exhibited “added-value” learning that did not adversely affect the “basic-value” they gained from their regular curriculum, despite trade-offs in instructional time. Moreover, TA prepared students to learn new science content from their regular lessons, even when they were no longer using the software.  相似文献