A New LFSR Reseeding Scheme via Internal Response Feedback

2013 ◽  
Author(s):  
Wei-Cheng Lien ◽  
Kuen-Jong Lee ◽  
Tong-Yu Hsieh ◽  
Krishnendu Chakrabarty
Keyword(s):  
Internal Response ◽  
Response Feedback ◽  
Lfsr Reseeding

Efficient LFSR Reseeding Based on Internal-Response Feedback

2014 ◽  
Vol 30 (6) ◽  
pp. 673-685 ◽  
Author(s):  
Wei-Cheng Lien ◽  
Kuen-Jong Lee ◽  
Tong-Yu Hsieh ◽  
Krishnendu Chakrabarty
Keyword(s):  
Internal Response ◽  
Response Feedback ◽  
Lfsr Reseeding

LFSR reseeding method based on dividing test cubes by equal number of specified bits

2009 ◽  
Vol 2009 (10) ◽  
pp. 55-61
Author(s):  
Huaguo Liang ◽  
Wangyan Cheng ◽  
Yang Li ◽  
Wei Mao
Keyword(s):  
Lfsr Reseeding

Effect of Response Effort Requirement on Percentage of Short Interresponse Times under Delayed and Immediate Reinforcement

1988 ◽  
Vol 63 (3) ◽  
pp. 943-946 ◽  
Author(s):  
Harvard L. Armus ◽  
Denise C. Mikesell
Keyword(s):  
Food Reinforcement ◽  
Response Effort ◽  
Interresponse Times ◽  
Operant Task ◽  
Response Feedback

Higher levels of required response effort on an operant task resulted in a greater percentage of short (less than 1 sec.) interresponse times for rats receiving a 2-sec. delay of food reinforcement. These results and those of previous studies were discussed in terms of a possible explanation based on salience of response feedback stimuli.

Response : Feedback of Speech Muscle Activity during Silent Reading: Two Comments

Science ◽  
1967 ◽  
Vol 157 (3788) ◽  
pp. 581-581
Author(s):  
Curtis D. Hardyck ◽  
Lewis F. Petrinovich ◽  
Delbert W. Ellsworth
Keyword(s):  
Muscle Activity ◽  
Silent Reading ◽  
Response Feedback

scholarly journals “What do fishermen catch?”; Exploring Talk between Students in Primary Science Classroom Implementing Curriculum 2013

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Munasprianto Ramli
Keyword(s):  
Scientific Literacy ◽  
Primary Schools ◽  
Science Classroom ◽  
Science Lesson ◽  
Primary Science ◽  
Study Approach ◽  
Video Recorder ◽  
Field Note ◽  
Response Feedback

AbstractThe objective of this research is to explore of dialogue in primary science classrooms that implement Curriculum 2013. Dialogue is a term used in a broad sense to mean the exchange of information, thought and ideas from the sources to audiences through both written and spoken language. In this study, the sort of dialogue I am interested in is classroom talk; even more specifically, talk between students in the primary science classroom. A case study approach is employed for this study. I am focusing my study on twelve science lessons at year four of one primary schools in the Greater Jakarta. Data were gathered using classroom observations. I wrote a field note for each lesson and record the observation using audio and video recorder For analysing the data, I employed socio culture discourse analysis. The study shows that talk between students during a science lesson is adapted from both a traditional triadic pattern called Initiation, Response, Feedback (IRF) and a non-triadic pattern of Initiation, Response, Feedback, Response, Feedback (IRFRF) chain. In addition, the findings indicate that students were able to develop the four domains of scientific literacy through talks during science lessons.AbstrakTujuan dari penelitian ini adalah untuk mengeksplorasi dialog di dalam kelas sains dasar yang menerapkan Kurikulum 2013. Dialog adalah istilah yang digunakan dalam arti luas berarti pertukaran informasi, pemikiran dan ide-ide dari sumber pembicara ke lawan bicara melalui komunikasi baik lisan maupun tulisan. Dalam penelitian ini, jenis dialog yang menarik bagi peneliti adalah pembicaraan di kelas; khususnya, pembicaraan antara siswa di kelas sains tingkat Sekolah Dasar. Pendekatan studi kasus digunakan pada penelitian ini. Fokus penelitian ini adalah dua belas materi ajar mata pelajaran sains pada kelas empat dari salah satu sekolah dasar di Jabodetabek. Data penelitian ini dikumpulkan dengan menggunakan observasi kelas. Peneliti menulis catatan lapangan untuk setiap pengajaran dan merekam kegiatan pengajaran menggunakan audio dan perekam video. Untuk menganalisis data, peneliti menggunakan analisis wacana sosial budaya. Studi ini menunjukkan bahwa perbincangan antara siswa selama pelajaran sains diadaptasi dari pola triadic-tradisional yang disebut Initiation (Inisiasi), Response (Respon), dan Feedback (Timbal Balik) yang disingkat IRF dan pola non-triadic yang disebut Initiation (Inisiasi), Response (Respon), Feedback (Timbal Balik), Response (Respon), Feedback (Timbal Balik) yang disebut denga Rantai IRFRF. Selain itu, temuan menunjukkan bahwa siswa mampu mengembangkan empat domain literasi ilmiah melalui diskusi selama pelajaran ilmu pengetahuan 

scholarly journals Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110608
Author(s):  
Fang Tang ◽  
Peida Zhan
Keyword(s):  
Incorrect Response ◽  
Assessment For Learning ◽  
Diagnostic Assessment ◽  
Cognitive Diagnostic Assessment ◽  
Response Feedback ◽  
Diagnostic Feedback ◽  
Quasi Experiment

Assessment for learning emphasizes the importance of feedback to promote learning. To explore whether cognitive diagnostic feedback (CDF) promotes learning and whether it is more effective than traditional feedback in promoting learning, this study conducted a quasi-experiment by utilizing a longitudinal cognitive diagnostic assessment to compare the effect of three feedback modes on promoting learning, including CDF, correct–incorrect response feedback (CIRF), and no feedback. The results provided some evidence for the conclusion that CDF can promote students’ learning and is more effective than CIRF in promoting learning, especially in more challenging areas of knowledge.

scholarly journals Cognitive and physiological measures of listening effort during degraded speech perception: A comparison of dual-task and pupillometry paradigms

2020 ◽  
Author(s):  
Sarah Elizabeth Margaret Colby ◽  
Bob McMurray
Keyword(s):  
Speech Perception ◽  
Dual Task ◽  
Pupil Size ◽  
Spoken Word Recognition ◽  
Recognition Task ◽  
Spoken Word ◽  
Physiological Measures ◽  
Listening Effort ◽  
Response Feedback ◽  
The Relationship

Purpose: Listening effort is quickly becoming an important metric for assessing speech perception in less-than-ideal situations. However, the relationship between the construct of listening effort and the measures used to assess it remain unclear. We compared two measures of listening effort: a cognitive dual task and a physiological pupillometry task. We sought to investigate the relationship between these measures of effort and whether engaging effort impacts speech accuracy.Method: In Experiment 1, 30 participants completed a dual task and pupillometry task that were carefully matched in stimuli and design. The dual task consisted of a spoken word recognition task and a visual match-to-sample task. In the pupillometry task, pupil size was monitored while participants completed a spoken word recognition task. Both tasks presented words at three levels of listening difficulty (unmodified, 8-channel vocoding, and 4-channel vocoding) and provided response feedback on every trial. We refined the pupillometry task in Experiment 2 (n=31); crucially, participants no longer received response feedback. Finally, we ran a new group of subjects on both tasks in Experiment 3 (n=30).Results: In Experiment 1, accuracy in the visual task decreased with increased listening difficulty in the dual task, but pupil size was sensitive to accuracy and not listening difficulty. After removing feedback in Experiment 2, changes in pupil size were predicted by listening difficulty, suggesting the task was now sensitive to engaged effort. Both tasks were sensitive to listening difficulty in Experiment 3, but there was no relationship between the tasks and neither task predicted speech accuracy.Conclusions: Consistent with previous work, we found little evidence for a relationship between different measures of listening effort. We also found no evidence that effort predicts speech accuracy, suggesting that engaging more effort does not lead to improved speech recognition. Cognitive and physiological measures of listening effort are likely sensitive to different aspects of the construct of listening effort.

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