Treemap Representations of Higher Order Information for Moving Objects

2015 ◽  
Author(s):  
Ye Wang ◽  
Kyungmi Lee ◽  
Ickjai Lee
Keyword(s):  
Moving Objects ◽  
Higher Order ◽  
Order Information

Looking for Information-Literate Thinking in Undergraduate Subject Searching

2013 ◽  
Author(s):  
Rumi Y. Graham
Keyword(s):  
Multiple Case Study ◽  
Higher Order ◽  
Order Information ◽  
Domain Experts ◽  
Academic Subject ◽  
Premier Cycle ◽  
Multiple Case ◽  
Upper Level ◽  
Premier Cycle Universitaire

To what extent do upper-level, academically outstanding undergraduates employ the kind of higher-order information literate thinking during subject searching commonly associated with search and domain experts? This paper reports on a multiple case study exploration of this question involving eight students and their genuine academic subject searches over a school year.Dans quelle mesure les étudiants de premier cycle universitaire aux meilleurs résultats académiques emploient-ils des techniques de littératie de haut niveau communément trouvées chez les experts lors de recherches par sujet? Cette communication présente les résultats de huit études de cas menées auprès d’étudiants suivis pendant leur cheminement scolaire au cours d’une année. 

scholarly journals Higher-Order Associative Learning in Amnesia: Evidence from the Serial Reaction Time Task

1997 ◽  
Vol 9 (4) ◽  
pp. 522-533 ◽  
Author(s):  
Tim Curran
Keyword(s):  
Reaction Time ◽  
Associative Learning ◽  
Medial Temporal Lobe ◽  
Reaction Time Task ◽  
Normal Subjects ◽  
Higher Order ◽  
Order Information ◽  
Serial Reaction Time ◽  
Implicit Sequence Learning ◽  
Serial Reaction

Patients with anterograde amnesia are commonly believed to exhibit normal implicit learning. Research with the serial reaction time (SRT) task suggests that normal subjects can implicitly learn visuospatial sequences through a process that is sensitive to higher-order information that is more complex than pairwise associations between adjacent stimuli. The present research reexamined SRT learning in a group of amnesic patients with a design intended to specifically address the learning of higher-order information. Despite seemingly normal learning effects on average, the results suggest that amnesic patients do not learn higher-order information as well as control subjects. These results suggest that amnesic patients have an associative learning impairment, even when learning is implicit, and that the medial temporal lobe and/or diencephalic brain areas typically damaged in cases of amnesia normally contribute to implicit sequence learning.

scholarly journals Statistical inference using higher-order information

2007 ◽  
Vol 98 (4) ◽  
pp. 706-742 ◽  
Author(s):  
V.V. Anh ◽  
N.N. Leonenko ◽  
L.M. Sakhno
Keyword(s):  
Statistical Inference ◽  
Higher Order ◽  
Order Information

scholarly journals Prediction of Agreement and Phonetic Overlap Shape Sublexical Identification

2016 ◽  
Vol 60 (3) ◽  
pp. 356-376 ◽  
Author(s):  
Andrea E. Martin ◽  
Philip J. Monahan ◽  
Arthur G. Samuel
Keyword(s):  
Speech Signal ◽  
Grammatical Gender ◽  
Higher Order ◽  
Order Information ◽  
Gender Agreement ◽  
Identification Task ◽  
Sentential Context ◽  
Internal Representations ◽  
Phonetic Cues ◽  
Phoneme Identification

The mapping between the physical speech signal and our internal representations is rarely straightforward. When faced with uncertainty, higher-order information is used to parse the signal and because of this, the lexicon and some aspects of sentential context have been shown to modulate the identification of ambiguous phonetic segments. Here, using a phoneme identification task (i.e., participants judged whether they heard [o] or [a] at the end of an adjective in a noun–adjective sequence), we asked whether grammatical gender cues influence phonetic identification and if this influence is shaped by the phonetic properties of the agreeing elements. In three experiments, we show that phrase-level gender agreement in Spanish affects the identification of ambiguous adjective-final vowels. Moreover, this effect is strongest when the phonetic characteristics of the element triggering agreement and the phonetic form of the agreeing element are identical. Our data are consistent with models wherein listeners generate specific predictions based on the interplay of underlying morphosyntactic knowledge and surface phonetic cues.

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