Testing for Spatial Independence Using Similarity Relations

2014 ◽  
Vol 47 (2) ◽  
pp. 97-120 ◽  
Author(s):  
Steven Farber ◽  
Manuel Ruiz Marin ◽  
Antonio Páez
Keyword(s):  
Similarity Relations ◽  
Spatial Independence

Transitivity in similarity judgments on German verbs

2016 ◽  
Vol 11 (1) ◽  
pp. 76-93
Author(s):  
Michael Richter ◽  
Roeland van Hout
Keyword(s):  
Semantic Similarity ◽  
Verb Classes ◽  
Similarity Relations ◽  
Similarity Judgments ◽  
Similarity Relationships

This paper investigates set-theoretical transitive and intransitive similarity relationships in triplets of verbs that can be deduced from raters’ similarity judgments on the pairs of verbs involved. We collected similarity judgments on pairs made up of 35 German verbs and found that the concept of transitivity adds to the information obtained from collecting pair-wise semantic similarity judgments. The concept of transitive similarity enables more complex relations to be revealed in triplets of verbs. To evaluate the outcomes that we obtained by analyzing transitive similarities we used two previously developed verb classifications of the same set of 35 verbs based on the analysis of large corpora (Richter & van Hout, 2016). We applied a modified form of weak stochastic transitivity (Block & Marschak, 1960; Luce & Suppes, 1965; Tversky, 1969) and found that (1), in contrast to Rips’ claim (2011), similarity relations in raters’ judgments systematically turn out to be transitive, and (2) transitivity discloses lexical and aspectual properties of verbs relevant in distinguishing verb classes.

Similarity Relations

2013 ◽  
pp. 341-352
Author(s):  
Rudolf Kruse ◽  
Christian Borgelt ◽  
Frank Klawonn ◽  
Christian Moewes ◽  
Matthias Steinbrecher ◽  
...  
Keyword(s):  
Similarity Relations

scholarly journals A geometric framework for modeling dynamic decisions among arbitrarily many alternatives

2018 ◽  
Author(s):  
Peter D. Kvam
Keyword(s):  
Context Effects ◽  
Geometric Approach ◽  
Stopping Rules ◽  
Decision Space ◽  
Geometric Framework ◽  
Continuous Response ◽  
Similarity Relations ◽  
Preferential Choice ◽  
Dynamic Decisions ◽  
Choice Set

Multiple-choice and continuous-response tasks pose a number of challenges for models of the decision process, from empirical challenges like context effects to computational demands imposed by choice sets with a large number of outcomes. This paper develops a general framework for constructing models of the cognitive processes underlying both inferential and preferential choice among any arbitrarily large number of alternatives. This geometric approach represents the alternatives in a choice set along with a decision maker's beliefs or preferences in a ``decision space,'' simultaneously capturing the support for different alternatives along with the similarity relations between the alternatives in the choice set. Support for the alternatives (represented as vectors) shifts over time according to the dynamics of the belief / preference state (represented as a point) until a stopping rule is met (state crosses a hyperplane) and the corresponding selection is made. I review stopping rules that guarantee optimality in multi-alternative inferential choice, minimizing response time for a desired level of accuracy, as well as methods for constructing the decision space, which can result in context effects when applied to preferential choice.

scholarly journals Effect of animation and review video making (arvima) in non-classical learning model on independent learning and students’ learning outcome

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Muhammad Fath Azzajjad ◽  
Miswandi Tendrita ◽  
Dewi Satria Ahmar
Keyword(s):  
Chemistry Education ◽  
Learning Outcome ◽  
Learning Model ◽  
Independent Learning ◽  
Learning Material ◽  
Study Program ◽  
Education Study ◽  
Research Population ◽  
Quasi Experimental ◽  
Spatial Independence

The non-classical learning model used in this study was a jigsaw type cooperative learning model with the assignment treatment of making learning material video which is expected to make it easier in finding knowledge in teaching materials, with the creativity of students’ forming skills. The purpose of this study are to determine: (a) the effect of animation video and review video making in non-classical learning model on the ability to learn independently of students of the chemistry education study program at USN Kolaka, (b) the effect of animation video and review video making in non-classical learning model on the ability of spatial independence of students in the chemistry education study program at USN Kolaka, and (c) the effect of animation video and review video making in non-classical learning model on the learning outcome of students in the chemistry education study program at USN Kolaka. This research was a quasi-experimental research (quasy experiment) with a posttest only research design. The research population was students in the IV and VI semester of Chemistry Education Study Program. The instrument used was a questionnaire of learning independence, spatial ability and learning outcome.

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