Algorithm of Ecocompensation in Sloping Land Conversion Program Based on Heckman’s Two-Step Model

In this paper, we broadly generalize the assignment auction algorithm to solve linear minimum cost network flow problems. It is significant to establish a market-based compensation mechanism by way of conservation auctions based on peasant households’ willingness, which can promote the innovation of ecocompensation policies, green development, and balanced growth. Using the survey data collected from 453 households within 3 national pilot counties in ecologically fragile regions in northwest Liaoning for the Sloping Land Conversion Programme, measuring peasant households’ willingness to accept ecocompensation through sealed auctions, we built a database through cloud computing to realize information collation and query and applied the Heckman’s Two-Step Model to study the impact of risk preference, social capital, cognitive preference, land parcel characteristics, and family endowments on farmers’ willingness to participate in protection auctions and their bid prices. The results reveal that the average bid price of peasant households in the ecologically fragile region in northwest Liaoning for the Sloping Land Conversion Programme is annually 274.5 yuan per mu and that risk preference and social capital have positive impacts on peasant households’ willingness to participate in conservation auctions and on their bid prices, cognitive preference has a positive impact on peasant households’ bid prices in conservation auctions, and land plot characteristics have a negative impact on peasant households’ bid prices in conservation auctions. It is suggested that ecocompensation policies should be optimized with such methods as lowering peasant households’ perception of high risks, setting role models for them to follow, and strengthening their perception of the environment, income, and property rights.

“Second guessing yourself all the time about what they really mean…”: Cognitive differences between autistic and non-autistic adults in understanding implied meaning

This study investigated cognitive differences between autistic and non-autistic people in understanding implied meaning in conversation using a novel computerized test, the Implicature Comprehension Test. Controlling for core language ability, autistic participants (N = 66) were over twice as likely to endorse a non-normative interpretation of an implied meaning and over five times as likely to select ‘don’t know’ when asked about the presence of an implied meaning, compared to non-autistic participants (N = 118). A further experiment suggested that the selection of ‘don’t know’ reflected a cognitive preference for certainty and explicit communication, and that the normative inference could often be made when the test format was more constrained. Our research supports the hypothesis that autistic individuals can find it challenging to process language in its pragmatic context, and that cognitive preferences play a role in this.

The Habits of mind and its relation with Cognitive Preference of the students’ college of Basic Education

The research aims to identify: 1-The level of habits of mind of the Department of Mathematics students in the college of Basic Education of Mustansiriyah University and Diyala University. 2- Level of cognitive preference of the Department of Mathematics students in the college of Basic Education of Mustansiriyah University and Diyala University. 3- The relation between the habits of mind and the cognitive preference of the Department of Mathematics students in the college of Basic Education of Mustansiriyah University and Diyala University. The researchers constructing scale a measure of the habits of the mind, we have produced the scale of the validity and the reliability, The scale becomes final form is composed of (55) items, and adopted (Zafar,2008) scale of cognitive preference after confirming its validity and the reliability, The scale composed of final form is (30) items, Then the two scales were applied on the research sample consists of(120)students from the fourth stage of basic education colleges of Mustansiriyah University and Diyala University. To achieve the aims of the research, use the following statistical means :(t-test) for one sample, (t-test) for tow sample, and a Pearson correlation coefficient, Research results showed to:- 1- The Department of Mathematics students in the college of Basic Education from both universities Mustansiriya and Diyala have good habits of mind. 2- The Department of Mathematics students in the college of Basic Education from both universities Mustansiriya and Diyala enjoy all the cognitive styles of cognitive preference but in a few degrees, even if the style differs the other .The principles style was slightly more than the application style, then the critical style, followed by recall style. 3-The result of the relation of the habits of the mind with the cognitive preference was an inverse relation between the habits of the mind with the recall style and vice versa with the critical and the principle and application was a direct relationship. In the light of the results of the research, the researcher presented some recommendations and suggestions for further and future works.

Measuring the Effects of Cognitive Preference to Enhance Online Instruction through Sound ePedagogy Design

Researchers are keen to know whether online instruction is effective and whether people learn anything while undertaking an online course. To this end, a research programme was devised to evaluate an ePedagogy, which involves the interactive effects of online instructional strategies enhanced with text-plus-textual metaphors or text-plus-graphical metaphors, and cognitive preference for learning basic programming concepts. The QUEST Interactive Test Analysis System () was used to measure cognitive performance, ensuring an absence of error measurement in the programming knowledge testing instruments. Reliability of these instruments was therefore assured through the calibration afforded by the QUEST estimate that provided predictability of the research design. A means analysis of the QUEST data, using the approach to size effect and statistical power, further quantified the significance of the findings.

Does multimedia support individual differences? – EFL learners’ listening comprehension and cognitive load

<p>The present study examines how display model, English proficiency and cognitive preference affect English as a Foreign Language (EFL) learners’ listening comprehension of authentic videos and cognitive load degree. EFL learners were randomly assigned to one of two groups. The control group received single coding and the experimental group received dual coding. The results show that the display model affects EFL learners’ cognitive load and listening comprehension of CNN news. There is no interaction among English proficiency, cognitive preference and experimental conditions on the listening comprehension scores and cognitive load scale. Learners with a low aptitude for visual learning had poorer performance and a higher cognitive load than those with a high aptitude for visual learning. All learners, regardless of cognitive styles and level of English, benefited from dual coding. The dual-code display model thus seems to be effective in reducing EFL learners’ cognitive load.</p>

Learning Styles and Multiple Intelligences

A learning style, or cognitive preference, is a consistent way of responding to and using stimuli in the context of learning. We can learn in many different ways, but when we use our preferred methods, we are generally at our best and feel most competent, natural, and energetic. There are many theories and various instruments to determine learning styles, but they are all essentially based on the idea that individuals perceive, organize, or process information differently on the basis of either learned or inherited traits. The related theory of multiple intelligences, introduced by Gardner (1983), states that every individual has a different set of developed intelligences, determining how easy or difficult it is to learn information presented in a particular manner. This can be seen as defining a specific learning style, although some authors (Silver, Strong, & Perini, 2000) claim that the multiple intelligences theory is centered around the content of learning in distinct fields of knowledge, while learning styles focus mostly on the process of learning.

Learning Styles and Multiple Intelligences

A learning style, or cognitive preference, is a consistent way of responding to and using stimuli in the context of learning. We can learn in many different ways, but when we use our preferred methods, we are generally at our best and feel most competent, natural, and energetic. There are many theories and various instruments to determine learning styles, but they are all essentially based on the idea that individuals perceive, organize, or process information differently on the basis of either learned or inherited traits. The related theory of multiple intelligences, introduced by Gardner (1983), states that every individual has a different set of developed intelligences, determining how easy or difficult it is to learn information presented in a particular manner. This can be seen as defining a specific learning style, although some authors (Silver, Strong, & Perini, 2000) claim that the multiple intelligences theory is centered around the content of learning in distinct fields of knowledge, while learning styles focus mostly on the process of learning.