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ScaleSpace Theory in Computer Vision
, 1994
"... A basic problem when deriving information from measured data, such as images, originates from the fact that objects in the world, and hence image structures, exist as meaningful entities only over certain ranges of scale. "ScaleSpace Theory in Computer Vision" describes a formal theory fo ..."
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Cited by 625 (21 self)
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A basic problem when deriving information from measured data, such as images, originates from the fact that objects in the world, and hence image structures, exist as meaningful entities only over certain ranges of scale. "ScaleSpace Theory in Computer Vision" describes a formal theory
Basic Mathematical Skills: Are they important?
"... All students studying a quantitative course in higher education need certain basic mathematical skills that depend on the syllabus being followed. For a variety of reasons, many students are entering higher education without the requisite competence. Unless action is taken now the problem will casca ..."
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All students studying a quantitative course in higher education need certain basic mathematical skills that depend on the syllabus being followed. For a variety of reasons, many students are entering higher education without the requisite competence. Unless action is taken now the problem
Notes On Formalizing Context
, 1993
"... These notes discuss formalizing contexts as first class objects. The basic relation is ist(c; p). It asserts that the proposition p is true in the context c. The most important formulas relate the propositions true in different contexts. Introducing contexts as formal objects will permit axiomatizat ..."
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Cited by 417 (9 self)
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These notes discuss formalizing contexts as first class objects. The basic relation is ist(c; p). It asserts that the proposition p is true in the context c. The most important formulas relate the propositions true in different contexts. Introducing contexts as formal objects will permit
Basic Skills and Technology not a Contradiction, but a Completion
"... Are certain basic manipulating and other skills still necessary in math teaching? If so, then we should talk about which ones and in which amount. Some examples shall demonstrate that we can use modern computer and hand held technologies to encourage pupils and students of all levels to practise ..."
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necessary and in which amount. I start from my point of view that at this moment we cannot and should not do without certain basic skills in mathematics. I feel unable to give any forecast for the future. I am sure that we could significantly rise the acceptance of technology in teaching mathematics
Behavioral theories and the neurophysiology of reward,
 Annu. Rev. Psychol.
, 2006
"... ■ Abstract The functions of rewards are based primarily on their effects on behavior and are less directly governed by the physics and chemistry of input events as in sensory systems. Therefore, the investigation of neural mechanisms underlying reward functions requires behavioral theories that can ..."
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Cited by 187 (0 self)
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directed approach behavior, and decision making under uncertainty. Individual neurons can be studied in the reward systems of the brain, including dopamine neurons, orbitofrontal cortex, and striatum. The neural activity can be related to basic theoretical terms of reward and uncertainty, such as contiguity
FOSTERING BASIC PROBLEMSOLVING SKILLS IN MATHEMATICS
, 1989
"... Teaching students to think mathematically or to apply mathematics to the solution of realworld problems has become a national priority. This paper explores a method of developing the basic problemsolving skills in a remedial mathematics course at the college freshman level. The first part of this ..."
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Teaching students to think mathematically or to apply mathematics to the solution of realworld problems has become a national priority. This paper explores a method of developing the basic problemsolving skills in a remedial mathematics course at the college freshman level. The first part
Filtering nearduplicate documents
 Proc. FUN 98
, 1998
"... Abstract. The mathematical concept of document resemblance captures well the informal notion of syntactic similarity. The resemblance can be estimated using a fixed size “sketch ” for each document. For a large collection of documents (say hundreds of millions) the size of this sketch is of the orde ..."
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Cited by 157 (6 self)
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, it suffices to determine whether the resemblance is above a certain threshold. In this talk we show how this determination can be made using a ”sample ” of less than 50 bytes per document. The basic approach for computing resemblance has two aspects: first, resemblance is expressed as a set (of strings
Basic Skills Placement Test
"... The primary purposes of_the study were_(1) to investigate whether three subtests of the Comparative Guidance and Placement Program (CGP): Mosaic Comparisons, Year 2000 and Letter Groups measure skills uniquely different from traditional verbal and mathematical skills; and (2) tc test whether the New ..."
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hypothesized fourfactor model (Reading, Sentences, Mathematics, and Mosaic Comparisons); This model was _ found to fit thedata; that is, subtests with the same names measured the same_skills_Basic Skills subtests, Mosaic Comparisons,Year 2000, and Letter Groups, however, each measured something uniquely
Basic skills versus conceptual understanding A bogus dichotomy in mathematics education
, 1999
"... Abstract: The distinction between conceptual understanding and basic skills is as old as mathematics education research itself. It still remains a central issue for many disputes. In this paper, building upon professor HungHsi Wu’s rejection of the distinction, I explore three possible accounts of ..."
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Cited by 17 (0 self)
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Abstract: The distinction between conceptual understanding and basic skills is as old as mathematics education research itself. It still remains a central issue for many disputes. In this paper, building upon professor HungHsi Wu’s rejection of the distinction, I explore three possible accounts
Training Mathematics Skills with Games
, 1975
"... 19 KEY WORDS fContinue on reverae aide if neceaamry and identity by block number) Computerassisted instruction Computerbased training Educational technology Games and training Mathematics instruction 20. ABSTRACT (Continue on reverae aide It neceaaary and Identity by block number) The goal of this ..."
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of this study was to test the efficacy of using games presented on the PLATO IV instructional system to provide remedial mathematics training for Basic Electricity/Electronics (BE/E) School trainees. Two learning tasks which provide the most difficulty for students were selected and instructionally programmed
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