classes. By defining an algebra on equivalence classes we provide a framework to model semantics of direction predicates for qualitative spatial reasoning. We then proceed to extrapolate the definition of direction equivalence classes to define `path' equivalence classes with an application

This study investigated how the learning of one set of equivalence classes enhances the learning of new equivalence classes. Fifty-two undergraduate students were divided into four groups. Subjects in Group 1 received no pretraining. Using the simple-to-complex procedure followed by incremental

Abstract. Let n be a positive integer, and let R be a (possibly infinite dimensional) finitely presented algebra over a computable field of characteristic zero. We describe an algorithm for deciding (in principle) whether R has at most finitely many equivalence classes of n-dimensional irreducible

relations on the set of states and the set of actions of a system under consideration. A state space can be constructed, in which the nodes correspond to equivalence classes of states and the arcs correspond to equivalence classes of actions. Such a state space is often much smaller than the ordinary full

polygon falls into a set of discrete equivalence classes. We begin by describing an error function that measures how close the polygons are to satisfying this criteria. To optimize this error function, we first cluster triangles into discrete sets such that the assignment of sets minimizes our error. We

We construct a model of differential K-theory, using the geometrically defined Chern forms, whose cocycles are certain equivalence classes of maps into the Grassmannians and unitary groups. In particular, we produce the circle-integration maps for these models using classical homotopy

Abstract. The fundamental combinatorial structure of a net in CP2 is its associated set of mutually orthogonal Latin squares. We define equivalence classes of sets of orthogonal Latin squares by label equivalences of the lines of the corresponding net in CP2. Then we count these equivalence classes

We prove that at least - O(k) equivalence tests and no more than + O(n) equivalence tests are needed in the worst case to identify the equivalence classes with at least k members in set of n elements. The upper bound is an improvement by a factor 2 compared to known results. For k = 3 we give

In order to investigate the relationship between stimulus equivalence class formation and age differences, two groups of elderly (ages 62-81) and young (ages 19-22) adult men and women mastered a series of simple and conditional discriminations. Subsequently, they were administered a test

directions. Each property P produces an equivalence class on L(B(H)). We study the relation between equiv-alence classes with respect to different properties.