Evaluating subtopic retrieval methods: Clustering versus diversification of search results     

Claudio Carpineto  Massimiliano D’AmicoGiovanni Romano 《Information processing & management》2012

To address the inability of current ranking systems to support subtopic retrieval, two main post-processing techniques of search results have been investigated: clustering and diversification. In this paper we present a comparative study of their performance, using a set of complementary evaluation measures that can be applied to both partitions and ranked lists, and two specialized test collections focusing on broad and ambiguous queries, respectively. The main finding of our experiments is that diversification of top hits is more useful for quick coverage of distinct subtopics whereas clustering is better for full retrieval of single subtopics, with a better balance in performance achieved through generating multiple subsets of diverse search results. We also found that there is little scope for improvement over the search engine baseline unless we are interested in strict full-subtopic retrieval, and that search results clustering methods do not perform well on queries with low divergence subtopics, mainly due to the difficulty of generating discriminative cluster labels.  相似文献   

From new imported inputs to new exported products. Firm-level evidence from Sweden   总被引：2，自引：0，他引：2  

Davide Castellani  Claudio Fassio 《Research Policy》2019,48(1):322-338

This paper investigates the determinants of the propensity of firms to export new products, and focuses on the role of new imported inputs. Importing offers access to new technologies and better combination of inputs that can lead to new or improved products for the export markets. Based on a sample of more than 14,000 Swedish manufacturing firms over the period 2001–2012, we show that importing new inputs is a key determinant of firms’ propensity to add new products to their export portfolio, even after controlling for multinationality, patenting activity, productivity and a number of other firm characteristics. This is mainly due to the import of new intermediate inputs and it is stronger for smaller firms.  相似文献   

Skilled migration and innovation in European industries     

Claudio Fassio  Fabio Montobbio  Alessandra Venturini 《Research Policy》2019,48(3):706-718

This paper studies the effects of skilled migration on innovation –proxied by patent citations- in European industries between 1994 and 2005, using the French and the UK Labour Force Surveys and the German Microcensus. Highly-educated migrants have a positive effect on innovation, but the effect differs across industries. It is stronger in industries with low levels of overeducation, high levels of FDIs and openness to trade and, finally, in industries with higher ethnic diversity. The aggregate effect of the skilled immigrant is about one third the one of the skilled natives. We tackle the endogeneity of migrants with a set of external and internal instruments.  相似文献   

The impact of secondary history teachers’ teaching conceptions on the classroom use of computers     

Marcelo Arancibia Herrera  Antoni Badia Garganté  Carmen Paz Soto Caro 《Technology, Pedagogy and Education》2018,27(1):101-114

During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers’ beliefs as well; most of them have studied undefined categories of teachers and focused on explaining the frequency of technology in classrooms. The present study centres on secondary history teachers’ teaching conceptions as a precursor to the ways in which they use computing technology in the classroom. The research is a qualitative study examining the theoretical assumption that teachers’ conceptions of teaching and learning guide their pedagogical action. Semi-structured interviews were conducted with 10 Chilean history teachers, and their didactic sequences were filmed extensively. The research found patterns among educational uses of technology in relation to teaching conceptions (defining the latter based on three conceptual groups: direct instruction or individual or social construction of knowledge) in terms of the allotment of time and the manner of teacher technology use, and less sharply defined patterns were also noted in student technology use and teacher–student–technology interactions.  相似文献   

The process toward commitment to running—The role of different motives,involvement, and coaching     

Claudio M. Rocha  Otavio A. Gratao 《Sport Management Review》2018,21(4):459-472

The purpose of this investigation was twofold: (a) to explore and describe the relationships between different facets of motivation, involvement, and commitment to running, and (b) to test whether recreational coached runners differ from non-coached runners in their motivation, involvement, and commitment to running. Drawing on the psychological continuum model (PCM), a model was proposed to test relationships among motives, attitudinal and behavioral involvement, and commitment to running as a leisure activity. Results showed that two (enjoyment and health) out of five motives were significant indicators of attitudinal involvement. Attitudinal involvement was a significant predictor of behavioral involvement, which in turn was a significant predictor of commitment. Coached runners differed from non-coached runners in all tested variables. The structural relationships among the variables varied based on the tested group. Implications for theory and practice are presented.  相似文献   

A longitudinal study in learning preferences and academic performance in first year medical school          下载免费PDF全文

Yenya Hu  Hong Gao  Marcia M. Wofford  Claudio Violato 《Anatomical sciences education》2018,11(5):488-495

This is a longitudinal study of first year medical students that investigates the relationship between the pattern change of the learning preferences and academic performance. Using the visual, auditory, reading‐writing, and kinesthetic inventory at the beginning of the first and second year for the same class, it was found that within the first year, 36% of the class remained unimodal (single) modality learners (SS), 14% changed from unimodal to multimodality learners (SM), 27% changed from multimodality to unimodal modality learners (MS) and 21% remained as multimodality learners (MM). Among the academic performance through subsequent didactic blocks from Clinical Anatomy, Cell and Subcellular Processes to Medical Neuroscience during first year, the SM group made more significant improvement compared to the SS group. Semi‐structured interview results from the SM group showed that students made this transition between the Clinical Anatomy course and the middle of the Medical Neuroscience course, in an effort to improve their performance. This study suggests that the transition from unimodal to multimodality learning among academically struggling students improved their academic performance in the first year of medical school. Therefore, this may be considered as part of academic advising tools for struggling students to improve their academic performances. Anat Sci Educ 11: 488–495. © 2017 American Association of Anatomists.  相似文献   

University students’ conceptions of learning across multiple domains     

Claudio Vezzani  Giulia Vettori  Giuliana Pinto 《European Journal of Psychology of Education - EJPE》2018,33(4):665-684

Research on students’ conceptions of learning is a growing and complex area of interest in the field of psychology of education. Even though much of the investigation addressed to explore conceptions of learning at the university level, still less research has considered how naïve (i.e. ‘learning as reduction of deficit knowledge through individual effort’) and sophisticated (i.e. ‘learning as opportunity and self-efficacy’) conceptions of learning are related to personal and contextual factors. This research investigated how gender, academic area, and level of study influence university students’ conceptions of learning. Three hundred forty-six university students participated in the study. They were either from humanities (240) or technical-scientific (106) areas of study and they were attending either a Bachelor (140) or Master’s degree (206) course. Conceptions of learning were explored using a self-report instrument (Learning Conceptions Questionnaire; LCQ). A MANOVA revealed that females show conceptions of learning more related to social and motivational aspects of learning with a greater personal involvement, compared with males. No typical pattern of conceptions of learning was found for humanities students or for technical-scientific students. Increasing with the level of study, students showed both naïve and sophisticated conceptions of learning increased, since both ‘learning as reduction of deficit knowledge through individual effort’ and ‘learning as opportunities and self-efficacy’ were more likely. Implications of these results and future lines of research will be discussed.  相似文献   

Le lancement des projectiles     

Emma Castelnuovo  Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1979,10(2):147-159

Sans résumé  相似文献   

Statistical learning and dyslexia: a systematic review     

Xenia Schmalz  Gianmarco Altoè  Claudio Mulatti 《Annals of dyslexia》2017,67(2):147-162

The existing literature on developmental dyslexia (hereafter: dyslexia) often focuses on isolating cognitive skills which differ across dyslexic and control participants. Among potential correlates, previous research has studied group differences between dyslexic and control participants in performance on statistical learning tasks. A statistical learning deficit has been proposed to be a potential cause and/or a marker effect for early detection of dyslexia. It is therefore of practical importance to evaluate the evidence for a group difference. From a theoretical perspective, such a group difference would provide information about the causal chain from statistical learning to reading acquisition. We provide a systematic review of the literature on such a group difference. We conclude that there is insufficient high-quality data to draw conclusions about the presence or absence of an effect.  相似文献   

The role of individual writing in fostering scientific conceptualization     

Lucia Bigozzi  Claudio Vezzani  Christian Tarchi  Carlo Fiorentini 《European Journal of Psychology of Education - EJPE》2011,26(1):45-59

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