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In collaborative filtering recommender systems recommendations can be made to groups of users. There are four basic stages in the collaborative filtering algorithms where the group’s users’ data can be aggregated to the data of the group of users: similarity metric, establishing the neighborhood, prediction phase, determination of recommended items. In this paper we perform aggregation experiments in each of the four stages and two fundamental conclusions are reached: (1) the system accuracy does not vary significantly according to the stage where the aggregation is performed, (2) the system performance improves notably when the aggregation is performed in an earlier stage of the collaborative filtering process. This paper provides a group recommendation similarity metric and demonstrates the convenience of tackling the aggregation of the group’s users in the actual similarity metric of the collaborative filtering process. 相似文献
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This study investigates whether perceptions of the media and the public are related to political participation in Colombia. Communication researchers have built a large body of literature on hostile media perceptions and the projection effect, respectively. This study links these perceptual effects with each other and with political participation. Analyzing survey data from a representative sample of Colombian adults in urban areas, we show a direct relationship between hostile media perceptions and participation but no direct relationship between projection and participation. Hostile media perceptions and projection are negatively related. Results suggest that perceived media bias attenuates projection but increases political engagement. 相似文献
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Yerko Rojas 《Gender and education》2013,25(5):578-594
Astonishingly little is known about the relationship between high educational achievements and suicidal behaviour among women. This is remarkable given that a woman breaking into traditionally male-dominant spheres is a well established example of social-role marginality. The current study combines fatal and non-fatal suicidal behaviour and analyses, by means of logistic regression, the degree to which high school performance during pre-adolescence in the mid-1960s, in Sweden, had a detrimental effect on suicidal behaviour for women, as opposed to men, in adolescence and young adulthood. The Stockholm birth cohort study was used for this purpose. The results show that girls with both above and below average marks had an elevated risk of engaging in suicidal behaviour. However, this relation only held for girls who had grown up with supportive parental ambitions in terms of educational commitment. For boys, only low school performance was shown to be suicidogenic, irrespective of parental ambitions. 相似文献
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Drawing on the concept of transformative expectations—that is, the instructional practices that demonstrate teachers’ belief systems for the educational justice and empowerment of Chicanx/Latinx youth—this qualitative study explored the expectancy effects of nine classroom teachers with social justice commitments in a school district in California. Through semi-structured interviews, teacher journaling, and artifacts of classroom practices, this study points to the importance of teacher disposition and socialization in developing classroom expectations, as well as helps to conceptualize the expectancies of academic rigor, social capital, empowering curriculum, and teacher caring from perspectives of justice and their importance in supporting students to meet or exceed instructional goals. Applying figured worlds and transformative expectations as the study’s analytic frameworks, teachers reported these four expectancies as important strategies for bringing social justice into the classroom, thereby prompting discussions of the future directions of teaching for social justice. 相似文献
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The characteristic of field‐independent subjects to function consistently in a field‐independent fashion (i.e. fixity) and of others to vary more according to circumstances (i.e. mobility) has been referred to as the Mobility‐Fixity Dimension. This dimension, based on the theories of Werner, Witkin and Pascual‐Leone suggests, that field mobile students perform better than fixed students in science courses. The main objective of this study, based on high school students (mean age = 16.5 years; SD = 1.0) in Venezuela, was to test the following predictions. (1) Mobile students would obtain a better performance than fixed students on variables such as introductory high school mathematics, physics, chemistry, biology and earth science courses; and (2) among mobile students, those classified in the middle‐high range of the Group Embedded Figures Test (GEFT) and the Figural Intersection Test (FIT), would obtain a better performance as compared to those in the lower‐middle range. Results obtained, in general, provide support for the first prediction. The differences between the performances of mobile and fixed groups were, however, significant (p < 0.05) only for the biology and earth science courses. Students in one of the high mobility groups obtained a better performance (in all courses) than not only the corresponding low mobility group but also a fixed group with high scores on both the GEFT and FIT, which provides support for the second prediction. It is concluded that problem‐solving ability in science courses may be strengthened through the mediation of the Mobility‐Fixity Dimension. 相似文献
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This study is part of a design-based research project aimed at designing a learning intervention for enabling Costa Rican older people to use information and communication technologies for cognitive activity and social interaction. Data from relevant literature, a focus group with older adults, and interviews with professionals teaching older adults how to use information and communication technologies were analyzed, in order to create context-sensitive design principles that could guide the design of learning interventions that meet the needs of older learners. The analysis derived context-sensitive design principles that include wider topics that influence the learning process, such as emotions and stereotypes related to learning about and using information and communication technologies, as well as the social support to that learning. The resulting eight design principles argue for respectful learning environments, in-depth comprehension of changes related to aging, time and space to reflect on emotions related to the learning process, and acknowledgment of participants’ individuality. 相似文献