排序方式： 共有119条查询结果，搜索用时 15 毫秒
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Edgardo Ferretti Leticia Cagnina Viviana Paiz Sebastián Delle Donne Rodrigo Zacagnini Marcelo Errecalde 《Information processing & management》2018,54(6):1169-1181
In this work, we present the first quality flaw prediction study for articles containing the two most frequent verifiability flaws in Spanish Wikipedia: articles which do not cite any references or sources at all (denominated Unreferenced) and articles that need additional citations for verification (so-called Refimprove). Based on the underlying characteristics of each flaw, different state-of-the-art approaches were evaluated. For articles not citing any references, a well-established rule-based approach was evaluated and interesting findings show that some of them suffer from Refimprove flaw instead. Likewise, for articles that need additional citations for verification, the well-known PU learning and one-class classification approaches were evaluated. Besides, new methods were compared and a new feature was also proposed to model this latter flaw. The results showed that new methods such as under-bagged decision trees with sum or majority voting rules, biased-SVM, and centroid-based balanced SVM, perform best in comparison with the ones previously published. 相似文献
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Ortiz R Jiménez JE García Miranda E Guzmán Rosquete R Hernández-Valle I Rodrigo M Estévez A Díaz A Hernández Expósito S 《Journal of learning disabilities》2007,40(1):80-92
The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age-matched controls, and 27 reading ability-matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit. 相似文献
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Ricardo Borges Viana Mário Hebling Campos Douglas de Assis Teles Santos Isabela Cristina Maioni Xavier Rodrigo Luiz Vancini Marília Santos Andrade Claudio Andre Barbosa de Lira 《Anatomical sciences education》2019,12(1):74-81
Peer and near-peer teaching programs are common in medical undergraduate courses. However, there are no studies that have investigated the effectiveness of a near-peer teaching program on the academic performance of undergraduate students pursuing sport and exercise science coursework. This study was conducted to analyze the effectiveness of such a program for students who participated in a course on the functional anatomy of the locomotor apparatus. A total of 39 student participants were divided into two groups: students in one group voluntarily attended at least one session of a near-peer teaching program, and students in the other group attended no sessions. The final grade (range 0–100%) was recorded and used as an indicator of academic performance. The final grade of students who attended the near-peer teaching program (69.5 ± 16.0%) was 38.7% higher (P = 0.002, d = 1.06) than those who did not (50.1 ± 20.4%). When the academic performance of the same students was evaluated in another course (exercise physiology) that did not offer a near-peer teaching program, there were no significant differences between the groups (students who attended or did not attend the near-peer teaching program). A significant positive association was found between near-peer teaching program frequency and the number of students approved and not approved in the course (P = 0.041). A significant difference (P = 0.001) was found in the attendance at regular classes between the group who participated in the near-peer teaching program (median: 62 hours; IQR [interquartile ranges]: 4.0 hours) and those who did not (median: 58 hours; IQR: 4.0 hours). Gender was not a moderating factor on academic performance or near-peer teaching program attendance. These results highlight the effectiveness of a near-peer teaching program on the academic performance of students from a sport and exercise science degree program while enrolled in an anatomy course. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
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Juan-Gabriel Cegarra-Navarro José Rodrigo Córdoba Pachón José Luis Moreno Cegarra 《International Journal of Information Management》2012
As a mixture of new technologies, processes and services oriented to the citizen, e-government has become one of the most important keywords for the public sector reform with proponents claiming that it guarantees transparency, accountability and better communication between local and national administrations and their public. Few if any studies have investigated the factors that might contribute to the establishment of trusting relationship between city councils and citizens. This paper examines the relative importance and significance of three types of information communication technologies (ICTs) towards the use of e-government and the development of civic engagement. We conduct an empirical investigation of 179 Spanish official town websites (web sites in the municipalities). The research findings suggest that implementing ICT not only involves a step towards an increase in the use of e-government services by people, but also provides numerous opportunities for their civic engagement. The main conclusion of this study is that although ICT can leverage the adoption of e-government, it cannot create alone engagement with traditional activities of the local government. What is missing from this relationship is a mediating variable (adoption of e-government by government officers), which in turn can greatly help to better understand how ICT impacts relationships between governments and their citizens. 相似文献
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Eric Cesar E. Vidal Jr. Jayzon F. Ty Nicko R. Caluya Ma. Mercedes T. Rodrigo 《Interactive Learning Environments》2013,21(7):895-907
ABSTRACTWe present Mobile Augmented-Reality Games for Instructional Support (MAGIS), a framework for the development of mobile augmented-reality (AR) games for education. The framework supports off-the-shelf, state-of-the-art technologies that enable AR tracking and rendering on consumer-level mobile devices, and integrates these technologies with content-generation tools that simplify the development of educational AR games, especially those that extensively use narrative-based game design and player-location tracking such as location-based historical or museum adventure games. We use Igpaw: Intramuros, a proof-of-concept game developed using MAGIS, to help describe the current state of the framework and to show its efficacy for implementing outdoor location-based educational games, and we briefly outline future development plans to improve MAGIS’ AR support (especially those involving indoor scenarios) as well as to improve the instructional design and authoring phases of AR applications written using this framework. 相似文献
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Jiménez JE del Rosario Ortiz M Rodrigo M Hernández-Valle I Ramírez G Estévez A O'Shanahan I de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47
This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes. 相似文献
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Rodrigo A. Cárcamo Harriet J. Vermeer René van der Veer Marinus H. van IJzendoorn 《Early education and development》2016,27(4):457-477
Research Findings: Two longitudinal studies are reported examining the effects of full-time day care in Mapuche and non-Mapuche families in Chile. First, the Magellan-Leiden Childcare Study (MLCS) used a sample of 95 mothers with children younger than 1 year old (n = 36 in day care). Second, we partially cross-validated our results in a large and representative sample of 10,723 mothers and their children from the Chilean Encuesta Longitudinal de la Primera Infancia (Early Childhood Longitudinal Survey). In both studies, the quality of care for children provided at home was measured with the Home Observation for Measurement of the Environment. In the MLCS study, additional indicators of the mother–child relationship were measured. Day care was not negatively associated with the mother–child relationship and maternal sensitivity, compared to maternal care, or with the quality of the home environment. Positive changes in attachment security were found in Mapuche children who attended day care centers. Practice or Policy: We were able to confirm that type of care was not differentially associated with quality of the home environment. 相似文献
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In the current research the performance of children with and without reading disabilities was compared on a single word naming task. An analysis was carried out of the frequency and form of naming errors produced by the groups when naming real words and nonwords in a transparent orthography such as Spanish. A sample of 132 (45 normal readers, 87 reading disabled) Spanish children aged 9–10 years were selected, and an experiment was carried out to investigate if students with reading disabilities would have particular difficulties in naming words under conditions that require extensive phonological computation. While the children were performing the naming task, we recorded what they read to subsequently analyse the form, as well as the frequency, of naming errors as a function of lexicality, word frequency, word length and positional frequency of syllables. Disabled readers made more errors in nonwords, low frequency words and long nonwords. The findings support the hypothesis that poor phonological skills are a characteristic of reading disabled children. 相似文献