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Candel, Math J. J. M. – Psychometrika, 1997
Explored the use of additive tree models to represent set-symmetric distances for feature arrangements in set-theoretic or feature models. Studied arrangements of feature sets that have been proposed to represent qualitative and quantitative variation among objects in situations in which feature structures are defined in various ways. (SLD)
Descriptors: Mathematical Models, Set Theory
Wadkins, J. R. Jefferson – 1994
This paper provides operational semantics for imperative programming languages that legitimize the phraseology used in the statement and proof of a fundamental theorem of program correctness. Some of the phrases used in the theorem are normally undefined, but intuitively appealing. This paper attempts to give precise meaning to the questionable…
Descriptors: Computer Software Development, Definitions, Programming, Programming Languages
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Lingras, P. J.; Yao, Y. Y. – Journal of the American Society for Information Science, 1998
Examines basic issues of data mining using the theory of rough sets, a recent proposal for generalizing classical set theory. Demonstrates that a generalized rough set model can be used for generating rules from incomplete databases. Discusses the importance of rule extraction from incomplete databases in data mining. (AEF)
Descriptors: Classification, Databases, Information Retrieval, Information Seeking
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Cudeck, Robert – Journal of Educational Statistics, 1991
Two algorithms that automatically select subsets of variables (PACE algorithm) and reference variables (Fabin estimators), respectively, used for the noniterative estimators are presented. The PACE algorithm is based on a nonsymmetric matrix sweep operator. A Monte Carlo experiment compares the relative performance of these estimators and others.…
Descriptors: Algorithms, Comparative Analysis, Equations (Mathematics), Estimation (Mathematics)
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Lawton, Joseph T.; Fowell, Nancy – Journal of Experimental Education, 1978
Effects of Advance Organizer (AO) lessons presenting high-order math concepts relating to set building, matching and between sets, and counting objects within sets were evaluated for rural preschoolers in comparison to traditional instruction. A pre-test/post-test assessment indicated a significant sequential transfer effect from the AO lessons.…
Descriptors: Advance Organizers, Concept Formation, Conventional Instruction, Mathematical Concepts