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ability</title> <meta name="description" content="Search results for: reasoning ability"> <meta name="keywords" content="reasoning ability"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="reasoning ability"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4552</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: reasoning ability</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4552</span> Analyzing the Practicality of Drawing Inferences in Automation of Commonsense Reasoning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chandan%20Hegde">Chandan Hegde</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Ashwini"> K. Ashwini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Commonsense reasoning is the simulation of human ability to make decisions during the situations that we encounter every day. It has been several decades since the introduction of this subfield of artificial intelligence, but it has barely made some significant progress. The modern computing aids also have remained impotent in this regard due to the absence of a strong methodology towards commonsense reasoning development. Among several accountable reasons for the lack of progress, drawing inference out of commonsense knowledge-base stands out. This review paper emphasizes on a detailed analysis of representation of reasoning uncertainties and feasible prospects of programming aids for drawing inferences. Also, the difficulties in deducing and systematizing commonsense reasoning and the substantial progress made in reasoning that influences the study have been discussed. Additionally, the paper discusses the possible impacts of an effective inference technique in commonsense reasoning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title="artificial intelligence">artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=commonsense%20reasoning" title=" commonsense reasoning"> commonsense reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20base" title=" knowledge base"> knowledge base</a>, <a href="https://publications.waset.org/abstracts/search?q=uncertainty%20in%20reasoning" title=" uncertainty in reasoning"> uncertainty in reasoning</a> </p> <a href="https://publications.waset.org/abstracts/98275/analyzing-the-practicality-of-drawing-inferences-in-automation-of-commonsense-reasoning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98275.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4551</span> Improving Perceptual Reasoning in School Children through Chess Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ebenezer%20Joseph">Ebenezer Joseph</a>, <a href="https://publications.waset.org/abstracts/search?q=Veena%20Easvaradoss"> Veena Easvaradoss</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Sundar%20Manoharan"> S. Sundar Manoharan</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Chandran"> David Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumathi%20Chandrasekaran"> Sumathi Chandrasekaran</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20R.%20Uma"> T. R. Uma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Perceptual reasoning is the ability that incorporates fluid reasoning, spatial processing, and visual motor integration. Several theories of cognitive functioning emphasize the importance of fluid reasoning. The ability to manipulate abstractions and rules and to generalize is required for reasoning tasks. This study, funded by the Cognitive Science Research Initiative, Department of Science and Technology, Government of India, analyzed the effect of 1-year chess training on the perceptual reasoning of children. A pretest–posttest with control group design was used, with 43 (28 boys, 15 girls) children in the experimental group and 42 (26 boys, 16 girls) children in the control group. The sample was selected from children studying in two private schools from South India (grades 3 to 9), which included both the genders. The experimental group underwent weekly 1-hour chess training for 1 year. Perceptual reasoning was measured by three subtests of WISC-IV INDIA. Pre-equivalence of means was established. Further statistical analyses revealed that the experimental group had shown statistically significant improvement in perceptual reasoning compared to the control group. The present study clearly establishes a correlation between chess learning and perceptual reasoning. If perceptual reasoning can be enhanced in children, it could possibly result in the improvement of executive functions as well as the scholastic performance of the child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chess" title="chess">chess</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20reasoning" title=" perceptual reasoning"> perceptual reasoning</a> </p> <a href="https://publications.waset.org/abstracts/71492/improving-perceptual-reasoning-in-school-children-through-chess-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71492.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4550</span> The Effects of Normal Aging on Reasoning Ability: A Dual-Process Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamie%20A.%20Prowse%20Turner">Jamie A. Prowse Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamie%20I.%20D.%20Campbell"> Jamie I. D. Campbell</a>, <a href="https://publications.waset.org/abstracts/search?q=Valerie%20A.%20Thompson"> Valerie A. Thompson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the current research was to use a dual-process theory framework to explain these age-related differences in reasoning. Seventy-two older (M = 80.0 years) and 72 younger (M = 24.6 years) adults were given a variety of reasoning tests (i.e., a syllogistic task, base rate task, the Cognitive Reflection Test, and a perspective manipulation), as well as independent tests of capacity (working memory, processing speed, and inhibition), thinking styles, and metacognitive ability, to account for these age-related differences. It was revealed that age-related differences were limited to problems that required Type 2 processing and were related to differences in cognitive capacity, individual difference factors, and strategy choice. Furthermore, older adults’ performance can be improved by reasoning from another’s’ perspective and cannot, at this time, be explained by metacognitive differences between young and older adults. All of these findings fit well within a dual-process theory of reasoning, which provides an integrative framework accounting for previous findings and the findings presented in the current manuscript. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aging" title="aging">aging</a>, <a href="https://publications.waset.org/abstracts/search?q=dual-process%20theory" title=" dual-process theory"> dual-process theory</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=reasoning%20ability" title=" reasoning ability"> reasoning ability</a> </p> <a href="https://publications.waset.org/abstracts/96238/the-effects-of-normal-aging-on-reasoning-ability-a-dual-process-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96238.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">191</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4549</span> Problems of Boolean Reasoning Based Biclustering Parallelization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marcin%20Michalak">Marcin Michalak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Biclustering is the way of two-dimensional data analysis. For several years it became possible to express such issue in terms of Boolean reasoning, for processing continuous, discrete and binary data. The mathematical backgrounds of such approach — proved ability of induction of exact and inclusion–maximal biclusters fulfilling assumed criteria — are strong advantages of the method. Unfortunately, the core of the method has quite high computational complexity. In the paper the basics of Boolean reasoning approach for biclustering are presented. In such context the problems of computation parallelization are risen. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boolean%20reasoning" title="Boolean reasoning">Boolean reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=biclustering" title=" biclustering"> biclustering</a>, <a href="https://publications.waset.org/abstracts/search?q=parallelization" title=" parallelization"> parallelization</a>, <a href="https://publications.waset.org/abstracts/search?q=prime%20implicant" title=" prime implicant"> prime implicant</a> </p> <a href="https://publications.waset.org/abstracts/111606/problems-of-boolean-reasoning-based-biclustering-parallelization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">125</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4548</span> Temporal Case-Based Reasoning System for Automatic Parking Complex</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alexander%20P.%20Eremeev">Alexander P. Eremeev</a>, <a href="https://publications.waset.org/abstracts/search?q=Ivan%20E.%20Kurilenko"> Ivan E. Kurilenko</a>, <a href="https://publications.waset.org/abstracts/search?q=Pavel%20R.%20Varshavskiy"> Pavel R. Varshavskiy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, the problem of the application of temporal reasoning and case-based reasoning in intelligent decision support systems is considered. The method of case-based reasoning with temporal dependences for the solution of problems of real-time diagnostics and forecasting in intelligent decision support systems is described. This paper demonstrates how the temporal case-based reasoning system can be used in intelligent decision support systems of the car access control. This work was supported by RFBR. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analogous%20reasoning" title="analogous reasoning">analogous reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=case-based%20reasoning" title=" case-based reasoning"> case-based reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligent%20decision%20support%20systems" title=" intelligent decision support systems"> intelligent decision support systems</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20reasoning" title=" temporal reasoning"> temporal reasoning</a> </p> <a href="https://publications.waset.org/abstracts/21478/temporal-case-based-reasoning-system-for-automatic-parking-complex" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21478.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">529</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4547</span> Using a Quantitative Reasoning Framework to Help Students Understand Arc Measure Relationships</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Glassmeyer">David Glassmeyer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Quantitative reasoning is necessary to robustly understand mathematical concepts ranging from elementary to university levels. Quantitative reasoning involves identifying and representing quantities and the relationships between these quantities. Without reasoning quantitatively, students often resort to memorizing formulas and procedures, which have negative impacts when they encounter mathematical topics in the future. This study investigated how high school students’ quantitative reasoning could be fostered within a unit on arc measure and angle relationships. Arc measure, or the measure of a central angle that cuts off a portion of a circle’s circumference, is often confused with arclength. In this study, the researcher redesigned an activity to clearly distinguish arc measure and arc length by using a quantitative reasoning framework. Data were collected from high school students to determine if this approach impacted their understanding of these concepts. Initial data indicates the approach was successful in supporting students’ quantitative reasoning of these topics. Implications for the work are that teachers themselves may also benefit from considering mathematical definitions from a quantitative reasoning framework and can use this activity in their own classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=arc%20length" title="arc length">arc length</a>, <a href="https://publications.waset.org/abstracts/search?q=arc%20measure" title=" arc measure"> arc measure</a>, <a href="https://publications.waset.org/abstracts/search?q=quantitative%20reasoning" title=" quantitative reasoning"> quantitative reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20content%20knowledge" title=" student content knowledge"> student content knowledge</a> </p> <a href="https://publications.waset.org/abstracts/79132/using-a-quantitative-reasoning-framework-to-help-students-understand-arc-measure-relationships" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79132.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">257</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4546</span> The Role of Piaget's Theory in Conjecture via Analogical Reasoning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Supratman%20Ahman%20Maedi">Supratman Ahman Maedi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The construction of knowledge is the goal of learning. The purpose of this research is to know how the role of Piaget theory in allegation via analogy reasoning. This study uses Think out loads when troubleshooting. To explore conjecturing via analogical reasoning is given the question of open analogy. The result: conjecture via analogical reasoning has been done by students in the construction of knowledge, in conjecture there are differences in thinking flow depending on the basic knowledge of the students, in the construction of knowledge occurs assimilation and accommodation problems, strategies and relationships. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=analogical%20reasoning" title="analogical reasoning">analogical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=conjecturing" title=" conjecturing"> conjecturing</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20construction" title=" knowledge construction"> knowledge construction</a>, <a href="https://publications.waset.org/abstracts/search?q=Piaget%27s%20theory" title=" Piaget's theory"> Piaget's theory</a> </p> <a href="https://publications.waset.org/abstracts/76360/the-role-of-piagets-theory-in-conjecture-via-analogical-reasoning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76360.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">324</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4545</span> Analogical Reasoning on Preschoolers’ Linguistic Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yenie%20Norambuena">Yenie Norambuena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Analogical reasoning is a cognitive process that consists of structured comparisons of mental representations and scheme construction. Because of its heuristic function, it is ubiquitous in cognition and could play an important role in language development. The use of analogies is expressed early in children and this behavior is also reflected in language, suggesting a possible way to understand the complex links between thought and language. The current research examines factors of verbal and non-verbal reasoning that should be taken into consideration in the study of language development for their relations and predictive value. The study was conducted with 48 Chilean preschoolers (Spanish speakers) from 4 to 6-year-old. We assessed children’s verbal analogical reasoning, non-verbal analogical reasoning and linguistics skills (Listening Comprehension, Phonemic awareness, Alphabetic principle, Syllabification, Lexical repetition and Lexical decision). The results evidenced significant correlations between analogical reasoning factors and linguistic skills and they can predict linguistic performance mainly on oral comprehension, lexical decision and phonological skills. These findings suggest a fundamental interrelationship between analogical reasoning and linguistic performance on children’s and points to the need to consider this cognitive process in comprehensive theories of children's language development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=verbal%20analogical%20reasoning" title="verbal analogical reasoning">verbal analogical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20analogical%20reasoning" title=" non-verbal analogical reasoning"> non-verbal analogical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20skills" title=" linguistic skills"> linguistic skills</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20development" title=" language development"> language development</a> </p> <a href="https://publications.waset.org/abstracts/87500/analogical-reasoning-on-preschoolers-linguistic-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87500.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4544</span> Pre-Service Teachers’ Reasoning and Sense Making of Variables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olteanu%20Constanta">Olteanu Constanta</a>, <a href="https://publications.waset.org/abstracts/search?q=Olteanu%20Lucian"> Olteanu Lucian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researchers note that algebraic reasoning and sense making is essential for building conceptual knowledge in school mathematics. Consequently, pre-service teachers’ own reasoning and sense making are useful in fostering and developing students’ algebraic reasoning and sense making. This article explores the forms of reasoning and sense making that pre-service mathematics teachers exhibit and use in the process of analysing problem-posing tasks with a focus on first-degree equations. Our research question concerns the characteristics of the problem-posing tasks used for reasoning and sense making of first-degree equations as well as the characteristics of pre-service teachers’ reasoning and sense making in problem-posing tasks. The analyses are grounded in a post-structuralist philosophical perspective and variation theory. Sixty-six pre-service primary teachers participated in the study. The results show that the characteristics of reasoning in problem-posing tasks and of pre-service teachers are selecting, exploring, reconfiguring, encoding, abstracting and connecting. The characteristics of sense making in problem-posing tasks and of pre-service teachers are recognition, relationships, profiling, comparing, laddering and verifying. Beside this, the connection between reasoning and sense making is rich in line of flight in problem-posing tasks, while the connection is rich in line of rupture for pre-service teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first-degree%20equations" title="first-degree equations">first-degree equations</a>, <a href="https://publications.waset.org/abstracts/search?q=problem%20posing" title=" problem posing"> problem posing</a>, <a href="https://publications.waset.org/abstracts/search?q=reasoning" title=" reasoning"> reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=rhizomatic%20assemblage" title=" rhizomatic assemblage"> rhizomatic assemblage</a>, <a href="https://publications.waset.org/abstracts/search?q=sense-making" title=" sense-making"> sense-making</a>, <a href="https://publications.waset.org/abstracts/search?q=variation%20theory" title=" variation theory"> variation theory</a> </p> <a href="https://publications.waset.org/abstracts/143522/pre-service-teachers-reasoning-and-sense-making-of-variables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143522.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4543</span> Syllogistic Reasoning with 108 Inference Rules While Case Quantities Change</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mikhail%20Zarechnev">Mikhail Zarechnev</a>, <a href="https://publications.waset.org/abstracts/search?q=Bora%20I.%20Kumova"> Bora I. Kumova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A syllogism is a deductive inference scheme used to derive a conclusion from a set of premises. In a categorical syllogisms, there are only two premises and every premise and conclusion is given in form of a quantified relationship between two objects. The different order of objects in premises give classification known as figures. We have shown that the ordered combinations of 3 generalized quantifiers with certain figure provide in total of 108 syllogistic moods which can be considered as different inference rules. The classical syllogistic system allows to model human thought and reasoning with syllogistic structures always attracted the attention of cognitive scientists. Since automated reasoning is considered as part of learning subsystem of AI agents, syllogistic system can be applied for this approach. Another application of syllogistic system is related to inference mechanisms on the Semantic Web applications. In this paper we proposed the mathematical model and algorithm for syllogistic reasoning. Also the model of iterative syllogistic reasoning in case of continuous flows of incoming data based on case–based reasoning and possible applications of proposed system were discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=categorical%20syllogism" title="categorical syllogism">categorical syllogism</a>, <a href="https://publications.waset.org/abstracts/search?q=case-based%20reasoning" title=" case-based reasoning"> case-based reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20architecture" title=" cognitive architecture"> cognitive architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=inference%20on%20the%20semantic%20web" title=" inference on the semantic web"> inference on the semantic web</a>, <a href="https://publications.waset.org/abstracts/search?q=syllogistic%20reasoning" title=" syllogistic reasoning"> syllogistic reasoning</a> </p> <a href="https://publications.waset.org/abstracts/24127/syllogistic-reasoning-with-108-inference-rules-while-case-quantities-change" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24127.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4542</span> A Reasoning Method of Cyber-Attack Attribution Based on Threat Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Li%20Qiang">Li Qiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yang%20Ze-Ming"> Yang Ze-Ming</a>, <a href="https://publications.waset.org/abstracts/search?q=Liu%20Bao-Xu"> Liu Bao-Xu</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiang%20Zheng-Wei"> Jiang Zheng-Wei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the increasing complexity of cyberspace security, the cyber-attack attribution has become an important challenge of the security protection systems. The difficult points of cyber-attack attribution were forced on the problems of huge data handling and key data missing. According to this situation, this paper presented a reasoning method of cyber-attack attribution based on threat intelligence. The method utilizes the intrusion kill chain model and Bayesian network to build attack chain and evidence chain of cyber-attack on threat intelligence platform through data calculation, analysis and reasoning. Then, we used a number of cyber-attack events which we have observed and analyzed to test the reasoning method and demo system, the result of testing indicates that the reasoning method can provide certain help in cyber-attack attribution. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reasoning" title="reasoning">reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=Bayesian%20networks" title=" Bayesian networks"> Bayesian networks</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber-attack%20attribution" title=" cyber-attack attribution"> cyber-attack attribution</a>, <a href="https://publications.waset.org/abstracts/search?q=Kill%20Chain" title=" Kill Chain"> Kill Chain</a>, <a href="https://publications.waset.org/abstracts/search?q=threat%20intelligence" title=" threat intelligence"> threat intelligence</a> </p> <a href="https://publications.waset.org/abstracts/50175/a-reasoning-method-of-cyber-attack-attribution-based-on-threat-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50175.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">450</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4541</span> Examining Audiology Students: Clinical Reasoning Skills When Using Virtual Audiology Cases Aided With no Collaboration, Live Collaboration, and Virtual Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ramy%20Shaaban">Ramy Shaaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to examine the difference in clinical reasoning skills of students when using virtual audiology cases with and without collaborative assistance from major learning approaches important to clinical reasoning skills and computer-based learning models: Situated Learning Theory, Social Development Theory, Scaffolding, and Collaborative Learning. A quasi-experimental design was conducted at two United States universities to examine whether there is a significant difference in clinical reasoning skills between three treatment groups using IUP Audiosim software. Two computer-based audiology case simulations were developed, and participants were randomly placed into the three groups: no collaboration, virtual collaboration, and live collaboration. The clinical reasoning data were analyzed using One-Way ANOVA and Tukey posthoc analyses. The results show that there was a significant difference in clinical reasoning skills between the three treatment groups. The score obtained by the no collaboration group was significantly less than the scores obtained by the virtual and live collaboration groups. Collaboration, whether virtual or in person, has a positive effect on students’ clinical reasoning. These results with audiology students indicate that combining collaboration models with scaffolding and embedding situated learning and social development theories into the design of future virtual patients has the potential to improve students’ clinical reasoning skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20reasoning" title="clinical reasoning">clinical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20patients" title=" virtual patients"> virtual patients</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=scaffolding" title=" scaffolding"> scaffolding</a> </p> <a href="https://publications.waset.org/abstracts/140721/examining-audiology-students-clinical-reasoning-skills-when-using-virtual-audiology-cases-aided-with-no-collaboration-live-collaboration-and-virtual-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4540</span> Leveraging Reasoning through Discourse: A Case Study in Secondary Mathematics Classrooms </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cory%20A.%20Bennett">Cory A. Bennett</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teaching and learning through the use of discourse support students’ conceptual understanding by attending to key concepts and relationships. One discourse structure used in primary classrooms is number talks wherein students mentally calculate, discuss, and reason about the appropriateness and efficiency of their strategies. In the secondary mathematics classroom, the mathematics understudy does not often lend itself to mental calculations yet learning to reason, and articulate reasoning, is central to learning mathematics. This qualitative case study discusses how one secondary school in the Middle East adapted the number talk protocol for secondary mathematics classrooms. Several challenges in implementing ‘reasoning talks’ became apparent including shifting current discourse protocols and practices to a more student-centric model, accurately recording and probing student thinking, and specifically attending to reasoning rather than computations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse" title="discourse">discourse</a>, <a href="https://publications.waset.org/abstracts/search?q=reasoning" title=" reasoning"> reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20mathematics" title=" secondary mathematics"> secondary mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20development" title=" teacher development"> teacher development</a> </p> <a href="https://publications.waset.org/abstracts/82208/leveraging-reasoning-through-discourse-a-case-study-in-secondary-mathematics-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82208.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4539</span> Characteristics of Middle Grade Students' Solution Strategies While Reasoning the Correctness of the Statements Related to Numbers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Feg%C3%BCl%20%C3%87abuk">Ayşegül Çabuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Mine%20I%C5%9F%C4%B1ksal"> Mine Işıksal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics is a sense-making activity so that it requires meaningful learning. Hence based on this idea, meaningful mathematical connections are necessary to learn mathematics. At that point, the major question has become that which educational methods can provide opportunities to provide mathematical connections and to understand mathematics. The amalgam of reasoning and proof can be the one of the methods that creates opportunities to learn mathematics in a meaningful way. However, even if reasoning and proof should be included from prekindergarten to grade 12, studies in literature generally include secondary school students and pre-service mathematics teachers. With the light of the idea that the amalgam of reasoning and proof has significant effect on middle school students' mathematical learning, this study aims to investigate middle grade students' tendencies while reasoning the correctness of statements related to numbers. The sample included 272 middle grade students, specifically 69 of them were sixth grade students (25.4%), 101 of them were seventh grade students (37.1%) and 102 of them were eighth grade students (37.5%). Data was gathered through an achievement test including 2 essay types of problems about algebra. The answers of two items were analyzed both quantitatively and qualitatively in terms of students' solutions strategies while reasoning the correctness of the statements. Similar on the findings in the literature, most of the students, in all grade levels, used numerical examples to judge the statements. Moreover the results also showed that the majority of these students appear to believe that providing one or more selected examples is sufficient to show the correctness of the statement. Hence based on the findings of the study, even students in earlier ages have proving and reasoning abilities their reasoning's generally based on the empirical evidences. Therefore, it is suggested that examples and example-based reasoning can be a fundamental role on to generate systematical reasoning and proof insight in earlier ages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reasoning" title="reasoning">reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20learning" title=" mathematics learning"> mathematics learning</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20grade%20students" title=" middle grade students"> middle grade students</a> </p> <a href="https://publications.waset.org/abstracts/17271/characteristics-of-middle-grade-students-solution-strategies-while-reasoning-the-correctness-of-the-statements-related-to-numbers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17271.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4538</span> Moral Reasoning among Croatian Adolescents with Different Levels of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nata%C5%A1a%20%C5%A0imi%C4%87">Nataša Šimić</a>, <a href="https://publications.waset.org/abstracts/search?q=Ljiljana%20Gregov"> Ljiljana Gregov</a>, <a href="https://publications.waset.org/abstracts/search?q=Matilda%20Nikoli%C4%87"> Matilda Nikolić</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrea%20Toki%C4%87"> Andrea Tokić</a>, <a href="https://publications.waset.org/abstracts/search?q=Ana%20Prorokovi%C4%87"> Ana Proroković</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Moral development takes place in six phases which can be divided in a pre-conventional, conventional and post-conventional level. Moral reasoning, as a key concept of moral development theories, involves a process of discernment/inference in doubtful situations. In research to date, education has proved to be a significant predictor of moral reasoning. The aim of this study was to investigate differences in moral reasoning and Kohlberg's phases of moral development between Croatian adolescents with different levels of education. In Study 1 comparisons between the group of secondary school students aged 17-18 (N=192) and the group of university students aged 21-25 (N=383) were made. Study 2 included comparison between university students group (N=69) and non-students group (N=43) aged from 21 to 24 (these two groups did not differ in age). In both studies, the Croatian Test of Moral Reasoning by Proroković was applied. As a measure of moral reasoning, the Index of Moral Reasoning (IMR) was calculated. This measure has some advantages compared to other measures of moral reasoning, and includes individual assessments of deviations from the ‘optimal profile’. Results of the Study 1 did not show differences in the IMR between secondary school students and university students. Both groups gave higher assessments to the arguments that correspond to higher phases of moral development. However, group differences were found for pre-conventional and conventional phases. As expected, secondary school students gave significantly higher assessments to the arguments that correspond to lower phases of moral development. Results of the Study 2 showed that university students, in relation to non-students, have higher IMR. Respecting to phases of moral development, both groups of participants gave higher assessments to the arguments that correspond to the post-conventional phase. Consistent with expectations and previous findings, results of both studies did not confirm gender differences in moral reasoning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=index%20of%20moral%20reasoning" title=" index of moral reasoning"> index of moral reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=Kohlberg%27s%20theory%20of%20moral%20development" title=" Kohlberg's theory of moral development"> Kohlberg's theory of moral development</a>, <a href="https://publications.waset.org/abstracts/search?q=moral%20reasoning" title=" moral reasoning"> moral reasoning</a> </p> <a href="https://publications.waset.org/abstracts/60656/moral-reasoning-among-croatian-adolescents-with-different-levels-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">249</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4537</span> A Relational Case-Based Reasoning Framework for Project Delivery System Selection</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yang%20Cui">Yang Cui</a>, <a href="https://publications.waset.org/abstracts/search?q=Yong%20Qiang%20Chen"> Yong Qiang Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An appropriate project delivery system (PDS) is crucial to the success of a construction project. Case-based reasoning (CBR) is a useful support for PDS selection. However, the traditional CBR approach represents cases as attribute-value vectors without taking relations among attributes into consideration, and could not calculate the similarity when the structures of cases are not strictly same. Therefore, this paper solves this problem by adopting the relational case-based reasoning (RCBR) approach for PDS selection, considering both the structural similarity and feature similarity. To develop the feature terms of the construction projects, the criteria and factors governing PDS selection process are first identified. Then, feature terms for the construction projects are developed. Finally, the mechanism of similarity calculation and a case study indicate how RCBR works for PDS selection. The adoption of RCBR in PDS selection expands the scope of application of traditional CBR method and improves the accuracy of the PDS selection system. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=relational%20cased-based%20reasoning" title="relational cased-based reasoning">relational cased-based reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=case-based%20reasoning" title=" case-based reasoning"> case-based reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20delivery%20system" title=" project delivery system"> project delivery system</a>, <a href="https://publications.waset.org/abstracts/search?q=PDS%20selection" title=" PDS selection"> PDS selection</a> </p> <a href="https://publications.waset.org/abstracts/9087/a-relational-case-based-reasoning-framework-for-project-delivery-system-selection" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9087.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4536</span> VR in the Middle School Classroom-An Experimental Study on Spatial Relations and Immersive Virtual Reality</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danielle%20Schneider">Danielle Schneider</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying%20Xie"> Ying Xie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Middle school science, technology, engineering, and math (STEM) teachers experience an exceptional challenge in the expectation to incorporate curricula that builds strong spatial reasoning skills on rudimentary geometry concepts. Because spatial ability is so closely tied to STEM students’ success, researchers are tasked to determine effective instructional practices that create an authentic learning environment within the immersive virtual reality learning environment (IVRLE). This study looked to investigate the effect of the IVRLE on middle school STEM students’ spatial reasoning skills as a methodology to benefit the STEM middle school students’ spatial reasoning skills. This experimental study was comprised of thirty 7th-grade STEM students divided into a treatment group that was engaged in an immersive VR platform where they engaged in building an object in the virtual realm by applying spatial processing and visualizing its dimensions and a control group that built the identical object using a desktop computer-based, computer-aided design (CAD) program. Before and after the students participated in the respective “3D modeling” environment, their spatial reasoning abilities were assessed using the Middle Grades Mathematics Project Spatial Visualization Test (MGMP-SVT). Additionally, both groups created a physical 3D model as a secondary measure to measure the effectiveness of the IVRLE. The results of a one-way ANOVA in this study identified a negative effect on those in the IVRLE. These findings suggest that with middle school students, virtual reality (VR) proved an inadequate tool to benefit spatial relation skills as compared to desktop-based CAD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title="virtual reality">virtual reality</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20reasoning" title=" spatial reasoning"> spatial reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=CAD" title=" CAD"> CAD</a>, <a href="https://publications.waset.org/abstracts/search?q=middle%20school%20STEM" title=" middle school STEM"> middle school STEM</a> </p> <a href="https://publications.waset.org/abstracts/162157/vr-in-the-middle-school-classroom-an-experimental-study-on-spatial-relations-and-immersive-virtual-reality" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162157.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4535</span> Analysis of Conditional Effects of Forms of Upward versus Downward Counterfactual Reasoning on Gambling Cognition and Decision of Nigerians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Larry%20O.%20Awo">Larry O. Awo</a>, <a href="https://publications.waset.org/abstracts/search?q=George%20N.%20Duru"> George N. Duru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are growing public and mental health concerns over the availability of gambling platforms and shops in Nigeria and the high level of youth involvement in gambling. Early theorizing maintained that gambling involvement was driven by a quest for resource gains. However, evidence shows that the economic model of gambling tends to explain the involvement of the gambling business owners (sport lottery operators: SLOs) as most gamblers lose more than they win. This loss, according to the law of effect, ought to discourage decisions to gamble. However, the quest to recover losses has often initiated prolonged gambling sessions. Therefore, the need to investigate mental contemplations (such as counterfactual reasoning (upward versus downward) of what “would, should, or could” have been, and feeling of the illusion of control; IOC) over gambling outcomes as risk or protective factors in gambling decisions became pertinent. The present study sought to understand the differential contributions and conditional effects of upward versus downward counterfactual reasoning as pathways through which the association between IOC and gambling decisions of Nigerian youths (N = 120, mean age = 18.05, SD = 3.81) could be explained. The study adopted a randomized group design, and data were obtained by means of stimulus material (the Gambling Episode; GE) and self-report measures of IOC and Gambling Decision. One-way analysis of variance (ANOVA) result showed that participants in the upward counterfactual reasoning group (M = 22.08) differed from their colleagues in the downward counterfactual reasoning group (M = 17.33) on the decision to gamble, and this difference was significant [F(1,112) = 23, P < .01]. HAYES PROCESS macro moderation analysis results showed that 1) IOC and upward counterfactual reasoning were positively associated with the decision to gamble (B = 14.21, t = 6.10, p < .01 and B = 7.22, t = 2.07, p <.05, respectively), 2) downward counterfactual reasoning was negatively associated with the decision to gamble more to recover losses (B = 10.03, t = 3.21, p < .01), 3) upward counterfactual reasoning did not moderate the association between IOC and gambling decision (p > .05), and 4) downward counterfactual reasoning negatively moderated the association between IOC and gambling decision (B = 07, t = 2.18, p < .05) such that the association was strong at the low level of downward counterfactual, but wane at high levels of downward counterfactual reasoning. The implication of these findings is that IOC and upward counterfactual reasoning were risk factors and promoted gambling behavior, while downward counterfactual reasoning protects individuals from gambling activities. Thus, it is concluded that downward counterfactual reasoning strategies should be included in gambling therapy and treatment packages as it could diminish feelings of both IOC and negative feelings of missed positive outcomes and the urge to gamble. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counterfactual%20reasoning" title="counterfactual reasoning">counterfactual reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=gambling%20cognition" title=" gambling cognition"> gambling cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=gambling%20decision" title=" gambling decision"> gambling decision</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=youths" title=" youths"> youths</a> </p> <a href="https://publications.waset.org/abstracts/149341/analysis-of-conditional-effects-of-forms-of-upward-versus-downward-counterfactual-reasoning-on-gambling-cognition-and-decision-of-nigerians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149341.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4534</span> Moderation Role of Effects of Forms of Upward versus Downward Counterfactual Reasoning on Gambling Cognition and Decision of Nigerians</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Larry%20O.%20Awo">Larry O. Awo</a>, <a href="https://publications.waset.org/abstracts/search?q=George%20N.%20Duru"> George N. Duru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is growing public and mental health concerns over the availability of gambling platforms and shops in Nigeria and the high level of youth involvement in gambling. Early theorizing maintained that gambling involvement driven by the quest for resource gains. However, evidences show that the economic model of gambling tend to explain the involvement of the gambling business owners (sport lottery operators: SLOs) as most gamblers lose more than they win. This loss, according to the law of effect, ought to discourage decisions to gamble. However, the quest to recover loses has often initiated and prolonged gambling sessions. Therefore, the need to investigate mental contemplations (such as counterfactual reasoning (upward versus downward) of what “would, should, or could” have been, and feeling of the illusion of control; IOC) over gambling outcome as risk or protective factors in gambling decisions became pertinent. The present study sought to understand the differential contributions and conditional effects of upward versus downward counterfactual reasoning as pathways through which the association between IOC and gambling decision of Nigerian youths (N = 120, mean age = 18.05, SD = 3.81) could be explained. The study adopted a randomized group design, and data were obtained by means of stimulus material (the Gambling Episode; GE) and self-report measures of IOC and Gambling Decision. One-way analysis of variance (ANOVA) result showed that participants in the upward counterfactual reasoning group (M = 22.08) differed from their colleagues in the downward counterfactual reasoning group (M = 17.33) on the decision to gamble, and this difference was significant [F(1,112) = 23, P < .01]. HAYES PROCESS macro moderation analysis results showed that 1) IOC and upward counterfactual reasoning were positively associated with the decision to gamble (B = 14.21, t = 6.10, p < .01 and B = 7.22, t = 2.07, p < .01), 3) upward counterfactual reasoning did not moderate the association between IOC and gambling decision (p > .05), and 4) downward counterfactual reasoning negatively moderated the association between IOC and gambling decision (B = 07, t = 2.18, p < .05) such that the association was strong at a low level of downward counterfactual, but wane at high levels of downward counterfactual reasoning. The implication of these findings are that IOC and upward counterfactual reasoning were risk factors and promote gambling behavior, while downward counterfactual reasoning protects individuals from gambling activities. Thus, it is concluded that downward counterfactual reasoning strategies should be included in gambling therapy and treatment packages as it could diminish feelings of both IOC and negative feelings of missed positive outcomes and the urge to gamble. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=counterfactual%20reasoning" title="counterfactual reasoning">counterfactual reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=gambling%20cognition" title=" gambling cognition"> gambling cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=gambling%20decision" title=" gambling decision"> gambling decision</a>, <a href="https://publications.waset.org/abstracts/search?q=nigeria" title=" nigeria"> nigeria</a>, <a href="https://publications.waset.org/abstracts/search?q=youths" title=" youths"> youths</a> </p> <a href="https://publications.waset.org/abstracts/155366/moderation-role-of-effects-of-forms-of-upward-versus-downward-counterfactual-reasoning-on-gambling-cognition-and-decision-of-nigerians" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155366.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4533</span> Educase–Intelligent System for Pedagogical Advising Using Case-Based Reasoning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elionai%20Moura">Elionai Moura</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20A.%20Cunha"> José A. Cunha</a>, <a href="https://publications.waset.org/abstracts/search?q=C%C3%A9sar%20Analide"> César Analide</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work introduces a proposal scheme for an Intelligent System applied to Pedagogical Advising using Case-Based Reasoning, to find consolidated solutions before used for the new problems, making easier the task of advising students to the pedagogical staff. We do intend, through this work, introduce the motivation behind the choices for this system structure, justifying the development of an incremental and smart web system who learns bests solutions for new cases when it’s used, showing technics and technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case-based%20reasoning" title="case-based reasoning">case-based reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20advising" title=" pedagogical advising"> pedagogical advising</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20data-mining%20%28EDM%29" title=" educational data-mining (EDM)"> educational data-mining (EDM)</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/27352/educase-intelligent-system-for-pedagogical-advising-using-case-based-reasoning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27352.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">420</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4532</span> Value-Based Argumentation Frameworks and Judicial Moral Reasoning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Anand%20Knowlton">Sonia Anand Knowlton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the use of Artificial Intelligence is becoming increasingly integrated in virtually every area of life, the need and interest to logically formalize the law and judicial reasoning is growing tremendously. The study of argumentation frameworks (AFs) provides promise in this respect. AF’s provide a way of structuring human reasoning using a formal system of non-monotonic logic. P.M. Dung first introduced this framework and demonstrated that certain arguments must prevail and certain arguments must perish based on whether they are logically “attacked” by other arguments. Dung labelled the set of prevailing arguments as the “preferred extension” of the given argumentation framework. Trevor Bench-Capon’s Value-based Argumentation Frameworks extended Dung’s AF system by allowing arguments to derive their force from the promotion of “preferred” values. In VAF systems, the success of an attack from argument A to argument B (i.e., the triumph of argument A) requires that argument B does not promote a value that is preferred to argument A. There has been thorough discussion of the application of VAFs to the law within the computer science literature, mainly demonstrating that legal cases can be effectively mapped out using VAFs. This article analyses VAFs from a jurisprudential standpoint to provide a philosophical and theoretical analysis of what VAFs tell the legal community about the judicial reasoning, specifically distinguishing between legal and moral reasoning. It highlights the limitations of using VAFs to account for judicial moral reasoning in theory and in practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nonmonotonic%20logic" title="nonmonotonic logic">nonmonotonic logic</a>, <a href="https://publications.waset.org/abstracts/search?q=legal%20formalization" title=" legal formalization"> legal formalization</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title=" computer science"> computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=morality" title=" morality"> morality</a> </p> <a href="https://publications.waset.org/abstracts/172011/value-based-argumentation-frameworks-and-judicial-moral-reasoning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172011.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4531</span> Expert and Novice Problem-Solvers Differences: A Discourse for Effective Teaching Delivery in Physics Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abubakar%20Sa%E2%80%99adatu%20Mohammed">Abubakar Sa’adatu Mohammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a study of problem solving differences between expert and novice Problem solvers for effective physics teaching. Significant differences were found both at the conceptual level and at the level of critical thinking, creative thinking and reasoning. It is suggested for a successful solution of a problem, conceptual knowledge alone may not be sufficient. There is the need of the knowledge of how the conceptual knowledge should be applied (problem solving skills). It is hoped that this research might contribute to efforts of exploring ways for students to acquire a powerful conceptual toolkit based on experts like problem solvers approach for effective teaching delivery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20knowledge" title="conceptual knowledge">conceptual knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=procedural%20knowledge" title=" procedural knowledge"> procedural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20thinking" title=" creative thinking"> creative thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=reasoning%20ability" title=" reasoning ability"> reasoning ability</a> </p> <a href="https://publications.waset.org/abstracts/37987/expert-and-novice-problem-solvers-differences-a-discourse-for-effective-teaching-delivery-in-physics-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37987.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4530</span> Active Learning Role on Strategic I-Map Thinking in Developing Reasoning Thinking and the Intrinsic-Motivation Orientation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Alotaibi">Khaled Alotaibi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with developing reasoning thinking and the intrinsic-extrinsic motivation for learning, and enhancing the academic achievement of a sample of students at Teachers' College in King Saud University. The study sample included 58 students who were divided randomly into two groups; one was an experimental group with 20 students and the other was a control group with 22 students. The following tools were used: e-courses by using I-map, Reasoning Thinking Tes, questionnaire to measure the intrinsic-extrinsic motivation for learning and an academic achievement test. Experimental group was taught using e-courses by using I-map, while the control group was taught by using traditional education. The results showed that: - There were no statistically significant differences between the experimental group and the control group in Reasoning thinking skills. - There were statistically significant differences between the experimental group and the control group in the intrinsic-extrinsic motivation for learning in favor of the experimental group. - There were statistically significant differences between the experimental group and the control group in academic achievement in favor of the experimental group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reasoning" title="reasoning">reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=thinking" title=" thinking"> thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=intrinsic%20motivation" title="intrinsic motivation">intrinsic motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title=" active learning"> active learning</a> </p> <a href="https://publications.waset.org/abstracts/3096/active-learning-role-on-strategic-i-map-thinking-in-developing-reasoning-thinking-and-the-intrinsic-motivation-orientation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">419</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4529</span> A Validation Technique for Integrated Ontologies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Neli%20P.%20Zlatareva">Neli P. Zlatareva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ontology validation is an important part of web applications’ development, where knowledge integration and ontological reasoning play a fundamental role. It aims to ensure the consistency and correctness of ontological knowledge and to guarantee that ontological reasoning is carried out in a meaningful way. Existing approaches to ontology validation address more or less specific validation issues, but the overall process of validating web ontologies has not been formally established yet. As the size and the number of web ontologies continue to grow, the necessity to validate and ensure their consistency and interoperability is becoming increasingly important. This paper presents a validation technique intended to test the consistency of independent ontologies utilized by a common application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20engineering" title="knowledge engineering">knowledge engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=ontological%20reasoning" title=" ontological reasoning"> ontological reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology%20validation" title=" ontology validation"> ontology validation</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/26959/a-validation-technique-for-integrated-ontologies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4528</span> Similarity Based Retrieval in Case Based Reasoning for Analysis of Medical Images</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Dasgupta">M. Dasgupta</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Banerjee"> S. Banerjee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Content Based Image Retrieval (CBIR) coupled with Case Based Reasoning (CBR) is a paradigm that is becoming increasingly popular in the diagnosis and therapy planning of medical ailments utilizing the digital content of medical images. This paper presents a survey of some of the promising approaches used in the detection of abnormalities in retina images as well in mammographic screening and detection of regions of interest in MRI scans of the brain. We also describe our proposed algorithm to detect hard exudates in fundus images of the retina of Diabetic Retinopathy patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case%20based%20reasoning" title="case based reasoning">case based reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=exudates" title=" exudates"> exudates</a>, <a href="https://publications.waset.org/abstracts/search?q=retina%20image" title=" retina image"> retina image</a>, <a href="https://publications.waset.org/abstracts/search?q=similarity%20based%20retrieval" title=" similarity based retrieval"> similarity based retrieval</a> </p> <a href="https://publications.waset.org/abstracts/2992/similarity-based-retrieval-in-case-based-reasoning-for-analysis-of-medical-images" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2992.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4527</span> Application of Sub-health Diagnosis and Reasoning Method for Avionics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Weiran%20An">Weiran An</a>, <a href="https://publications.waset.org/abstracts/search?q=Junyou%20Shi"> Junyou Shi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Health management has become one of the design goals in the research and development of new generation avionics systems, and is an important complement and development for the testability and fault diagnosis technology. Currently, the research and application for avionics system health dividing and diagnosis technology is still at the starting stage, lack of related technologies and methods reserve. In this paper, based on the health three-state dividing of avionics products, state lateral transfer coupling modeling and diagnosis reasoning method considering sub-health are researched. With the study of typical case application, the feasibility and correctness of the method and the software are verified. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sub-health" title="sub-health">sub-health</a>, <a href="https://publications.waset.org/abstracts/search?q=diagnosis%20reasoning" title=" diagnosis reasoning"> diagnosis reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=three-valued%20coupled%20logic" title=" three-valued coupled logic"> three-valued coupled logic</a>, <a href="https://publications.waset.org/abstracts/search?q=extended%20dependency%20model" title=" extended dependency model"> extended dependency model</a>, <a href="https://publications.waset.org/abstracts/search?q=avionics" title=" avionics"> avionics</a> </p> <a href="https://publications.waset.org/abstracts/27329/application-of-sub-health-diagnosis-and-reasoning-method-for-avionics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27329.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">333</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4526</span> Case-Based Reasoning Approach for Process Planning of Internal Thread Cold Extrusion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=D.%20Zhang">D. Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Y.%20Du"> H. Y. Du</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20W.%20Li"> G. W. Li</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Zeng"> J. Zeng</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20W.%20Zuo"> D. W. Zuo</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20P.%20You"> Y. P. You</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For the difficult issues of process selection, case-based reasoning technology is applied to computer aided process planning system for cold form tapping of internal threads on the basis of similarity in the process. A model is established based on the analysis of process planning. Case representation and similarity computing method are given. Confidence degree is used to evaluate the case. Rule-based reuse strategy is presented. The scheme is illustrated and verified by practical application. The case shows the design results with the proposed method are effective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case-based%20reasoning" title="case-based reasoning">case-based reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=internal%20thread" title=" internal thread"> internal thread</a>, <a href="https://publications.waset.org/abstracts/search?q=cold%20extrusion" title=" cold extrusion"> cold extrusion</a>, <a href="https://publications.waset.org/abstracts/search?q=process%20planning" title=" process planning"> process planning</a> </p> <a href="https://publications.waset.org/abstracts/20120/case-based-reasoning-approach-for-process-planning-of-internal-thread-cold-extrusion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20120.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">510</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4525</span> Knowledge Representation and Inconsistency Reasoning of Class Diagram Maintenance in Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chi-Lun%20Liu">Chi-Lun Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Requirements modeling and analysis are important in successful information systems' maintenance. Unified Modeling Language (UML) class diagrams are useful standards for modeling information systems. To our best knowledge, there is a lack of a systems development methodology described by the organism metaphor. The core concept of this metaphor is adaptation. Using the knowledge representation and reasoning approach and ontologies to adopt new requirements are emergent in recent years. This paper proposes an organic methodology which is based on constructivism theory. This methodology is a knowledge representation and reasoning approach to analyze new requirements in the class diagrams maintenance. The process and rules in the proposed methodology automatically analyze inconsistencies in the class diagram. In the big data era, developing an automatic tool based on the proposed methodology to analyze large amounts of class diagram data is an important research topic in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20representation" title="knowledge representation">knowledge representation</a>, <a href="https://publications.waset.org/abstracts/search?q=reasoning" title=" reasoning"> reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20diagram" title=" class diagram"> class diagram</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20engineering" title=" software engineering"> software engineering</a> </p> <a href="https://publications.waset.org/abstracts/93116/knowledge-representation-and-inconsistency-reasoning-of-class-diagram-maintenance-in-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93116.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4524</span> Inferential Reasoning for Heterogeneous Multi-Agent Mission</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sagir%20M.%20Yusuf">Sagir M. Yusuf</a>, <a href="https://publications.waset.org/abstracts/search?q=Chris%20Baber"> Chris Baber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We describe issues bedeviling the coordination of heterogeneous (different sensors carrying agents) multi-agent missions such as belief conflict, situation reasoning, etc. We applied Bayesian and agents' presumptions inferential reasoning to solve the outlined issues with the heterogeneous multi-agent belief variation and situational-base reasoning. Bayesian Belief Network (BBN) was used in modeling the agents' belief conflict due to sensor variations. Simulation experiments were designed, and cases from agents’ missions were used in training the BBN using gradient descent and expectation-maximization algorithms. The output network is a well-trained BBN for making inferences for both agents and human experts. We claim that the Bayesian learning algorithm prediction capacity improves by the number of training data and argue that it enhances multi-agents robustness and solve agents’ sensor conflicts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distributed%20constraint%20optimization%20problem" title="distributed constraint optimization problem">distributed constraint optimization problem</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-agent%20system" title=" multi-agent system"> multi-agent system</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-robot%20coordination" title=" multi-robot coordination"> multi-robot coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomous%20system" title=" autonomous system"> autonomous system</a>, <a href="https://publications.waset.org/abstracts/search?q=swarm%20intelligence" title=" swarm intelligence"> swarm intelligence</a> </p> <a href="https://publications.waset.org/abstracts/116896/inferential-reasoning-for-heterogeneous-multi-agent-mission" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116896.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4523</span> Psychometric Examination of Atma Jaya's Multiple Intelligence Batteries for University Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angela%20Oktavia%20Suryani">Angela Oktavia Suryani</a>, <a href="https://publications.waset.org/abstracts/search?q=Bernadeth%20Gloria"> Bernadeth Gloria</a>, <a href="https://publications.waset.org/abstracts/search?q=Edwin%20Sutamto"> Edwin Sutamto</a>, <a href="https://publications.waset.org/abstracts/search?q=Jessica%20Kristianty"> Jessica Kristianty</a>, <a href="https://publications.waset.org/abstracts/search?q=Ni%20Made%20Rai%20Sapitri"> Ni Made Rai Sapitri</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Catherine%20Agla"> Patricia Catherine Agla</a>, <a href="https://publications.waset.org/abstracts/search?q=Sitti%20Arlinda%20Rochiadi"> Sitti Arlinda Rochiadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It was found that some blogs or personal websites in Indonesia sell standardized intelligence tests (for example, Progressive Matrices (PM), Intelligence Structure Test (IST), and Culture Fair Intelligence Test (CFIT)) and other psychological tests, together with the manual and the key answers for public. Individuals can buy and prepare themselves for selection or recruitment with the real test. This action drives people to lie to the institution (education or company) and also to themselves. It was also found that those tests are old. Some items are not relevant with the current context, for example a question about a diameter of a certain coin that does not exist anymore. These problems motivate us to develop a new intelligence battery test, namely of Multiple Aptitude Battery (MAB). The battery test was built by using Thurstone’s Primary Mental Abilities theory and intended to be used by high schools students, university students, and worker applicants. The battery tests consist of 9 subtests. In the current study we examine six subtests, namely Reading Comprehension, Verbal Analogies, Numerical Inductive Reasoning, Numerical Deductive Reasoning, Mechanical Ability, and Two Dimensional Spatial Reasoning for university students. The study included 1424 data from students recruited by convenience sampling from eight faculties at Atma Jaya Catholic University of Indonesia. Classical and modern test approaches (Item Response Theory) were carried out to identify the item difficulties of the items and confirmatory factor analysis was applied to examine their internal validities. The validity of each subtest was inspected by using convergent–discriminant method, whereas the reliability was examined by implementing Kuder–Richardson formula. The result showed that the majority of the subtests were difficult in medium level, and there was only one subtest categorized as easy, namely Verbal Analogies. The items were found homogenous and valid measuring their constructs; however at the level of subtests, the construct validity examined by convergent-discriminant method indicated that the subtests were not unidimensional. It means they were not only measuring their own constructs but also other construct. Three of the subtests were able to predict academic performance with small effect size, namely Reading Comprehension, Numerical Inductive Reasoning, and Two Dimensional Spatial Reasoning. GPAs in intermediate level (GPAs at third semester and above) were considered as a factor for predictive invalidity. The Kuder-Richardson formula showed that the reliability coefficients for both numerical reasoning subtests and spatial reasoning were superior, in the range 0.84 – 0.87, whereas the reliability coefficient for the other three subtests were relatively below standard for ability test, in the range of 0.65 – 0.71. It can be concluded that some of the subtests are ready to be used, whereas some others are still need some revisions. This study also demonstrated that the convergent-discrimination method is useful to identify the general intelligence of human. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligence" title="intelligence">intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20examination" title=" psychometric examination"> psychometric examination</a>, <a href="https://publications.waset.org/abstracts/search?q=multiple%20aptitude%20battery" title=" multiple aptitude battery"> multiple aptitude battery</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20students" title=" university students"> university students</a> </p> <a href="https://publications.waset.org/abstracts/30472/psychometric-examination-of-atma-jayas-multiple-intelligence-batteries-for-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30472.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">436</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reasoning%20ability&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reasoning%20ability&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reasoning%20ability&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=reasoning%20ability&page=5">5</a></li> <li class="page-item"><a class="page-link" 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