43,598 research outputs found

    Relaciones entre aprensión comunicativa, tolerancia a la ambigüedad y estilos de aprendizaje en estudiantes de contabilidad

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    Las dinámicas del entorno empresarial globalizado ha llevado a cambios en las capacidades necesarias para que los contables puedan añadir valour a sus clientes; lo que ha motivado una presión creciente en los docentes de contabilidad para que diseñen e implementen programas que contribuyan al desarrollo de las competencias clave. En este contexto es posible que alguna de las características de nuestros alumnos actúen como limitadores del cambio pedagógico y del desarrollo de capacidades; como la aprensión comunicativa, la tolerancia a la ambigüedad o determinados estilos de aprendizaje. Los resultados de estudios previos indican que los estudiantes de contabilidad suelen presentar niveles más altos en las características que actúan como limitadores, en comparación con otros estudiantes de áreas afines. En este contexto, una cuestión clave es si estas características están interrelacionadas causando un efecto sinérgico. Los resultados obtenidos con una muestra de estudiantes de contabilidad indican que estas relaciones existen. Los patrones de correlaciones encontrados son indicativos de las limitaciones que un docente de contabilidad afronta para desarrollar las capacidades clave. Las implicaciones de estos resultados se discuten aportando líneas de actuación.The dynamics of the global business environment have led to changes in the skills required by accountants in order to add value for their clients. Consequently, there is a growing pressure on accounting educators to design and implement educational programmes that could contribute to the development of the relevant skills. In such a context, it is possible that some characteristics of students (for example communication apprehension, ambiguity tolerance, or learning styles) could be constraints on both skills development and pedagogical change. Previous studies have reported that accounting students tend to have higher levels of the constraining characteristics than students from other disciplines. However, previous research has not considered the extent to which those characteristics are inter-related or have possible synergistic effects in accounting students. The results of this study, based on a sample of accounting students, indicate that those relationships exist. The patterns of correlations are indicative of the constraints that an accounting educator must overcome to effectively develop certain skills. Implications of the results are discussed

    Logic, self-awareness and self-improvement: The metacognitive loop and the problem of brittleness

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    This essay describes a general approach to building perturbation-tolerant autonomous systems, based on the conviction that artificial agents should be able notice when something is amiss, assess the anomaly, and guide a solution into place. We call this basic strategy of self-guided learning the metacognitive loop; it involves the system monitoring, reasoning about, and, when necessary, altering its own decision-making components. In this essay, we (a) argue that equipping agents with a metacognitive loop can help to overcome the brittleness problem, (b) detail the metacognitive loop and its relation to our ongoing work on time-sensitive commonsense reasoning, (c) describe specific, implemented systems whose perturbation tolerance was improved by adding a metacognitive loop, and (d) outline both short-term and long-term research agendas

    Prioritized training on points that are learnable, worth learning, and not yet learned

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    We introduce Goldilocks Selection, a technique for faster model training which selects a sequence of training points that are "just right". We propose an information-theoretic acquisition function -- the reducible validation loss -- and compute it with a small proxy model -- GoldiProx -- to efficiently choose training points that maximize information about a validation set. We show that the "hard" (e.g. high loss) points usually selected in the optimization literature are typically noisy, while the "easy" (e.g. low noise) samples often prioritized for curriculum learning confer less information. Further, points with uncertain labels, typically targeted by active learning, tend to be less relevant to the task. In contrast, Goldilocks Selection chooses points that are "just right" and empirically outperforms the above approaches. Moreover, the selected sequence can transfer to other architectures; practitioners can share and reuse it without the need to recreate it
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