On Measuring the Difficulty of Scrabble-like Problems

Scrabble-like tasks have increased in popularity as a means of exploring cognitive phenomena, such as embodiedproblem solving, mastery, and creativity. Many of these tasks make assumptions about the key factors driving relative difficultyof word-finding problems; these factors include average frequency of words produced, number of words produced, and numberof readily apparent bi-grams in the initial presentation of the letters. This study measures the effects of each of these factors oncognitive load by systematically and empirically exploring such factors, comparing how these various attributes influence thenumber of words participants produce in different circumstances

Comparing and Combining Lexicase Selection and Novelty Search

Lexicase selection and novelty search, two parent selection methods used in evolutionary computation, emphasize exploring widely in the search space more than traditional methods such as tournament selection. However, lexicase selection is not explicitly driven to select for novelty in the population, and novelty search suffers from lack of direction toward a goal, especially in unconstrained, highly-dimensional spaces. We combine the strengths of lexicase selection and novelty search by creating a novelty score for each test case, and adding those novelty scores to the normal error values used in lexicase selection. We use this new novelty-lexicase selection to solve automatic program synthesis problems, and find it significantly outperforms both novelty search and lexicase selection. Additionally, we find that novelty search has very little success in the problem domain of program synthesis. We explore the effects of each of these methods on population diversity and long-term problem solving performance, and give evidence to support the hypothesis that novelty-lexicase selection resists converging to local optima better than lexicase selection

Fluid Intelligence is Key to Successful Cryptic Crossword Solving

British-style cryptic crossword solving is an under-researched domain of expertise, relatively unburdened by confounds found in other expertise research areas, such as early starting age, practice regimes, and high extrinsic rewards. Solving cryptic crosswords is an exercise in code-cracking detection work, requiring the segregation and interpretation of multiple clue components, and the deduction and application of their controlling rules. Following the Grounded Expert Components Approach (GECA, Friedlander & Fine, 2016) an earlier survey demonstrated that solvers were typically educated to at least degree level, often in mathematics and science-related disciplines. This study therefore hypothesized that as a group they would show higher-than-average fluid intelligence compared to a general population, with experts showing higher levels than ordinary solvers. Twenty-eight crossword solvers (18 objectively defined experts, and 10 non-experts) solved a bespoke cryptic crossword and completed the Alice Heim tests of fluid intelligence (AH5), a timed high-grade test, measuring verbal and numerical (Part I) and diagrammatic (Part 2) reasoning abilities. In the 45m allowed, 17 experts and 2 non-experts correctly finished the crossword (times ranging between 11m and 40m). Both solver groups scored highly on the AH5 (both overall and for Part I) compared to manual test norms, suggesting that cryptic crossword solving has a high cognitive entry threshold. The experts scored higher than the non-experts, both overall (p = .032) and on Part I (p = .002). The overall and Part I AH5 scores correlated negatively (rs =-.48;-.72 respectively) with extrapolated finishing times: faster finishing time being associated with higher AH5 scores. The experts and non-experts were matched in age, education, crossword solving experience, and weekly hours spent solving, leading to the suggestion that fluid intelligence differences between the groups may play an important role in cryptic crossword solving expertise. Although small in scale, the study thus adds to the growing body of literature which challenges the "deliberate practice only" framework of high expertise in a performance domain. Suggestions for future explorations in this domain are made

The Effectiveness of Graphic Providers In Teaching Text Verbs of Accounts (Quasi Experimental Study In Public Junior High Schools)

This study was conducted under the considerations of the observation in SMPN 20 Kendari that many students found difficulties in understanding vocabulary. The objectives of this study were to find out the significance of the use of the graphic organizers on vocabulary achievement and to find out whether the use of graphic organizers  for  teaching  vocabulary  of  recount  text  is effective  to  the  eighth graders of SMPN 20 Kendari. To  gain  the  objectives,  the  writer  did  a  quasi  experimental  research  by using non- randomized control group pretest-posttest design. The subjects of this study were the students in class 8A and 8H of SMPN 20 Kendari. 8A was the control group and 8H was the experimental group. In this study, the writer gave the  students  pre-test,  treatment,  and  post-test.  The  pre-test  was  given  to  both groups using the same instrument. They were asked to answer some questions of vocabulary test. The treatment was given in three meetings. The treatment in the experimental  group  was  using  graphic  organizers,  while  the  treatment  in  the control group was lecturing. The post-test was conducted after the treatment given to  both  groups  using  the same  instrument as  the  pre-test  but  the  position of question numbers were reshuffled. The result of the analysis using t-test showed that the experimental group got better score than the control group. In the pre-test, the average score of the experimental group was 68.87 and the control group was 68.39. In the post-test, the  average  score  of  experimental  group was  83.55  and  the  control  group  was 74.52. tTe result of the t-test was 2.14 and t-table was 2.00. It means that the t- value was higher than t-table (2.14>2.00). In conclusion, graphic organizers were effective to improve students‟ mastery of vocabulary in recount text. Moreover, the writer hopes that the other English teachers would use graphic organizers as one of strategies in teaching vocabulary

Multiple measures of historical intergenerational mobility: Iowa 1915 to 1940

This paper was previously circulated under the title “A New Old Measure of Intergenerational Mobility: Iowa 1915 to 1940”.Was intergenerational economic mobility high in the early twentieth century in the United States? Comparisons of mobility across time are complicated by the constraints of the data available. I match fathers from the Iowa State Census of 1915 to their sons in the 1940 Federal Census, the first state and federal censuses with data on income and years of education. With this linked sample, I can estimate intergenerational mobility between 1915 and 1940 based on earnings, education, occupation, and names. Across all these measures, I document broad consensus that rates of persistence were low in Iowa in the early twentieth century. Within my sample, rural sons from Iowa had more intergenerational mobility than their urban peers and the grandchildren of the foreign-born were more mobile than the grandchildren of the native-born

An Architecture for Designing Content Agnostic Game Mechanics for Educational Burst Games

abstract: Currently, educational games are designed with the educational content as the primary factor driving the design of the game. While this may seem to be the optimal approach, this design paradigm causes multiple issues. For one, the games themselves are often not engaging as game design principles were put aside in favor of increasing the educational value of the game. The other issue is that the code base of the game is mostly or completely unusable for any other games as the game mechanics are too strongly connected to the educational content being taught. This means that the mechanics are impossible to reuse in future projects without major revisions, and starting over is often more time and cost efficient. This thesis presents the Content Agnostic Game Engineering (CAGE) model for designing educational games. CAGE is a way to separate the educational content from the game mechanics without compromising the educational value of the game. This is done by designing mechanics that can have multiple educational contents layered on top of them which can be switched out at any time. CAGE allows games to be designed with a game design first approach which allows them to maintain higher engagement levels. In addition, since the mechanics are not tied to the educational content several different educational topics can reuse the same set of mechanics without requiring major revisions to the existing code. Results show that CAGE greatly reduces the amount of code needed to make additional versions of educational games, and speeds up the development process. The CAGE model is also shown to not induce high levels of cognitive load, allowing for more in depth topic work than was attempted in this thesis. However, engagement was low and switching the active content does interrupt the game flow considerably. Altering the difficulty of the game in real time in response to the affective state of the player was not shown to increase engagement. Potential causes of the issues with CAGE games and potential fixes are discussed.Dissertation/ThesisDoctoral Dissertation Engineering 201

A Paradigm Shift from Optimal Play to Mental Comfort: A Perspective from the Game Refinement Theory

The game refinement theory focuses on the game designer perspective, where its application in various types of games provides evidence of the occurring paradigm shift. Utilizing the logistical model of game outcome uncertainty, it provides a platform for incorporating gamified experience observed in games to be adopted in domains outside of game while retaining the context of the game. Making games as a testbed, the implications of the game refinement theory have been observed in the educational and business perspective, while further explored its utility in interpreting some states of the human mind. In addition, a holistic view of design in games and in the real-world environments was discussed, where the prospects of the game refinement theory were also highlighted

The Law and Economics of Antidiscrimination Law

This essay provides an overview of the central theoretical law and economics insights concerning antidiscrimination law across a variety of contexts including discrimination in labor markets, housing markets, consumer purchases, and policing. The different models of discrimination based on animus, statistical discrimination, and cartel exploitation are analyzed for both race and sex discrimination. I explore the theoretical arguments for prohibiting private discriminatory conduct and illustrates the tensions that exist between concerns for liberty and equality. I also discuss the critical point that one cannot automatically attribute observed disparities in various economic or social outcomes to discrimination, and illustrate the complexities in establishing the existence of discrimination. The major empirical findings showing the effectiveness of federal law in the first decade after passage of the 1964 Civil Rights Act are contrasted with the generally less optimistic findings from subsequent antidiscrimination interventions.

Epistemic action and language : a cross-linguistic study

Includes bibliographical references (leaves 106-113).Epistemic actions are physical actions which increase the speed, accuracy, and/or robustness of internal computation by allowing cognitive work to be off-loaded to the environment, thus simplifying internal computation. Previous studies on epistemic action are limited in that they demonstrate that epistemic actions may only improve task performance within tasks which are inherently spatial in nature. In this regard, a cross-linguistic replication of an experiment by Maglio et al. (1999) which required participants to produce as many words as possible within five minutes from a string of seven random letters was performed in order to investigate epistemic actions in a verbal task domain