20,323 research outputs found
Social Influence and the Collective Dynamics of Opinion Formation
Social influence is the process by which individuals adapt their opinion,
revise their beliefs, or change their behavior as a result of social
interactions with other people. In our strongly interconnected society, social
influence plays a prominent role in many self-organized phenomena such as
herding in cultural markets, the spread of ideas and innovations, and the
amplification of fears during epidemics. Yet, the mechanisms of opinion
formation remain poorly understood, and existing physics-based models lack
systematic empirical validation. Here, we report two controlled experiments
showing how participants answering factual questions revise their initial
judgments after being exposed to the opinion and confidence level of others.
Based on the observation of 59 experimental subjects exposed to peer-opinion
for 15 different items, we draw an influence map that describes the strength of
peer influence during interactions. A simple process model derived from our
observations demonstrates how opinions in a group of interacting people can
converge or split over repeated interactions. In particular, we identify two
major attractors of opinion: (i) the expert effect, induced by the presence of
a highly confident individual in the group, and (ii) the majority effect,
caused by the presence of a critical mass of laypeople sharing similar
opinions. Additional simulations reveal the existence of a tipping point at
which one attractor will dominate over the other, driving collective opinion in
a given direction. These findings have implications for understanding the
mechanisms of public opinion formation and managing conflicting situations in
which self-confident and better informed minorities challenge the views of a
large uninformed majority.Comment: Published Nov 05, 2013. Open access at:
http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.007843
An epistemology and expectations survey about experimental physics: Development and initial results
In response to national calls to better align physics laboratory courses with
the way physicists engage in research, we have developed an epistemology and
expectations survey to assess how students perceive the nature of physics
experiments in the contexts of laboratory courses and the professional research
laboratory. The Colorado Learning Attitudes about Science Survey for
Experimental Physics (E-CLASS) evaluates students' epistemology at the
beginning and end of a semester. Students respond to paired questions about how
they personally perceive doing experiments in laboratory courses and how they
perceive an experimental physicist might respond regarding their research.
Also, at the end of the semester, the E-CLASS assesses a third dimension of
laboratory instruction, students' reflections on their course's expectations
for earning a good grade. By basing survey statements on widely embraced
learning goals and common critiques of teaching labs, the E-CLASS serves as an
assessment tool for lab courses across the undergraduate curriculum and as a
tool for physics education research. We present the development, evidence of
validation, and initial formative assessment results from a sample that
includes 45 classes at 20 institutions. We also discuss feedback from
instructors and reflect on the challenges of large-scale online administration
and distribution of results.Comment: 31 pages, 9 figures, 3 tables, submitted to Phys. Rev. - PE
Optimal Reinforcement Learning for Gaussian Systems
The exploration-exploitation trade-off is among the central challenges of
reinforcement learning. The optimal Bayesian solution is intractable in
general. This paper studies to what extent analytic statements about optimal
learning are possible if all beliefs are Gaussian processes. A first order
approximation of learning of both loss and dynamics, for nonlinear,
time-varying systems in continuous time and space, subject to a relatively weak
restriction on the dynamics, is described by an infinite-dimensional partial
differential equation. An approximate finite-dimensional projection gives an
impression for how this result may be helpful.Comment: final pre-conference version of this NIPS 2011 paper. Once again,
please note some nontrivial changes to exposition and interpretation of the
results, in particular in Equation (9) and Eqs. 11-14. The algorithm and
results have remained the same, but their theoretical interpretation has
change
The relation between prior knowledge and students' collaborative discovery learning processes
In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction with the environment was logged. Based on students' individual judgments of the truth-value and testability of a series of domain-specific propositions, a detailed description of the knowledge configuration for each dyad was created before they entered the learning environment. Qualitative analyses of two dialogues illustrated that prior knowledge influences the discovery learning processes, and knowledge development in a pair of students. Assessments of student and dyad definitional (domain-specific) knowledge, generic (mathematical and graph) knowledge, and generic (discovery) skills were related to the students' dialogue in different discovery learning processes. Results show that a high level of definitional prior knowledge is positively related to the proportion of communication regarding the interpretation of results. Heterogeneity with respect to generic prior knowledge was positively related to the number of utterances made in the discovery process categories hypotheses generation and experimentation. Results of the qualitative analyses indicated that collaboration between extremely heterogeneous dyads is difficult when the high achiever is not willing to scaffold information and work in the low achiever's zone of proximal development
Agent-Based Modeling: The Right Mathematics for the Social Sciences?
This study provides a basic introduction to agent-based modeling (ABM) as a powerful blend of classical and constructive mathematics, with a primary focus on its applicability for social science research.ļæ½ The typical goals of ABM social science researchers are discussed along with the culture-dish nature of their computer experiments. The applicability of ABM for science more generally is also considered, with special attention to physics. Finally, two distinct types of ABM applications are summarized in order to illustrate concretely the duality of ABM: Real-world systems can not only be simulated with verisimilitude using ABM; they can also be efficiently and robustly designed and constructed on the basis of ABM principles. ļæ½
Pictorial Socratic dialogue and conceptual change
Counter-examples used in a Socratic dialogue aim to provoke reflection to effect conceptual changes. However, natural language forms of Socratic dialogues have their limitations. To address this problem, we propose an alternative form of Socratic dialogue called the pictorial Socratic dialogue. A Spring Balance System has been designed to provide a platform for the investigation of the effects of this pedagogy on conceptual changes. This system allows learners to run and observe an experiment. Qualitative Cartesian graphs are employed for learners to represent their solutions. Indirect and intelligent feedback is prescribed through two approaches in the pictorial Socratic dialogue which aim to provoke learners probe through the perceptual structural features of the problem and solution, into the deeper level of the simulation where Archimedesā Principle governs
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