A U-statistic estimator for the variance of resampling-based error estimators

We revisit resampling procedures for error estimation in binary classification in terms of U-statistics. In particular, we exploit the fact that the error rate estimator involving all learning-testing splits is a U-statistic. Therefore, several standard theorems on properties of U-statistics apply. In particular, it has minimal variance among all unbiased estimators and is asymptotically normally distributed. Moreover, there is an unbiased estimator for this minimal variance if the total sample size is at least the double learning set size plus two. In this case, we exhibit such an estimator which is another U-statistic. It enjoys, again, various optimality properties and yields an asymptotically exact hypothesis test of the equality of error rates when two learning algorithms are compared. Our statements apply to any deterministic learning algorithms under weak non-degeneracy assumptions. In an application to tuning parameter choice in lasso regression on a gene expression data set, the test does not reject the null hypothesis of equal rates between two different parameters

Achievement goals, self-handicapping, and performance: A 2 × 2 achievement goal perspective

Elliot and colleagues (2006) examined the effects of experimentally induced achievement goals, proposed by the trichotomous model, on self-handicapping and performance in physical education. Our study replicated and extended the work of Elliot et al. by experimentally promoting all four goals proposed by the 262 model (Elliot & McGregor, 2001), measuring the participants’ own situational achievement goals, using a relatively novel task, and testing the participants in a group setting. We used a randomized experimental design with four conditions that aimed to induce one of the four goals advanced by the 262 model. The participants (n¼138) were undergraduates who engaged in a dart-throwing task. The results pertaining to self-handicapping partly replicated Elliot and colleagues’ findings by showing that experimentally promoted performance-avoidance goals resulted in less practice. In contrast, the promotion of mastery-avoidance goals did not result in less practice compared with either of the approach goals. Dart-throwing performance did not differ among the four goal conditions. Personal achievement goals did not moderate the effects of experimentally induced goals on selfhandicapping and performance. The extent to which mastery-avoidance goals are maladaptive is discussed, as well as the interplay between personal and experimentally induced goals

Decision and function problems based on boson sampling

Boson sampling is a mathematical problem that is strongly believed to be intractable for classical computers, whereas passive linear interferometers can produce samples efficiently. So far, the problem remains a computational curiosity, and the possible usefulness of boson-sampling devices is mainly limited to the proof of quantum supremacy. The purpose of this work is to investigate whether boson sampling can be used as a resource of decision and function problems that are computationally hard, and may thus have cryptographic applications. After the definition of a rather general theoretical framework for the design of such problems, we discuss their solution by means of a brute-force numerical approach, as well as by means of non-boson samplers. Moreover, we estimate the sample sizes required for their solution by passive linear interferometers, and it is shown that they are independent of the size of the Hilbert space.Comment: Close to the version published in PR

Teaching English language learner students in US mainstream schools: Intersections of language, pedagogy, and power

This study explored to what extent two groups of mainstream teachers in the midwestern region of the USA with differing degrees of English Language Learner (ELL) specific universitypreparation reportedly engaged in practises that incorporated the native languages (L1) of ELL students in instruction. The study further examined specific strategies reported by mainstream teachers in promoting L1 use in instruction as well as challenges identified in implementing this practise. The study utilized a mixed-method design that included analyses of survey data from a quantitative study (n=227) and qualitative analyses of teacher discourse from course documents and open-ended survey questions. Findings indicated that while both groups of teachers reportedly engaged in practises that promoted L1 use in instruction to some extent, teachers with at least three courses of ELL-specific university preparation appeared to engage in these practises to a much greater extent than those without such preparation. This paper explores the implications of results from this study for teacher education programmes in the USA with the responsibility of preparing teachers to effectively serve growing numbers of culturally and linguistically diverse student populations

Confirmatory factor analysis of the Test of Performance Strategies (TOPS) among adolescent athletes

The aim of the present study was to examine the factorial validity of the Test of Performance Strategies (TOPS; Thomas et al., 1999) among adolescent athletes using confirmatory factor analysis. The TOPS was designed to assess eight psychological strategies used in competition (i.e. activation, automaticity, emotional control, goal-setting, imagery, negative thinking, relaxation and self-talk,) and eight used in practice (the same strategies except negative thinking is replaced by attentional control). National-level athletes (n = 584) completed the 64-item TOPS during training camps. Fit indices provided partial support for the overall measurement model for the competition items (robust comparative fit index = 0.92, Tucker-Lewis index = 0.88, root mean square error of approximation = 0.05) but minimal support for the training items (robust comparative fit index = 0.86, Tucker-Lewis index = 0.81, root mean square error of approximation = 0.06). For the competition items, the automaticity, goal-setting, relaxation and self-talk scales showed good fit, whereas the activation, emotional control, imagery and negative thinking scales did not. For the practice items, the attentional control, emotional control, goal-setting, imagery and self-talk scales showed good fit, whereas the activation, automaticity and relaxation scales did not. Overall, it appears that the factorial validity of the TOPS for use with adolescents is questionable at present and further development is required

Chiral emission into nanophotonic resonators

Chiral emission, where the handedness of a transition dipole determines the direction in which a photon is emitted, has recently been observed from atoms and quantum dots coupled to nanophotonic waveguides. Here, we consider the case of chiral light-matter interactions in resonant nanophotonic structures, deriving closed-form expressions for the fundamental quantum electrodynamic quantities that describe these interactions. We show how parameters such as the position dependent, directional Purcell factors and mode volume can be calculated using computationally efficient two dimensional eigenmode simulations. As an example, we calculate these quantities for a prototypical ring resonator with a geometric footprint of only 4.5~$\mu$m$^2$, showing that perfect directionality with a simultaneous Purcell enhancement upwards of 400 are possible. The ability to determine these fundamental properties of nanophotonic chiral interfaces is crucial if they are to form elements of quantum circuits and networks