Design fixation is a phenomenon with important significance to many fields of design due to the potential negative impacts it may have in design outcomes, especially during the ideation stage of the design process. The present study aims to provide a framework for understanding, or at least probing, design fixation by presenting a review of existing defixation approaches, as well as metrics that have been employed to understand and account for design fixation. This study also describes the results of two design by analogy (DbA) methods, WordTree and SCAMPER, to overcome design fixation in an experiment that involved 97 knowledge-domain experts. The study outcomes are at least twofold: a common framework of metrics and approaches to overcome design fixation in a wide range of design problems and nonintuitive results for DbA approaches in design fixation and other related creativity metrics. The application of WordTree and SCAMPER shows that both methods yield increased novelty compared to a control, where the SCAMPER results are significantly higher than WordTree. It is also found that WordTree mitigates design fixation whereas SCAMPER appears to be ineffective for this purpose but effective to generate an increased quantity of novel ideas. These results demonstrate that both DbA methods provide de-fixation capabilities and enhance designers’ creativity during idea generation.

We describe the development, pilot-testing, refinement, and four evaluations of Diagnostic Question Generator (DQGen), which automatically generates multiple choice cloze (fill-in-the-blank) questions to test children's comprehension while reading a given text. Unlike previous methods, DQGen tests comprehension not only of an individual sentence but of the context preceding it. To test different aspects of comprehension, DQGen generates three types of distractors: ungrammatical distractors test syntax; nonsensical distractors test semantics; and locally plausible distractors test inter-sentential processing.

1. (1) A pilot study of DQGen 2012 evaluated its overall questions and individual distractors, guiding its refinement into DQGen 2014.

2. (2) Twenty-four elementary students generated 200 responses to multiple choice cloze questions that DQGen 2014 generated from forty-eight stories. In 130 of the responses, the child chose the correct answer. We define the distractiveness of a distractor as the frequency with which students choose it over the correct answer. The incorrect responses were consistent with expected distractiveness: twenty-seven were plausible, twenty-two were nonsensical, fourteen were ungrammatical, and seven were null.

3. (3) To compare DQGen 2014 against DQGen 2012, five human judges categorized candidate choices without knowing their intended type or whether they were the correct answer or a distractor generated by DQGen 2012 or DQGen 2014. The percentage of distractors categorized as their intended type was significantly higher for DQGen 2014.

4. (4) We evaluated DQGen 2014 against human performance based on 1,486 similarly blind categorizations by twenty-seven judges of sixteen correct answers, forty-eight distractors generated by DQGen 2014, and 504 distractors authored by twenty-one humans. Surprisingly, DQGen 2014 did significantly better than humans at generating ungrammatical distractors and marginally better than humans at generating nonsensical distractors, albeit slightly worse at generating plausible distractors. Moreover, vetting DQGen 2014's output and writing distractors only when necessary would halve the time to write them all, and produce higher quality distractors.

We present two methods to find all the possible conformations of short six degree-of-freedom segments of biopolymers which satisfy end constraints in position and orientation. One of our methods is motivated by inverse kinematic solution techniques which have been developed for “general” 6R serial robotic manipulators. However, conventional robot kinematics methods are not directly applicable to the geometry of polymers, which can be treated as a degenerate case where all the “link lengths” are zero. Here, we propose a method which extends the elimination method of Kohli and Osvatic. This method can be applied directly to the geometry of biopolymers. We also propose a heuristic method based on a Lie-group-theoretic description. In this method, we utilize inverse iterations of the Jacobian matrix to obtain all conformations which satisfy end constraints. This can be easily implemented for both the general 6R manipulator and polymers. Although the extended elimination method is computationally faster than the Jacobian method, in cases where some of the joint angles are 180° (i.e., where the elimination method fails), we combine these two methods effectively to obtain the full set of inverse kinematic solutions. We demonstrate our approach with several numerical examples.

The paper presents a simplified analysis of harmonically terminated rectifier circuit and experimental results of a Schottky diode rectifier with even and odd harmonic terminations. The analysis is based on the Fourier series expansion of the voltage and current across the diode circuit. Harmonic terminations similar to the techniques used for power amplifiers are studied. A maximum efficiency of 84% at 30 dBm is obtained with second- and third-order harmonics terminated. The optimum value of dc load to maximize efficiency is obtained by sweeping the load. An optimal operating range of 28–35 dBm is obtained. The applications of the rectifier in wireless charging and power transfer systems are discussed.

Maddy gave a semi-formal account of restrictiveness by defining a formal notion based on a class of interpretations and explaining how to handle false positives and false negatives. Recently, Hamkins pointed out some structural issues with Maddy’s definition. We look at Maddy’s formal definitions from the point of view of an abstract interpretation relation. We consider various candidates for this interpretation relation, including one that is close to Maddy’s original notion, but fixes the issues raised by Hamkins. Our work brings to light additional structural issues that we also discuss.

This paper introduces deep neural network (DNN)–hidden Markov model (HMM)-based methods to tackle speech recognition in heterogeneous groups of speakers including children. We target three speaker groups consisting of children, adult males and adult females. Two different kind of approaches are introduced here: approaches based on DNN adaptation and approaches relying on vocal-tract length normalisation (VTLN). First, the recent approach that consists in adapting a general DNN to domain/language specific data is extended to target age/gender groups in the context of DNN–HMM. Then, VTLN is investigated by training a DNN–HMM system by using either mel frequency cepstral coefficients normalised with standard VTLN or mel frequency cepstral coefficients derived acoustic features combined with the posterior probabilities of the VTLN warping factors. In this later, novel, approach the posterior probabilities of the warping factors are obtained with a separate DNN and the decoding can be operated in a single pass when the VTLN approach requires two decoding passes. Finally, the different approaches presented here are combined to take advantage of their complementarity. The combination of several approaches is shown to improve the baseline phone error rate performance by thirty per cent to thirty-five per cent relative and the baseline word error rate performance by about ten per cent relative.

The six-legged robot Octopus is designed for nuclear disaster relief missions. When the robot suffers from failures, its performance can be significantly affected. Thus, fault tolerance is essential for walking and operating in environments inaccessible to humans. The current fault-tolerant gaits for legged robots usually either initially lock the entire broken leg or just abandon the broken leg, but then fail to take full advantage of the normal actuators on the broken leg and add extra constraints. As the number of broken legs increases, the robot will no longer be able to walk using the existing fault-tolerant gaits. To solve this problem, screw theory is used for analyzing the remaining mobility after failure. Based on the analysis, a method of motion planning through fault-tolerant Jacobian matrices, which are linear, is presented. This method can enable the robot to accomplish desired movement using broken legs along with other certain concomitant motions as compensation. Finally, experiments and simulations of multiple faults demonstrate the real effects on the Octopus robot.

In the original version of this paper the email of the corresponding author, Reza Mahboobi Esfanjani, was given incorrectly. The correct email is mahboobi@sut.ac.ir.

The publisher apologises for this error.

The Revenge Problem threatens every approach to the semantic paradoxes that proceeds by introducing nonclassical semantic values. Given any such collection Δ of additional semantic values, one can construct a Revenge sentence:

Studies suggest that the incorporation of online annotations in reading instruction can improve students’ reading comprehension. However, little research has addressed how students use online annotations in their reading processes and how such use may lead to their improvement. This study thus adopted Reciprocal Teaching (RT) as an instructional framework to support students’ reading comprehension progress and processes, facilitated by the use of online annotations. A total of 54 English language learners at a university were recruited to read with online annotations based on the RT procedure, namely predicting, clarifying, questioning, and summarizing. The data collected included the students’ scores on pre- and post-tests and their participation records in a collaborative learning environment. The results reveal that the students enhanced their reading comprehension after the intervention. Their reading processes were also analyzed, and the major differences between the groups making more and less progress were identified. Those who made more progress not only frequently reviewed their previously generated predictions, clarifications, questions, and summaries but also actively provided feedback to their peers in a reciprocal manner. Pedagogical implications and recommendations are discussed.

This paper introduces an open learner model approach to learning analytics to combine the variety of data available from the range of applications and technologies in language learning, for visualisation of language learning competences to learners and teachers in the European language context. Specific examples are provided as illustrations (Facebook, Second Life and mobile assisted language learning (MALL)), though the approach is a general one. We describe the Next-TELL open learner model as an exemplar that can encompass a range of data from a variety of technologies and activities, and as a competence-focussed visual analytics tool that can be readily used inside and outside the classroom.

The Next-TELL open learner model offers several visualisations for learners and teachers to explore the learner’s current competences, which can be selected according to user preferences or the purpose of viewing the learning data. The selection of visualisations means that the open learner model is appropriate for school, university and other learning contexts. Viewing this data can help students to reflect on and monitor their learning, and can support teachers’ decision-making during classroom activities or later, in their planning of subsequent sessions. As an example, we outline the use of the Next-TELL open learner model in a school in Norway.

We show that, for each fixed k, an n-vertex graph not containing a cycle of length 2k has at most $80\sqrt{k\log k}\cdot n^{1+1/k}+O(n)$ edges.

Previous studies have shown that emotional intelligence (henceforth, EI) has a significant impact on important life outcomes (e.g., mental and physical health, academic achievement, work performance, and social relationships). This study aimed to see whether there is any relationship between EI and English as a foreign language (EFL) learners’ oral fluency and investigated the possibility of enhancing EI through computer-mediated emotional activities. The participants were 63 students on the Interchange 2 course in a language center in Iran. Participants in the experimental group received EI training using movies with highly emotional content, with the express purpose of inducing them to talk about their emotions and raising their emotional intelligence. Movies shown to the control group did not place any emphasis on emotional content. The results showed a significant increase in EI scores in the experimental group, but no significant change was observed in the control group’s EI scores. Moreover, emotional intelligence correlated positively with the students’ levels of oral fluency.

In the article below, Theorem 3.4 requires the additional assumption that A is Kan as well. Indeed, the inductive proof as given only shows that if W(f)<α is a Kan complex, then W(f)<α+1 → A is a Kan fibration.