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A network model of student participation in a support for learning program. Topic status: We're looking for students to study this topic. Bayesian Networks (BNs) are probabilistic graphical models that represent variables of interest as nodes and dependencies between the variables as arcs. They are a modelling method used for reasoning under uncertainty and have been used in many applications including health, ecology and forensic science to understand and model complex issues.

This project investigates the factors that contribute to students participating in a support for learning program and use BNs to model these factors to elucidate reasons for this. Research activities During this project, you'll: gain an understanding of BNs conduct a literature review of student participation in support for learning programs learn to use BN software (Netica and GeNIe) to create a suitable BN investigate ways in which to quantify the BN.

Duration The project will run for approximately 10 weeks between November 2014 - January 2015. Study level Vacation research experience scheme. Sharon Goldwater's Bayesian language modeling reading list. People often ask me what they can read to learn more about recent Bayesian modeling techniques and their applications to language learning. Here is a list of the papers I have found to be most useful and relevant to my own research. I try to emphasize the papers aimed at a slightly less technical/more cognitively inclined audience. This is not intended to be a complete list, only a starting point. Note: This list has not been updated since 2008, in part because the area has now expanded considerably, and keeping it up-to-date would be difficult. But I've decided to keep this list up in case it's still useful to people. General introductory material Thomas L. Reviews many of the basic concepts underlying probabilistic (especially Bayesian) modeling and inference, using simple examples.

Sharon Goldwater (2006). Aimed primarily at computational linguists, but should (I hope) be accessible to anyone who has a basic familiarity with generative probabilistic models. Sharon Goldwater, Thomas L. Sharon Goldwater's Bayesian language modeling reading list. Dr R Beau Lotto.pdf. Associate Professor Joanne Mulligan - School of Education - Macquarie University.

Title: Associate ProfessorEmail: 02 9850 8621Fax: 02 9850 8674Office: C3A 801 Introduction Joanne Mulligan is an Associate Professor in Education specialising in mathematics education from early childhood to secondary level. She lectures in mathematics education in the Department of Education and supervises Higher Degree Research students. As Associate Director of the Centre for Research in Mathematics and Science Education (CRiMSE) she conducts a range of research projects focused on children's mathematical development , curriculum and assessment and teacher professional development. Joanne is active contributor to professional development programs such as the Australian Government Quality Teacher Program, and professional associations such as the Australian Association of Mathematics teachers and the Mathematical Association of NSW. Associate Professor Joanne Mulligan won two Australian Research Council grants for 2011-2013.

Community Outreach. School of Psychology - Directory - People - Emeritus Professor Graeme Halford. Professor Halford’s work focuses on how people recognize the correspondence between structurally similar cognitive representations. Human reasoning is more analogical than logical, and recognition of correspondence lies at the core of higher cognition (Halford, Wilson & Phillips in Trends in Cognitive Sciences, 2010, 14(11). Halford and Wilson (Cognitive Psychology, 1980, 12(3)) defined equivalence classes of cognitive processes based on structural complexity and showed that cognitive processes can be categorised by their deep structure, offering a high degree of integration across domains. This was developed into the Relational Complexity metric (Halford, Wilson & Phillips, Behavioral & Brain Sciences, 1998, 21(6)).

The mathematics of this formulation has been extended by Phillips, Wilson and Halford (PLOS Computational Biology (2009, 5(12)). Successful new paradigms: Human Factors consultant (ABN: 30 779 956 497) specialising in cognitive complexity and higher cognitive processes Books. Dr Amy Perfors | The University of Adelaide Staff Directory. Biography/ Background I grew up in an area of the United States that reminds me a lot of Australia -- New Mexico and Colorado, with their big blue skies and desert feel.

As an undergraduate in California, I became interested in cognitive science and psychology. After a stint in Mozambique teaching biology and English, I went to Boston where I got my PhD, focusing on computational models of higher cognition (with a special interest in language). After completing the PhD I came straight to Adelaide, for which I have discovered a great affinity. Although my job is technically as a senior lecturer, I am currently on a DECRA research fellowship. Qualifications Ph.D., MIT, Brain & Cognitive Sciences M.A., Stanford University, Linguistics B.S., Stanford University, Symbolic Systems Research Interests I’m interested many different questions in language acquisition and higher-order cognition.

Publications Journal article Perfors, A.; Navarro, D. Conference paper Navarro, D.; Perfors, A.; Vong, W. Carnegie Mellon Department Of Philosophy: Clark Glymour. Research Interests My work in the 1970s focussed on traditional issues in the philosophy of science, especially formal accounts of the confirmation of scientific theories. In this same period I worked on philosophically interesting global properties of models of general relaivity. In the 1980s, in collaboration with John Earman, I worked on historical topics in late 19th and early 20th century psychiatry (that was an accident--I had to teach a course on Freud!) And physics, especially on the genesis and testing of the special and general theories of relativity. In the same period I became interested in the possibility of automated procedures for finding causal explanations in the social sciences.

A collaboration with my students, Kevin Kelly, Richard Scheines and Peter Spirtes developed automated heuristic procedures for respecification of linear latent variable models, later described in Discovering Causal Structure (Academic Press, 1987). Publications Glymour, Clark. Glymour, Clark. Profile :: Profile :: Northwestern University. Karen C. Fuson Professor Emerita, Learning Sciences Biography Karen Fuson is a mathematics educator and cognitive scientist whose research focuses on children’s mathematical understanding and the classroom conditions that can facilitate such understanding. Her extensive research has indentified developmental or experiential progressions in children’s understanding of various mathematical domains from PK through Grade 6.

She was a member of the National Research Council (NRC) Committee that wrote Adding It Up and the NRC Committee that wrote Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity. Research/Scholarship Education Selected Publications Fuson, K. Fuson, K. Fuson, K. Fuson, K. Fuson, K. Fuson, K. Fuson, K. Fuson, K. Fuson, K. Fuson, K. Projects Research Interests Mathematics teaching and learning; cognitive development; design of teaching/learning activities. Sarnecka Cognitive Development Lab. Click here to download Barbara Sarnecka's CV Articles Cohen, D.J. & Sarnecka, B.W. (in press). Children's number-line estimation shows development of measurement skills (not number representations).

Developmental Psychology [pdf] House, B.R., Henrich, J., Sarnecka, B.W. & Silk, J.B. (2013). Slusser, E. Sarnecka, B.W., & Wright, C.E. (2013). Negen, J. & Sarnecka, B.W. (2012). Negen, J. & Sarnecka, B.W. & Lee, M.D. (2012). Slusser, E. & Sarnecka, B. Lee, M. Lee, M. Sarnecka, B.

Sarnecka, B. Gelman, S.A., Goetz, P.J., Sarnecka, B.W., & Flukes, J. (2008) Generic language in parent-child conversations. Sarnecka, B.W., Kamenskaya, V.G., Yamana, Y., Ogura, T., & Yudovina, J.B. (2007). Sarnecka, B.W. & Gelman, S.A. (2004). Book chapters (NOTE: If you're looking for a reading to assign to students, undergrads tell me the Sarnecka, Goldman & Slusser chapter is easy to read.) Sarnecka, B.W. & Goldman, M.C. & Slusser, E.B. (2013).

Sarnecka, B.W. & Negen, J. (2012). Carey, S. & Sarnecka, B.W. (2006). Dr. Catherine Scott | BA (Syd), Dip Ed (CSU), Dip Child Dev’t hons (FCYS), PhD (Macquarie), Psych Reg Board NSW, MAPS, MACE, MAPA. Dr Catherine Scott is a senior research fellow at ACER. She has a background in primary and secondary teaching and also has 20 years experience of teaching and researching at the university level, in the fields of psychology and education.

She has also studied counselling and has worked as school counsellor/psychologist. She is a full member of the Australian Psychological Society and the Australian College of Educators and an international affiliate of the American Psychological Association. Dr Scott has over 20 years experience of research and evaluation, including evaluations of programs of professional development for state and Catholic school systems, school counsellor training programs and vocational training programs for women in TAFE NSW. She has presented at international, national and state conferences and has conducted consultancies with a variety of educational bodies nationally and internationally. Clark Glymour. Clark Glymour is the Alumni University Professor in the Department of Philosophy at Carnegie Mellon University. He is also a senior research scientist at the Florida Institute for Human and Machine Cognition.[1] He is the founder of the Philosophy Department at Carnegie Mellon University, a Guggenheim Fellow, a Fellow of the Center for Advanced Study in Behavioral Sciences a Phi Beta Kappa lecturer, and is a Fellow of the statistics section of the AAAS.

Publications[edit] Books[edit] Theory and Evidence (Princeton, 1980)Examining Holistic Medicine (with D. Stalker), Prometheus, 1985Foundations of Space-Time Theories (with J. Earman), University of Minnesota Press, 1986Discovering Causal Structure (with R. Scheines, P. Journal articles[edit] External links[edit] References[edit] Sharon A. Griffin Ph.D. | Faculty | Clark University. Professor Griffin received a B.A. from McGill University in 1965, an M.Ed. from the University of New Hampshire in 1970, and a Ph.D. from the University of Toronto in 1988. She has been at Clark since 1989 and also serves as adjunct professor of psychology.

Dr. Griffin is a member of the editorial advisory board for the international Mind, Brain and Education Society and is currently serving as Content Director for a new children's TV series designed to teach the concepts, skills and habits of mind that underlie successful learning of mathematics in school. Griffin, S. (2008). Number Worlds: A prevention/intervention math program for Grades PreK-8. Columbus, Ohio: SRA/McGraw-Hill. Griffin, S. (2007). Griffin, S. (2005). Griffin, S. (2004). Griffin, S. (2004). Griffin, S. (2003). Griffin, S. (2003). Griffin, S. (2003). Griffin, S. (2002).