This paper explores the common elements identified as context variables that may effect student evaluation of instruction, and presents literature from sociology, anthropology, and linguistics that offers renewed challenges to researchers in this area of data interpretation. The common context

In this paper I pursue the hypothesis that contextual variables of the kind associated with quantificational expressions like every, most or usually, abbreviated as C from now on, are covert pronominal items. An important advantage that this hypothesis offers is that, if true, then the grammatical

inference algorithm such as variable elimination (VE) results in redundant computation. Contextual variable elimination (CVE) partly addresses this problem by representing the BN in terms of smaller units called confactors. This leads to a more compact representation and faster inference. CVE requires

this article we analyze the recency effect in free recall, focusing on the details of retrieval under various distractor conditions

Abstract. Exploration and analysis of alternatives is one of the main activities in requirements engineering, both in early and in late requirements phases. While i * and i*-derived modeling notations provide facilities for capturing certain types of variability, domain properties (and other

, feature modeling, and problem frames- and is aimed at facilitating treatment of contextual variability in requirements. 1.

This study investigates the phonetic property of Third-Tone Sandhi in Taiwan Mandarin and the effects of contextual variability. The goal of this study is to provide empirical evidence for the description of Tone 2 (T2) and Tone 3 (T3) in Taiwan Mandarin and further to account for the phonetic

Abstract. Goal models have been extensively utilized in requirements engineering as they provide an expressive and qualitative way to represent requirements, while recent extensions related to contextual variability have further increased the expressiveness of the models. In addition

Abstract-This field study assessed whether areas in an alleged haunt and a control site, and active and inactive areas within the haunt site, differed with respect to the presence of contextual variables that might contribute to haunt experiences and exhibited differential incidences

The rather daunting task of a college student participating in a typical study-test list-learning experiment is to remember only one of perhaps a huge number of prior experiences with a studied stimulus, usually a word. Hence, a critical issue for any theory of memory is how memories of past events are accessed given that so many are stored (cf. Maddox & Estes, 1997; Shiffrin, 1970). Many theories of memory address this issue by making a distinction between item and context information (e.g. Bower, 1972; Dennis