Conjunctive Rule Research Articles

FATIGUE LIFE OF MILD STEEL BEAMS UNDER INELASTIC CYCLIC AND RANDOM DEFLEXION.

The fatigue life of a mild steel cantilever beam under tip deflexion control is investigated. The tip was deflected cyclically either between two fixed limits or pseudo-randomly under piecewise deterministic control. A three-span symmetrical continuous beam was also investigated but only under deterministic control at the central section. The structural life of both beams was predicted theoretically by using appropriate damage summation rules in conjunction with experimental data on sectional fatigue in pure bending. The predictions agree well with experiments conducted for verification. /Author/TRRL/

Child performance on discrimination tasks: Effects of amount of stimulus variation

Two independently conducted studies investigated stimulus variation effects on children's discrimination learning. The stimuli in the first study were generated by a conjunctive rule and were presented in pairs. Mean trials to criterion was significantly lower for the single-feature change treatment (17.4) than for the multiple-feature change treatment (29.9). Single-feature change-treatment transfer scores were significantly higher only for stimuli that differed in terms of one of the features. The second study not only replicated the initial finding concerning the single-feature change treatment but also found that students made more errors in reaching criterion when stimuli were generated by an exclusive disjunctive rule and were presented singly. For all tasks, the single-feature change treatment with stimuli presented in pairs was accompanied by fewer errors to criterion than the other treatments.

Schizophrenic cognitive dysfunction: a deficit in rule transfer.

This study examined conceptual rule learning (RL) deficit in male schizophrenic Ss categorized into three groups as defined by Whitaker Index of Schizophrenic Thinking (WIST). Ss were administered a conjunctive, disjunctive, conditional or biconditional rule learning task, WIST, and Shipley-Hartford Memory Scale. It was shown that: (a) the WIST reliably differentiates among three levels of thought disorder as reflected by a deficit in inter-problem transfer of rule learning; (b) certain WIST and Shipley parameters reliably predict RL performance; and (c) phenothiazine dosage levels show no influence on the WIST and no correlation with RL. The findings indicate that cognitive dysfunction in schizophrenics is evidenced by limited inductive reasoning, insufficient channel capacity for filtering out irrelevant information, and inability to gain from antecedent RL experience. Principal locus of schizophrenic thought disorder is examined within a stimulus encoding-information processing paradigm.

The Influence of Formal Education on Rule Learning and Attribute Identification in a West African Society

Groups of formally educated and of uneducated rural Kpelle tribesmen and children of Liberia, West Africa were given rule learning and attribute identification problems. On a wide variety of measures, rule learning proved easier than attribute identification for a conjunctive rule but not for a disjunctive rule. Education proved to have no significant effect on rule learning for either a conjunctive or a disjunctive rule. The influence of formal education was restricted to the superior performance of the educated subjects on the conjunctive attribute identification problems. These findings were interpreted as indicating that formal education exerts its influence primarily on the way in which known conceptual rules are used in a testing situation, exerting little (if any) influence on the actual learning of such rules.

Rule differences, practice, and verbal solutions using a reception procedure in complete learning

Rule differences in a complete learning (CL) task, using a reception procedure with neutral labels, were investigated over practice. Subjects were given 20 problems, in four blocks of five problems each. Within each block, problems representing the affirmative (Af), conjunctive (Cj), conditional (Cd), inclusive disjunctive (Id), and biconditional (Bd) rules were presented. The order of rule difficulty was found to be Af = Cj < Cd < Id < Bd. Performance improved through the third block of five problems, but there was no significant order of rule difficulty by practice interaction. The results for rule differences are inconsistent with previous research using the selection procedure. No currently available model of CL can account for differences in rule order under both selection and reception procedures. Verbal solutions were found to focus on the more homogeneous response category for the Af, Cj, and Cd rules. For the more difficult Id and Bd rules, verbal solutions focused equally frequently on the more homogeneous and the more heterogeneous response categories.

Labels for Response Categories: Do Neutral Labels Make Conjunctive and Inclusive Disjunctive Concepts Equally Difficult

Four groups of 6 or 7 Ss each worked one problem involving a different concept rule where directional labels for response categories were used. The concept rules were conjunction, alternate denial, inclusive disjunction, and joint denial. Two groups of 8 Ss each worked one problem involving a different concept-rule problem with a neutral pair of labels. The concept rules were conjunction/alternate denial and inclusive disjunction/joint denial. A complete learning task was used. Significant rule effects were found within directional and neutral labels. In addition, conjunction/alternate denial with neutral labels was intermediate in difficulty between conjunction and alternate denial rule with directional labels. Likewise, the inclusive disjunction/joint denial rule was intermediate in difficulty between the inclusive disjunction and joint denial rules. The evidence also suggested that the first neutral label seen and/or the neutral label of lesser frequency acted strongly to determine the label upon which S focused attention.

Effects of rule pretraining on rule effects in an attribute identification task

Rule learning (RL) training or familiarization as a means of reducing attribute identification (AI) rule effects was examined. Independent groups of college Ss were trained on 0, 2, 4, or 8 RL problems based on the conjunctive (Cj), disjunctive (Dj), conditional (Cd), or biconditional (Bd) rules prior to transfer to an AI task based on the same rule. Contrary to predictions, level of pretraining failed to interact with rule difficulty in AI [F(9,32) = 1.90, p <.25], while the main effect of rule obtained significance [F(3,32) = 10.12, p <.01]. Implications of these findings for research conceived within a model postulating independent processes for the RL and AI components of concept learning tasks were discussed.

Effects of pretask frequency and conjunctive rule information on concept identification.

Effects of pretask frequency and conjunctive rule information on concept identification.

Conjunctive and disjunctive rule learning as a function of age and forced verbalization

Six-, nine-, and twelve-year-old girls were presented with either two conjunctive or two disjunctive rule-learning problems. Older children made fewer errors than younger ones. On the first problem, disjunctive rules were more difficult than conjunctive ones, and forced verbalization facilitated performance. On the second problem, neither rules nor verbalization significantly affected performance. The data were interpreted as reflecting hypothesis-testing processes at all ages, although there was some evidence suggesting that 6-year-olds differed from the older children.

Spectral Density Sum Rules, Current Algebra, and Zero-Mass Extrapolations

The new spectral sum rule $\ensuremath{\int}{0}^{\ensuremath{\infty}}{{\ensuremath{\rho}}_{\ensuremath{\pi}}}^{(0)}({\ensuremath{\mu}}^{2})d{\ensuremath{\mu}}^{2}=\ensuremath{\int}{0}^{\ensuremath{\infty}}\frac{{{\ensuremath{\rho}}_{\ensuremath{\pi}}}^{(1)}({\ensuremath{\mu}}^{2})}{{\ensuremath{\mu}}^{2}}d{\ensuremath{\mu}}^{2}$ is derived under the assumption that there exists a unique limit in which all masses are zero for the ${A}_{1\ensuremath{\rho}\ensuremath{\pi}}$ and $\ensuremath{\rho}\ensuremath{\pi}\ensuremath{\pi}$ decay amplitudes. In this sum rule, ${{\ensuremath{\rho}}_{\ensuremath{\pi}}}^{(0)}({\ensuremath{\mu}}^{2)}$ is the pseudoscalar spectral function and ${{\ensuremath{\rho}}_{\ensuremath{\pi}}}^{(1)}({\ensuremath{\mu}}^{2})$ is the axial-vector spectral function, both of which occur in the K\"all\'en-Lehmann representation of the propagator of the $\ensuremath{\pi}$-type axial-vector current. An experimental test of this sum rule is proposed. The equivalent sum rule for $K$-type axial-vector currents is derived from considerations of the $\ensuremath{\varphi}\mathrm{KK}$ amplitude, and applications of these sum rules in conjunction with the first Weinberg sum rules are discussed. In particular, it is found that $\frac{{f}_{K}}{{f}_{\ensuremath{\pi}}}=1$ for the pion and kaon decay amplitudes.

Choice and Chance: An Introduction to Inductive Logic.

Preface. I. BASICS OF LOGIC. Introduction. The Structure of Simple Statements. The Structure of Complex Statements. Simple and Complex Properties. Validity. 2. PROBABILITY AND INDUCTIVE LOGIC. Introduction. Arguments. Logic. Inductive versus Deductive Logic. Epistemic Probability. Probability and the Problems of Inductive Logic. 3. THE TRADITIONAL PROBLEM OF INDUCTION. Introduction. Humes Argument. The Inductive Justification of Induction. The Pragmatic Justification of Induction. Summary. IV. THE GOODMAN PARADOX AND THE NEW RIDDLE OF INDUCTION. Introduction. Regularities and Projection. The Goodman Paradox. The Goodman Paradox, Regularity, and the Principle of the Uniformity of Nature. Summary. 5. MILLS METHODS OF EXPERIMENTAL INQUIRY AND THE NATURE OF CAUSALITY. Introduction. Causality and Necessary and Sufficient Conditions. Mills Methods. The Direct Method of Agreement. The Inverse Method of Agreement. The Method of Difference. The Combined Methods. The Application of Mills Methods. Sufficient Conditions and Functional Relationships. Lawlike and Accidental Conditions. 6. THE PROBABILITY CALCULUS. Introduction. Probability, Arguments, Statements, and Properties. Disjunction and Negation Rules. Conjunction Rules and Conditional Probability. Expected Value of a Gamble. Bayes Theorem. Probability and Causality. 7. KINDS OF PROBABILITY. Introduction. Rational Degree of Belief. Utility. Ramsey. Relative Frequency. Chance. 8. PROBABILITY AND SCIENTIFIC INDUCTIVE LOGIC. Introduction. Hypothesis and Deduction. Quantity and Variety of Evidence. Total Evidence. Convergence to the Truth. ANSWERS TO SELECTED EXERCISES. INDEX.

Learning and utilization of conjunctive and disjunctive classification rules: A developmental study

Children of 6, 9, and 12 years of age, as well as adults, learned both conjunctive and disjunctive classification rules under instructions denoting the relevant attributes in advance. In addition, they were asked to identify which of the two rules was employed in a subsequent problem. The conjunctive rule was more difficult than the disjunctive at every age. Moreover, subjects of every age showed transfer to subsequent problems employing the same rule. Although rule learning ability differed for children of different ages, rule identification did not. Sources of rule difficulty were tentatively identified.