One of the most interesting puzzles in formalizing belief contexts is the fact that many belief reports can be given both an opaque and a transparent readings. A traditional explanation is that the two readings are related to the failure and success of the principle of sub-stitutivity respectively, and this in turn is explained with the de re/de dicto distinction. We propose an alternative anal...

Students' beliefs and goals can powerfully influence their learning success. Those who believe intelligence is a fixed entity (entity theorists) tend to emphasize 'performance goals,' leaving them vulnerable to negative feedback and likely to disengage from challenging learning opportunities. In contrast, students who believe intelligence is malleable (incremental theorists) tend to emphasize '...

I. INTRODUCTION A new concept of beliefs called interactiue uxrension which are derivable from two interconnected default reasoning rystems is proposed. and its properties are discussed. Default reasoning proposed by R. Reiter is suitable for incomplete knowledge reasoning in artificial intellJgence, logic programming and deductive database, because it can draw plausible conclusions from the in...

Predicting Student Performance in Verbal Math Problems Based on Cognitive, Metacognitive, and Affective Factors F. Karimi, Ph.D. A.R. Moraadi, Ph.D. P. Kadivar, Ph.D. R. Kormi Noori, Ph.D. To determine the predictive role of metacognitive, cognitive, and affective factors in solving verbal math problems, a cluster sample of 450 junior high school  students was given ...

This work offers a general framework of fuzzy constraint-based agent negotiation with opponent learning. The proposed approach via fuzzy probability constraint clusters the opponent’s information in negotiation process as proximate regularities to increase the efficiency on the convergence of behavior patterns, and eliminates the bulk of false hypotheses or beliefs to improves the effectiveness...

Data based judgments that go into artificial intelligence applications may undergo paradoxical reversal when seemingly unnecessary additional data is provided. Examples of this are Simpson’s reversal and the disjunction effect where the beliefs about the data change once it is presented or aggregated differently. Sometimes the significance of the difference can be evaluated using statistical te...

We examined the relationships among intrinsic and extrinsic motivational orientations, achievement goals, and intelligence beliefs for 202 3rdthrough 8th-grade children from K-8 schools. Analyses of age differences revealed substantial declines in intrinsic – but not extrinsic – motivation with increasing grade level. Intrinsic motivation was associated with mastery goals but unrelated to perfo...