Abstract. The statistics of a system of four boson modes is treated with simultaneous StokesAntistokes interaction taking place. The time evolution is calculated in full quantum manner but in short time spproxildation. Mean photon numbers and correlations of second order are calculated. Antibunching can be found in the laser mode and in the system of Stokes and Antistokes mode.
Statistik in einem trilinear wechselwirkenden Stokes-Antiitokes-BosonensystemInhaltsubersicht. Die Shtistik eines Systems von vier Bosonenmoden mit gleichzeitiger Stokes-Antistokes-Wechselwirkung wird bei vollquentenphysikalischer Beschreibung in Kurzzeitniiherung untersucht. Mittlere Photonenzahlen und Korrelationen zweiter Ordnung werden berechnet. Dabei wird Antibunching sowohl in der Laserniode allein als auch im System aus Stokes-und Antistokesmode gefunden.
The statistics of a system of four boson modes in Stokes-Antistokes interaction is considered with respect to the influence of damping in one mode. The time evolution of the system is calculated. The mean particle numbers and the factorial moments of photon number distribution are calculated. Sunierical results show strong dependence on bath temperature but only weak influence of the bath coupling strength. In the combined Stokes-Antistokes system Antibunching appears if the bath temperature is low.
Young children learn selectively from others based on the speakers' prior accuracy. This indicates that they recognize the models’ (in)competence and use it to predict who will provide the most accurate and useful information in the future. Here, we investigated whether 5-year-old children are also able to use speaker reliability retrospectively, once they have more information regarding their competence. They first experienced two previously unknown speakers who provided conflicting information about the referent of a novel label, with each speaker using the same novel label to refer exclusively to a different novel object. Following this, children learned about the speakers' differing labelling accuracy. Subsequently, children selectively endorsed the object–label link initially provided by the speaker who turned out to be reliable significantly above chance. Crucially, more than half of these children justified their object selection with reference to speaker reliability, indicating the ability to explicitly reason about their selective trust in others based on the informants’ individual competences. Findings further corroborate the notion that young children are able to use advanced, metacognitive strategies (trait reasoning) to learn selectively. By contrast, since learning
preceded
reliability exposure and gaze data showed no preferential looking toward the more reliable speaker, findings cannot be accounted for by attentional bias accounts of selective social learning.
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