Modern technology offers an increasing number of tools for teaching mathematics, but technology adoption in schools encounters many barriers. The Technology Acceptance Model explains that technology usage is dependent on intentions, which rest on perceived ease of use and perceived usefulness. Less is known about the relationship between intentions and actual behavior. In the current study we show that the level of cognitive investment on the part of the teachers, captured by the construct of Need for Cognition (NC), is crucial in the use of technology in mathematical instruction, while controlling for a variety of background factors. Furthermore NC moderates the relationship between intentions and technology use, such that high NC weakens the relationship between the perceived usefulness of technology in pedagogy and its actual use.
The dynamics of opinion transformation is modeled by a neural network with a nonnegative matrix of connections. Noise is introduced at each site, and the limit of the stationary distributions of the resulting Markov chains as the noise goes to zero is taken as an indication of what configurations will be seen. An algorithm for computing this limit is given, and a number of examples are worked out. Some of the mathematical ideas developed, such as visible states, time scales, and a calculus of indexed probabilities, are of independent interest.
We introduce an algorithm for on-line measurement of instant changes of heart dynamics. It measures the variability of R-R segments in electrocardiagrams. The method is based on measuring the autocorrelations of the distributions of the system's dynamical variable. The algorithm has been tested on a sample of cardiac conditions.
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