The Experts below are selected from a list of 41559 Experts worldwide ranked by ideXlab platform
Bastian Amberg - One of the best experts on this subject based on the ideXlab platform.
-
Multiple depot vehicle and crew scheduling with time windows for scheduled trips
Public Transport, 2011Co-Authors: Natalia Kliewer, Bastian AmbergAbstract:This paper examines time windows for scheduled trips in multiple depot vehicle and crew scheduling problems that arise in public bus transportation. In practice, the two planning tasks vehicle scheduling and crew scheduling are traditionally solved sequentially with the Implicit Understanding that the scheduled time for timetabled trips remains fixed. In order to improve cost efficiency two concepts have been developed over the last years: In order to obtain better flexibility when scheduling crews, vehicle and crew scheduling problems are tackled simultaneously. In order to extend flexibility while scheduling vehicles, variable trip departure and arrival times are considered. Obviously the combination of both concepts promises the largest savings, but probably leads to bursting computational times due to growing problem complexity.
Nicola Yuill - One of the best experts on this subject based on the ideXlab platform.
-
Children’s Conception of Personality Traits
Human Development, 1992Co-Authors: Nicola YuillAbstract:Research on children’s Understanding of traits has been embedded in an incomplete view of children’s social cognitive abilities and in only a relatively Implicit Understanding of what trait terms are.
-
Children's conception of personality traits. Commentary
Human Development, 1992Co-Authors: Nicola Yuill, Susan A. GelmanAbstract:Research on children's Understanding of traits has been embedded in an incomplete view of children's social cognitive abilities and in only a relatively Implicit Understanding of what trait terms are. This article draws on the philosophical literature on dispositional concepts and on recent work in social cognition to pose new questions about the development of trait terms. Following a brief critique of previous studies, two conceptions of trait are presented - behavioural regularities and causal mechanisms - and ways of distinguishing them are suggested
Josef Perner - One of the best experts on this subject based on the ideXlab platform.
-
Actions really do speak louder than words—but only Implicitly: Young children's Understanding of false belief in action
British Journal of Developmental Psychology, 2001Co-Authors: Wendy A. Garnham, Josef PernerAbstract:Children show Understanding of a mistaken story character’s actions in their visualorienting responses before they show this in their answers to test questions. Clements and Perner (1994) interpreted the visual responses as reflecting Implicit Understanding (Implicit-knowledge hypothesis). The present study explores three possible ways of saving the hypothesis that different bodies of exclusively explicit knowledge are involved (explicit-knowledge-only hypothesis): the lack-of-confidence hypothesis asserts that children are just not confident of the novel but correct answer and the misinterpretation hypothesis claims that children are simply misinterpreting the test question. The temporal stacking hypothesis assumes that children consider first the novel idea that the protagonist will go where he or she thinks the object is and then they consider the more established idea that the protagonist will go where the object really is. It explains the original finding by assuming that visual responses are governed by the earlier and the verbal answers by the later considered idea. The results offered little support for the first two of these attempts to save the explicit-knowledge-only hypothesis. Although parts of the results are compatible with the temporal stacking hypothesis, the overall pattern of results is not. Rather, it is very similar to findings from Implicit visual perception, where people experience a lack of conscious awareness. This similarity reinforces the original interpretation of a dissociation between Implicit and explicit Understanding of belief-based action. The development of children’s theory of mind makes an important step with the Understanding of misinformation, in particular the Understanding of false belief. Although different tasks for assessing this Understanding have some effect, overall the age trend is quite robust, located between 3 and 5 years (Wellman, Cross, & Watson, 2001). However, Clements and Perner (1994) reported a substantially earlier, but Implicit, Understanding of false belief. Such precocious, Implicit Understanding has also
-
Implicit Understanding of Belief
Cognitive Development, 1994Co-Authors: Wendy A. Clements, Josef PernerAbstract:Abstract Implicit Understanding of false belief was investigated by monitoring where children look in anticipation of a protagonist reappearing, when the protagonist mistakenly thinks that his desired object is in a different place from the place where it really is. This Implicit measure of Understanding was contrasted with children's explicit answers to the experimenter's question about where the protagonist would look for the object. Children from 2 years 5 months to 2 years 10 months erroneously looked at the object's real location, which they gave for their answer. From 2 years 11 months to 4 years 5 months, about 90% of the children looked at the empty location where the protagonist thought the object was. In sharp contrast, only about 45% of the children in this age span gave that location as their explicit answer to the experimenter's question. These results are explained in terms of a distinction between representing a fact and making a judgment about that fact.
T Gamble - One of the best experts on this subject based on the ideXlab platform.
-
Children's Implicit Understanding of the stress-illness link: Testing development of health cognitions.
British journal of health psychology, 2016Co-Authors: Tara J. Cheetham, J M Turner-cobb, T GambleAbstract:Objective Innate knowledge and developmental stage theory have been used to explain children's Understanding of concepts relating to health, illness, and stress. The aim of this study was to investigate the degree to which children demonstrate unconscious cognitive associations between the concepts of stress and illness. Design The study employed an experimental design using an age appropriate Implicit association task. Methods Thirty-two children (5–11 years of age) completed the Preschool Implicit Association Test (PSIAT), a computer-based measure of reaction time to consistent (stress and illness) and inconsistent (stress and health) concept pairings. Results Whilst age group had a significant effect on reaction times (older children generally displaying faster reaction times than younger children), those as young as 5–6 years of age were able to demonstrate Implicit associations between stress and illness using the PSIAT. There was also some indication that this association peaks at around 7–8 years of age. Conclusions Findings support a combination of developmental stage theory and the innate theory of children's Understanding. Whilst sample size is small, this study is the first to apply the PSIAT to the context of Implicit cognitive associations between stress and illness in children. Findings have potential implications for the delivery of interventions to facilitate health promotion and development of positive health behaviours in children and indicate that even children as young as 5–6 years have some ability to relate to the concept that stress may influence illness.
-
Implicit Understanding of stress and illness in a sample of 5-11 year olds: novel application of an experimental approach
2013Co-Authors: T Cheetham, J M Turner-cobb, T GambleAbstract:Staging theories have been used to explain children’s Understanding of various concepts including those relating to health. Yet the extent to which children understand the concept of stress and are able to make associations between stress and physical illness has rarely been explored. The aim of this study was to investigate young children’s Understanding of the stress-health relationship and to identify from what age this Understanding is evident. Methods: An experimental measure of Implicit Understanding, adapted for use with children, was applied to the concepts of stress and illness. Thirty-two children aged 5-11 years completed the child Implicit Association Test (PSIAT), a computer-based measure of reaction time (RT) to associated (stress and illness) and unassociated (stress and health) concept pairings. This was analysed using MANOVA. Findings: Significantly faster correct responses to consistent concept pairings than to inconsistent concept pairings were observed as age increased, F(3, 28) = 3.27, p
Susan A. Gelman - One of the best experts on this subject based on the ideXlab platform.
-
Children's conception of personality traits. Commentary
Human Development, 1992Co-Authors: Nicola Yuill, Susan A. GelmanAbstract:Research on children's Understanding of traits has been embedded in an incomplete view of children's social cognitive abilities and in only a relatively Implicit Understanding of what trait terms are. This article draws on the philosophical literature on dispositional concepts and on recent work in social cognition to pose new questions about the development of trait terms. Following a brief critique of previous studies, two conceptions of trait are presented - behavioural regularities and causal mechanisms - and ways of distinguishing them are suggested
