Previous research shows that consuming violent media can lead to increased aggression in thoughts, feelings, and behaviors. Several other factors also contribute to such behaviors but have not been thoroughly studied including implicit beliefs about aggression in relation to media content. This two-part study consists of (1) an exploratory iterated principal-factor method to create an implicit belief measure about consuming violent media in conjunction with correlational analyses and (2) between subjects hierarchical linear regression models to determine what effects implicit beliefs have on subsequent aggression after participants view either a violent of nonviolent video, while controlling for violent media consumption and trait aggression, and accounting for desensitization. The first study successfully indicates which characteristics could be sued to define the implicit belief measure. The second study indicates that implicit beliefs about consuming violent media can affect aggressive outcomes moderated through desensitization and biological sex. The present study supports the assertion that implicit beliefs can affect aggressive outcomes but contradicts originally hypotheses.

The convective fluid dynamics and chaos between two parallel plates with temperature discrepancy has been investigated via classic and extended Lorenz system. Both the classic 3-dimensional and extended 5-dimensional Lorenz system are developed by truncating a double Fourier series, which is the solution of the streamline function. Boundary conditions are also considered. The implicit discrete mapping method has been employed to solve the classic and extended Lorenz system, and the motion stability is determined by the eigenvalue analysis. Bifurcation diagram varying with Rayleigh parameter and Prandtl parameter are obtained by solving the stable and unstable period-m motions (m=1,2,4). Symmetric period-1 to asymmetric period-4 motions have been illustrated in the phase space. Therefore, the route from period-1 to period-4 motions to chaos through the period-doubling bifurcation has been demonstrated in the classic and extended Lorenz system. For the extended 5-dimensional Lorenz system, the harmonic frequency-amplitude characteristics are also presented, which provides energy distribution in the parameter space. On bifurcation tree, the non-spiral and spiral homoclinic orbits have been seen and been illustrated in 2-D view and 3-D view. Such homoclinic orbits represent the asymptotic convection steady state that generates the chaos in the convective fluid dynamics. The rich dynamical behaviors of the convective fluid are discovered, and this investigation may help one understand the chaotic dynamics for other thermal convection problems.

Though the workforce in the United States is comprised of more than 50% women, women hold only 26% of professional computing jobs, and at some companies the percentage is even lower (National Center for Women & Information Technology, 2011). This study aims to examine whether employees within the tech industry have an implicit association between the concepts of “maleness” and “tech”. Participants will complete a priming task, an Implicit Association Test, and a survey about existing sexist beliefs and their jobs. The Expectation States Theory (Eagly, Beall, & Sternberg, 2004) suggests that all participants will have an implicit association between these concepts, though participants primed with an article about a man in tech and participants from companies with more men overall, in leadership, and in tech positions will have a stronger bias. Additionally, the Unified Theory (Greenwald et al., 2002; Smeding, 2012) suggests that the proposed results will show that women working in tech positions have a slightly weaker bias, and priming about a woman in tech will not reverse the bias. If implicit biases are addressed within the tech industry, these fixes can help the field maintain its upward trajectory by becoming an inclusive space for men and women.

Die vorliegende Dissertation untersucht Dissoziationen zwischen Vergessensverläufen für implizites und explizites Wissen. Aus diesem Ansatz können sich wesentliche Einschränkungen ergeben in Bezug auf die Annahme, sowohl impliziten als auch expliziten Prozessen liege ein einziges Gedächtnissystem oder ein einziger Mechanismus zugrunde. Im theoretischen Teil der Arbeit wird implizites Wissen als Information definiert, die ohne Intention gelernt und abgerufen wird, und die generelle Bedeutung einfacher Dissoziationen für Theorien impliziten Wissens erklärt. Ich gebe einen Überblick über die wesentlichen Forschungsprogramme in Hinblick auf Funktionen, Prozesse, Entwicklung, neuronale Korrelate und Vergessensverläufe impliziten Wissens und lege dar, daß der Vergleich der Vergessensverläufe impliziten und expliziten Wissens eine graduelle Perspektive ermöglicht, die die mit an einem einzelnen isolierten Zeitpunkt beobachteten einfachen Dissoziationen verbundenen Probleme überwindet, und auch dazu beitragen kann, die Lücke zwischen der Forschung zum impliziten Lernen und zum impliziten Gedächtnis zu schließen. In einer Reihe von vier Experimenten wurden studentische Versuchsteilnehmer Regelhaftigkeiten in der Umwelt ausgesetzt, die in eine künstliche Grammatikaufgabe (AG) oder Wahlreaktionsaufgabe (SRT) eingebettet waren. Für den Vergleich der Vergessensverläufe wurde das implizite (aus motorischen Reaktionszeiten erschlossene) und explizite (auf Wiedererkennung basierte) Wissen der Versuchspersonen jeweils vor und nach einem Behaltensintervall erfaßt. Die Befunde zeigen, daß sowohl in der AG als auch der SRT explizites Wissen schneller zerfällt als implizites. Darüber hinaus lieferte eine Interferenz-Aufgabe, die anstelle des Behaltensintervalls eingesetzt wurde, das gleiche Dissoziationsmuster. Schließlich wurde anhand einer Reihe von Simulationen geprüft, ob ein komputationales Ein-Speicher-Modell (Shanks, Wilkinson, & Channon, 2003) die experimentellen Befunde erklären kann. Die Simulationen zeigen, daß das Modell nur dann in Übereinstimmung mit den Daten gebracht werden kann, wenn zwischen den verschiedenen Meßzeitpunkten Veränderungen in den Parametern (a) der gemeinsamen Repräsentationsstärke für implizites und explizites Wissen, und (b) der Reliabilität des expliziten Maßes eingeführt werden. Meine Dissertation schlägt also (1) einen konzeptuellen Rahmen für explizites und implizites Wissen vor, erbringt (2) neue empirische Belege für Dissoziationen zwischen den Vergessensverläufen dieser Wissensformen, und identifiziert (3) die spezifischen Randbedingungen für ein Ein-Speicher- bzw. Ein-Prozess-Modell. / In this dissertation I investigate dissociations in the forgetting patterns of implicit and explicit knowledge. I claim that this approach may provide significant constraints for the assumption that a single system or mechanism determines both implicit and explicit processes. In the theoretical part, I construe a definition of implicit knowledge as information learned and retrieved without intention. I also explain the general role of single dissociations in theories of implicit knowledge. And I present an overview of the main lines of research concerned with the functions, operation, development, neural substrates, and forgetting patterns of implicit knowledge. In general, I argue that comparing the forgetting patterns of implicit and explicit knowledge may be best regarded from a graded perspective and may usefully bridge the gap between research on implicit learning and implicit memory. In a series of 4 Experiments university students were exposed to environmental regularities embedded in artificial grammar (AG) and serial reaction time (SRT) tasks. To compare the forgetting patterns, participants’ implicit (motor-performance based) and explicit (recognition based) knowledge was assessed before and after a retention interval. Taken together, the results indicate that explicit knowledge decays faster than implicit knowledge in both AG and SRT tasks. Furthermore, an interference task introduced instead of a retention interval produced the same pattern of dissociations. Finally, I conducted a set of simulations to asses the ability of a single-system model (Shanks, Wilkinson, & Channon, 2003) to account for my experimental results. The simulations showed that the model best fits the empirical data by introducing changes in the parameters related to (a) the common knowledge strength (for implicit and implicit knowledge), and (b) the reliability for the explicit test. In sum, my dissertation (1) suggests a conceptual framework for implicit and explicit knowledge, (2) provides new empirical evidence of dissociations in their forgetting patterns, and (3) identifies specific boundary conditions for a single-system model.

The increasing reliance of people on computers for daily tasks has resulted in a vast number of digital documents. Search engines were once luxury tools for quickly scanning a set of documents but are now quickly becoming the only practical way to navigate through this sea of information. Traditionally, search engine results are based upon a mathematical formula of document relevance to a search phrase. Often, however, what a user deems to be relevant and what a search engine computes as relevant are not the same. User feedback regarding the utility of a search result can be collected in order to refine query results. Additionally, user feedback can be used to identify queries that lack high quality search results. A content author can then further develop existing content or create new content to improve those search results. The most straightforward way of collecting user feedback is to add a graphical user interface component to the search interface that asks the user how much he or she liked the search result. However, if the feedback mechanism requires the user to provide feedback before he or she can progress further with his or her search, the user may become annoyed and provide incorrect feedback values out of spite. Conversely, if the feedback mechanism does not require the user to provide feedback at all then the overall amount of collected feedback will be diminished as many users will not expend the effort required to give feedback. This research focused on the collection of explicit user feedback in both mandatory (a user must give feedback) and voluntary (a user may give feedback) scenarios. The collected data was used to train a set of decision tree classifiers that provided user satisfaction values as a function of implicit user behavior and a set of search terms. The results of our study indicate that a more accurate classifier can be built from explicit data collected in a voluntary scenario. Given a limited search domain, the classification accuracy can be further improved.

Life is for us humans a social life. We are constantly in different social communities with various purposes. Throughout life we are part of different groups, for better or worse. The basic social communities, in our society, are the groups we live, work, learn and grow in. This essay deals with the groups children develop and learn in, in school and leisure time center. The intention is to explore how teachers and leisure time pedagogue can work with these groups and what may be the best way to create a good group dynamic and cohesion. The essay is based on three portrayed experiences that are used in a developing process using a distanced discussion and reflective writing. I have found that the attitude and leadership teachers and leisure time pedagogue exercise, against both the individual child and the group, are crucial regarding the group´s functioning and wellbeing. One approach is to work with team building exercises and similar methods which I believe would help improve group cohesion and security. I also see that it is very important for teachers and leisure time pedagogue to think and reflect about how they convey the implied value of education to the children.  A critical view and reflective way, of both our self and the function as a whole, I have also found to be important to be able to achieve good group cohesion. / Tillvaron är för oss människor en social tillvaro. Ständigt skapas olika sociala gemenskaper med varierande syften. Vi ingår i olika grupper hela livet igenom, på gott och på ont. De grundläggande sociala gemenskaperna i vårt samhälle är de grupper vi lever, arbetar, lär och utvecklas i. Denna essä behandlar de grupper barn utvecklas och lär i, i skolan och på fritidshemmet. Syftet har varit att undersöka hur lärare och fritidspedagoger kan arbeta med dessa grupper på bästa sätt för att skapa en god gruppdynamik och sammanhållning. Essän tar utgångspunkt i tre gestaltade erfarenheter som används i en utvecklande process med hjälp av en distanserande diskussion och ett reflekterande skrivande. Jag har funnit att det förhållningssätt och ledarskap lärare och fritidspedagoger utövar, gentemot såväl det enskilda barnet som gruppen, är av avgörande vikt gällande gruppens fungerande och välmående. Ett arbetssätt att föra in i verksamheten, som jag anser skulle bidra till en förbättrad gruppsammanhållning och trygghet, är team-building och liknade arbetsätt i form av mycket gemensamma lekar och samarbetsövningar. Jag ser det också av stor vikt att fundera och reflektera över vad lärare och fritidspedagoger förmedlar till barnen genom den implicita värdepedagogiken. Ett kritisk granskande och reflekterande av oss själva såväl som verksamheten i helhet har jag också funnit som betydelsefullt för att uppnå en god gruppsammanhållning.

One of the main goals of the national curriculum is to encourage children’s personal opinion and support them in development of argumentation ability and communication skills. All this is very important for the children as members of the future society. The purpose of this essay is to investigate how primary school teachers estimate the meaning of the pupil’s argumentation as well as which methods and approaches are assumed by the teachers to be most appropriate for children’s argumentation development. The study also considers the questions how the teachers motivate their pupil has to argue in the classroom and how the students by themselves understand the concept of argumentation. The last important part of this investigation is related to the students' own argumentation in different school situations. In order to approach the main aim, one should formulate the following questions: How do the pedagogues reflect on the importance of the student’s argumentation? What methods and procedures of those that the teachers themselves use, do they consider being most beneficial both to motivate students for argumentation and to develop their ability to argue? How the pupils argue in some conversation situations during the lecture, after school recreation centre, and in the pupils’ council and what kind of knowledge do they have of concept of argumentation? To get a deeper understanding of my study I used the qualitative method as a general approach for data collection. The qualitative method is supplemented with a quantitative approach in form of a questionnaire survey. The study is based on interviews with the teachers and students separately, on observations and the questionnaire survey. There are in total five interviews with teachers from three different schools, grade P-3. The collected material is analyzed using Sociocultural Theory, which includes Vygotsky’s concept of the Zone of Proximal Development. Both theory and concept are based on the idea that development and learning occurs by means of social interaction and collaboration. The result of this investigation shows that the pedagogues use different approaches for teaching argumentation. Some teachers prefer the implicit way of teaching argumentation, the rest of them believe that the explicit way is more effective. All teachers find argumentation to be an important aspect in the development of the student’s language. Moreover, the ability to argue is associated with democratic rights written in the national curriculum.

Computational fluid dynamics (CFD) is a significant tool routinely used indesign and optimization in aerospace industry. Often cases with unsteadyflows must be computed, and the long compute times of standard methods hasmotivated the present work on new implicit methods to replace the standardexplicit schemes. The implementation and numerical experiments were donewith the Swedish national flow solver Edge, developed by FOI,universities, and collaboration partners.The work is concentrated on a Lower-Upper Symmetric Gauss-Seidel (LU-SGS)type of time stepping. For the very anisotropic grids needed forReynolds-Averaged Navier-Stokes (RANS) computations of turbulent boundary layers,LU-SGS is combined with a line-implicit technique.  The inviscid flux Jacobians which contribute to the diagonalblocks of the system matrix are based on a flux splitting method with upwind type dissipation giving  control over diagonal dominance and artificial dissipation.The method is  controlled by several parameters, and comprehensivenumerical experiments were carried out to identify their influence andinteraction so that close to optimal values can be suggested. As an example,the optimal number of iterations carried out in a time-step increases with increased resolution of the computational grid.The numbering of the unknowns is important, and the numberings produced by mesh generators of Delaunay- and advancing front-type wereamong the best.The solver has been parallelized with the Message Passing Interface (MPI) for runs on multi-processor hardware,and its performance scales with the number of processors at least asefficiently as the explicit methods. The new method saves typicallybetween 50 and 80 percent of the runtime, depending on the case, andthe largest computations have reached 110M grid nodes. Theclassical multigrid acceleration for 3D RANS simulations was foundineffective in the cases tested in combination with the LU-SGS solverusing optimal parameters. Finally, preliminary time-accurate simulations for unsteady flows have shown promising results. / <p>QC 20141201</p>

The generalizability of a theoretical model is studied in several regions of Argentina. Participants were 1009 people (440 men and 569 women) from four regions. We analyzed the differences in the variable values at work to confirm if the regions were culturally different from each other. Next we designed a theoretical model where the variables were: discrepancy between implicit theories, quality of relationship with the superior and wellbeing in the organization. Results showed that the four regions displayed differences on values orientations. The Northwest and Patagonia regions showed the greatest differences in comparison with the two remaining regions. The model is partially generalizable since there are differences between regions in some of the proposed theoretical relations. / El estudio tuvo como objetivo determinar la generalizabilidad de un modelo teórico en diversas regiones culturales de la República Argentina. Participaron 1009 personas (440hombres y 569 mujeres) residentes en cuatro regiones. Se analizó si existían diferencias en la variable valores en el trabajo para confirmar si las regiones eran culturalmente diferentes entre sí. Luego se diseñó un modelo teórico donde se contemplaron como variables la discrepancia entre teorías implícitas, calidad de la relación con el superior y bienestar en la organización. Los resultados muestran que las cuatro regiones presentan diferencias entre sí en cuanto a orientaciones respecto de los valores en el trabajo. Las regiones Noroeste y Patagonia muestran grandes diferencias entre sí y en referencia a las dos regiones restantes(Pampeana y Noreste). El modelo es parcialmente generalizable dado que se han encontradodiferencias en las regiones en algunas de las relaciones teóricas propuestas. -- The generalizability of a theoretical model is studied in several regions of Argentina. Participantswere 1009 people (440 men and 569 women) from four regions. We analyzed the differences in the variable values at work to confirm if the regions were culturally differentfrom each other. Next we designed a theoretical model where the variables were: discrepancy between implicit theories, quality of relationship with the superior and well-being in theorganization. Results showed that the four regions displayed differences on values orientations. The Northwest and Patagonia regions showed the greatest differences in comparison with the two remaining regions. The model is partially generalizable since there are differencesbetween regions in some of the proposed theoretical relations.

This dissertation contains a study about plane curves and surfaces. The two most common way to define this elements are reviewed: the parametric and the implicit definition, with emphasis on the latter. An analysis of some methods to represent plane curves and surfaces is made. One notices that this job is relatively simple when the parametric definition is used, however with the implicit definition this requires a larger number of operations. This works also presents some methods to find approximations of curves and surfaces implicitly defined that preserves the topology and that generate objects smooth enough. This is achieved basically by a subdivision of the plane (respectivelly the space), which is used to find a piecewise linear approximation of the curve (respectivelly the surface), then this approximation is subdivided to make the result smooth. In the case of surfaces the output is a triangular mesh. Some treatments are also made to improve the quality of the mesh. / Fundação de Amparo a Pesquisa do Estado de Alagoas / Esta dissertação contém um estudo a respeito de curvas planas e superfícies. São vistas as duas formas mais usuais de se definirem estes elementos: a definição paramétrica e a implícita, com ênfase nesta última. São analisadas algumas formas de representação de curvas planas e superfícies, o que vem a ser uma tarefa relativamente simples ao se utilizar a definição paramétrica, porém com a definição implícita isto exige um maior número de operações. São apresentados alguns métodos para encontrar aproximações de curvas e superfícies definidas implicitamente que mantenham a sua topologia e que geram objetos suaves o suficiente. Isto é feito basicamente subdividindo-se o plano (respectivamente o espaço), que é utilizado para aproximar a curva (respectivamente a superfície) de forma linear por partes, e então subdivide-se essa aproximação para que o resultado seja suave. No caso das superfícies a saída é uma malha triangular. São realizados também tratamentos para aumentar a qualidade desta malha.