Sentence examples for evidence dimension from inspiring English sources

In the present study, word non-word discrimination may be a suboptimal testbed for the direct translation hypothesis, given that the evidence dimension is unlikely to be unitary.

The form '… ed' indicates that an experiment was performed by the authors; suffix removal is thus likely to impede the correct categorization along the Evidence dimension.

Namely, methodology and scientific statements within the Focus dimension, and experimental evidence (E3), evidence by citation (E2) and lack-of-evidence (E0) along the evidence dimension.

For instance pronouns such as we or their, are viewed as stop words with respect to the Trend dimension, but not for the Evidence dimension; in the context of Evidence, these words can distinguish between experimental work done by the authors (evidence type E3) and work done by others (evidence type E1).

We next provide a short overview of the Maximum Entropy model, as it applies to the Focus and the Evidence dimensions.

It is, therefore, likely that taking advantage of the correlation between these two dimensions in the categorization process, can improve classification results along both the Focus and the Evidence dimensions.

To address the special aspects of this classification challenge, specifically along the Focus and the Evidence dimensions, a new classification model based on Maximum Entropy was designed, and experimented with, in addition to standard classifiers.

From the three systems, we combined elements to achieve our objectives, which were: to have a system that matched and complemented the current NHMRC evidence dimensions and documents as closely as possible; simplicity and clarity of approach; and to provide transparent method/s of formulating and documenting judgments to give a graded set of recommendations.

Overall, the specific foresight toolbox composition in the various E-lab expert workshops was selected and tailored according to the theme, combining techniques from both the expertise-interaction and the creativity-evidence dimensions [10, 23].

We used the "purpose of the investigation" arguments from the evidence coding dimension to compare with explanation learning-progression level (Table 5), because it best described the level of sophistication in the students' arguments from evidence.

Third, the results provide, for the first time, evidence that dimension-specific attention might alter perceptual bias.