Sentence examples for problem elements from inspiring English sources

As Simon might have said, such conditions arise when the problem elements are nearly or non-decomposable.

For example, in Table 5, there is a noticeable difference in CPU time while even one of the problem elements changes to a higher value.

Students' performance differed across problem elements, z = 7.15, p < .001, and including element (slope vs. intercept) in the model improved model fit, χ 2 (1) = 34.19, p < .001.001

At this level, all the problem elements are modeled like black boxes, and the optimal solution determines the nodes allocation and their capacity, and links among nodes.

Students' graph-encoding performance did vary across problem elements (slope vs. intercept), z = 5.40, p < .001, and including problem element (slope vs. intercept) in the model improved model fit, χ 2 (1) = 30.20, p < .001.001

Likewise, high- and low-performing novices have been shown to differ in their perceptions of problem elements and, as with expert and novice comparisons, these differences have been shown to be associated with problem solving competency (Krutetskii 1976; Silver 1979; Chi et al. 1981; Markman 1999; Smith 1983; Hardiman et al. 1989; Reif 2008).

To test this hypothesis, we compared a model that included teacher gesture to graphs with a model that included only problem element and the random effects.

As a solution for this problem, element design, which improved the performance against corrosion, and optimum condition of shot peening process were studied.

For each problem element (slope or intercept), we included pretest scores on the corresponding element as a potential predictor of posttest performance; these scores ranged from 0 to 2 as there were two pretest graph-encoding items.

The model of best fit for graph-encoding performance included only the main effect of problem element (slope or intercept) and random effects of participant and item (see Table 2 for details of the model specification).

The model of best fit included significant main effects of teacher gesture to equations, problem element (slope or intercept), pretest performance (on the corresponding item and element), and age in months, as well as random effects of participant, item, and the slopes of output representation and element within participants (see Table 3 for details of the model specification).