Sentence examples for temporal magnitude from inspiring English sources

Students completed 12 additional multiple choice items designed for this study to measure knowledge and reasoning about temporal magnitude.

While the instructional analogies developed here could be designed for use in teaching any magnitude-based context, we examine analogical reasoning in the context of a large temporal magnitude: geologic time.

(1) We first estimate the temporal magnitude envelopes of all partials as described in Subsubsection 4.1.3; (2) as estimation of lower partials is more robust than for higher ones, only the first pCAM partials are used at this stage.

On the Geologic Concept Inventory item (which measures temporal magnitude representation), students who received the clicker feedback activity were more likely to choose the correct response option than the Fall 2011 control condition (% correct = 62): Spring 2012, % correct = 76, χ2(1) = 3.64, p = .04, Φ = .16; Fall 2012, % correct = 73, χ2(1) = 3.5, p = .05, Φ = .15.15

We find that reasoning about different kinds of magnitude (that is, temporal and abstract) at different scales (that is, inside and outside human perception) have shared properties, and that people are able to use a spatial representation of temporal magnitude to develop a more accurate understanding of geologic time.

According to Walsh [ 33] spatial and temporal magnitude representations in the parietal cortex are closely linked to response selection and the same has been proposed for the case of numerical magnitude.

Consideration of volume data through time indicates that there are very strong temporal magnitude-related biases in the data.

Eight items required only recall of temporal magnitudes (for example, "When did dinosaurs appear?").

According to Grosseteste, this measure is provided by the different-sized infinities of indivisibles comprising spatial and temporal magnitudes.

But since the only candidates for such "pure intuitions" are space and time ("the mere form of appearances"), it follows that only spatial and temporal magnitudes can be exhibited in pure intuition, i.e., constructed.

That learning about temporal magnitudes in the clicker feedback activity transferred to abstract magnitude representation suggests magnitudes across domains share at least some common features (consistent with Walsh, 2003).