Sentence examples for variance reads from inspiring English sources

The maximum-likelihood principle yields an appropriate cost function to quantify such distance, which, for the case of Gaussian noise with known or constant variance, reads as the widely used weighted least-squares function: (13) where collects the information related to a given measurement experimental noise.

The richness of the experimental information may be quantified by the use of the Fisher Information Matrix [ 37, 45], which for the case of Gaussian known or constant variance reads as follows: (14) where E represents the expectation for a given value of the parameters μ presumably close to the optimal solution θ *.

The corresponding variance expression reads begin{aligned} {mathcal {mathbf {C}}} left( t,tright) = 0.782 frac{k^2 H C_n^2 c kappa _0^{-frac{3}{5}}}{sin ^2 left( epsilon _i(t)right) }. end{aligned} (16).

With only one parameter, the Poisson distribution assumes the variance of reads is equal to its mean.

Note that because variance of reads is required to estimate the over-dispersion parameter, SNPs with total minor allele counts equal to zero in either cases or controls were excluded, leaving 420 SNPs to test.

The difference of the variances thus reads −0.015±0.029.

Antisocial friends significantly moderated the nonshared environmental variance in reading comprehension, with increased variation at lower levels of association with antisocial friends, with niche-picking indicated.

Carlisle (2000) found that morphology tasks accounted for 43% of variance in reading comprehension for third graders and 55% of the variance in reading comprehension for fifth graders.

Finally, Hebb learning was shown to explain a significant part of the variance in reading performance above and beyond phonological awareness.

In *Horiba's (2012) study, Korean-speaking learners' WAF test scores showed a very high correlation (r about.90) with a measure that assessed their vocabulary breadth, which perhaps explains why over and above breath, depth did not explain any significant amount of additional variance in reading comprehension.

C-WAT response latency was found to explain a unique and significant, albeit small, proportion of variance in reading comprehension over and above children's Dutch WAT scores (and word decoding fluency), which indicated that accessibility is distinct from availability of semantic word knowledge.