Decision-directed maximum-likelihood estimation of OFDM framesynchronisation offset

The authors propose a method to estimate the synchronisation offset for orthogonal frequency division multiplexing (OFDM) frame alignment without resort to pilot tones. A decision-directed maximum-likelihood estimation of frame synchronisation offset is derived, and the performance of the proposed scheme is confirmed by computer simulation for QAM systems     

Women Engineers: A Study of Educational Preparation and Professional Success

In an effort to better understand the educational experiences and professional issues facing women in these fields, a survey of women alumnae was conducted. Respondents seemed fairly pleased with the education they received and were heavily influenced by personal aspects of the campus. Relationships with faculty members were described as their most beneficial and detrimental experiences. They particularly liked opportunities to apply their technical knowledge but did not believe there were enough opportunities for application. The need for more female role models and importance of involvement in student organizations were cited by many of the respondents. Self-confidence and good communication skills were rated as the most important qualities for professional success and advancement. Alumnae have pursued training experiences since graduation, but would like to see more opportunities to enhance communication and personal management skills and apply theoretical knowledge built into the undergraduate experience. The findings are discussed in relationship to previous research studies and recommendations are made to improve the technically oriented college environment.     

Gender differences in Scholastic Aptitude Test: Mathematics problem solving among high-ability students.

Examined whether male and female students of high mathematical ability use different solution strategies on math problems that had previously yielded gender differences in correct responding. Structured interviews were conducted with high school students who had scored at least 670 on the math portion of the Scholastic Aptitude Test (SAT-M). Eight types of solution strategies could be further dichotomized as conventional or unconventional in approach. Female students were more likely than male students to use conventional strategies. SAT-M scores were correlated with positive attitudes (confidence and persistence) toward math: use of conventional strategies was correlated with negative attitudes (dislike, nonrelevance) toward math. Findings may help to explain patterns of gender differences on SAT-M problems among high-ability students in which female students outperform male students on conventional problems and male students outperform female students on unconventional problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Another step forward in searching for cubature formulae with a minimal number of knots for the square

The knots and weights of a cubature formula are determined by a system of nonlinear equations. The number of equations and unknowns can be reduced by imposing some structure on the formula. We are concerned with the construction of cubature formulae which are invariant under rotations. Using invariant theory, we obtain a smaller system of algebraically independent equations. This is used to construct cubature formulae for the square. One of the results is a 24-point formula of degree 11.     

Linking of serially ordered lists by macaque monkeys (Macaca mulatta): List position influences.

Five monkeys (Macaca mulatta) were trained on 2 sets of 3 5-item serially ordered lists. Then, each set was either linked or not in a counterbalanced, within-subject design. Linking entailed training on the 2 pairs that ordered the 3 5-item fists into a single overall 15-item series. Choices on novel pairings after linking conditions attempted to define the unique contributions of knowledge of within-list ordinal position and between-lists link training. With linkage, the series was immediately treated as a 15-item ordered list. Without linkage, choices reflected list positions from initial learning, but continued testing with directional reward yielded gradual ordering into a 15-itern list. Apparently, monkeys remembered and used initial list-position information, but linkage allowed inference of an integrated serial relationship among items. Results supported primate list memory as an organizational process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Flat affect in schizophrenia does not reflect diminished subjective experience of emotion.

Although accorded historical significance, affective features of schizophrenia have only begun to receive systematic empirical attention. Interestingly, both early psychopathology writers and more recent investigators have reported frequent discrepancies between schizophrenics' feelings and outward expressions of emotion. Using a more comprehensive assessment of emotion, the present study examines the relationship between emotional experience and expression in a sample of medication-free schizophrenics. Compared with their normal counterparts, schizophrenics were indeed much less facially expressive of both positive and negative emotions during emotion-eliciting films, yet they reported experiencing as much positive and negative emotion. Therefore, the blunted affect typical of some schizophrenics misrepresents their underlying emotional experience. Future research into an inhibition hypothesis is recommended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of feedback on performance and retention of skill for a natural language interface

This study investigated the effectiveness of different types of on-line feedback following user errors for informing users of the information and functions available in a system with a natural language interface. Twenty-four individuals performed a task based on an industry cost savings program, in which they were given general goals to pursue with regard to the task. Three feedback levels which differed according to the type and amount of feedback provided, along with two levels of system complexity, were examined. In addition, subjects performed the task again after one week to determine the effects of feedback on retention. Results indicated that the subjects in the second level of feedback generally performed better with respect to accessing system functions and information than those in the first level. Although there was some performance improvement from the second to third level, it was not significant. However, the third level of feedback did significantly improve the efficiency with which subjects used information to complete the task during the return condition. Overall, feedback did not affect the errors made, though at certain more limited stages of the tasks this effect was observed.