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Journal articles on the topic 'Mathematics disorder'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Faradiba, S. S., C. Sadijah, I. N. Parta, and S. Rahardjo. "Metacognitive therapy for mathematics disorder." Journal of Physics: Conference Series 1157 (February 2019): 042079. http://dx.doi.org/10.1088/1742-6596/1157/4/042079.

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2

Cross, Alexandra M., Marc F. Joanisse, and Lisa M. D. Archibald. "Mathematical Abilities in Children With Developmental Language Disorder." Language, Speech, and Hearing Services in Schools 50, no. 1 (2019): 150–63. http://dx.doi.org/10.1044/2018_lshss-18-0041.

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Purpose This review article provides a scoping review of the literature on mathematical abilities in developmental language disorder (DLD). Children with DLD typically struggle with learning in school; however, the mechanism by which DLD impacts academic success is unclear. Mathematics involves demands in the multiple domains and therefore holds potential for examining the relationship between language and academic performance on tasks mediated by verbal and nonverbal demands. Method A scoping review was performed via computerized database searching to examine literature on mathematics and DLD

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3

Anindyarini, Rosyita, and Supahar Supahar. "Portrait of Mathematical Anxiety in Early Youth Ages." International Journal of Trends in Mathematics Education Research 2, no. 3 (2019): 128. http://dx.doi.org/10.33122/ijtmer.v2i3.77.

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Mathematical anxiety is considered as one of the psychological obstacles that shall be considered by every mathematics teacher. Symptoms that felt by students are in various forms. This can also influence the student’s interests and learning outcomes of mathematics. But in fact, teachers are giveless attention to this problem so students tend to learn with less supported conditions and situations. This study aims to describe the level of mathematical anxiety and the forms of symptoms of mathematical anxiety that occur in early adolescents, and their influence on learning interest by gender con

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Cox, Sarah K., and Jenny R. Root. "Development of Mathematical Practices Through Word Problem–Solving Instruction for Students With Autism Spectrum Disorder." Exceptional Children 87, no. 3 (2021): 326–43. http://dx.doi.org/10.1177/0014402921990890.

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The Common Core State Standards for Mathematics highlight the importance of not only content standards for mathematics but also mathematical practices such as communication, representation, and reasoning, skills that are often difficult for students with autism spectrum disorder (ASD). Through a single-case multiple-probe-across-participants design, this study found modified schema-based instruction (MSBI) to be an effective strategy to increase the use of mathematical practices for middle school students with ASD when solving multiplicative word problems. Four students eligible for special ed

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5

Et. al., Dr K. SeshadriRamana. "Machine Learning based novel Autism Spectrum Disorder Screening." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (2021): 4866–79. http://dx.doi.org/10.17762/turcomat.v12i3.1992.

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Man tries to learn his surroundings by showing tendencies such as discovering, researching, asking questions, and noticing the relationships between objects. In other words, he tends to understand the world he lives in with various judgments. Therefore, it is important to raise individuals with advanced reasoning skills, mathematical thinking skills, proofing skills, problem solving skills, metacognitive knowledge, skills or qualifications. It can be said that this can only be possible with the right teaching models, methods, techniques and teachers who can use them in the most efficient way.

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Lagace, Diane C., Stanley P. Kutcher, and Heather A. Robertson. "Mathematics Deficits in Adolescents With Bipolar I Disorder." American Journal of Psychiatry 160, no. 1 (2003): 100–104. http://dx.doi.org/10.1176/appi.ajp.160.1.100.

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Snowling, Margaret J., Kristina Moll, and Charles Hulme. "Language difficulties are a shared risk factor for both reading disorder and mathematics disorder." Journal of Experimental Child Psychology 202 (February 2021): 105009. http://dx.doi.org/10.1016/j.jecp.2020.105009.

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8

Daugherty, Darryl, Tairi Roque-Urrea, John Urrea-Roque, Jessica Troyer, Stephen Wirkus, and Mason A. Porter. "Mathematical models of bipolar disorder." Communications in Nonlinear Science and Numerical Simulation 14, no. 7 (2009): 2897–908. http://dx.doi.org/10.1016/j.cnsns.2008.10.027.

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Titeca, Daisy, Herbert Roeyers, and Annemie Desoete. "Early Numerical Competencies in 4- and 5-Year-Old Children With Autism Spectrum Disorder." Focus on Autism and Other Developmental Disabilities 32, no. 4 (2015): 279–92. http://dx.doi.org/10.1177/1088357615588523.

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Studies comparing mathematical abilities of children with autism spectrum disorder (ASD) and typically developing children are hitherto scarce, inconclusive, and mainly focusing on elementary school children or adolescents. The present study wants to gain insight into the foundation of mathematics by looking at preschool performances. Five early numerical competencies known to be important for mathematical development were examined: verbal subitizing, counting, magnitude comparison, estimation, and arithmetic operations. These competencies were studied in 20 high-functioning children with ASD

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10

Pappas, Marios A., Athanasios Drigas, Eugenia Malli, and Vasiliki Kalpidi. "Enhanced Assessment Technology and Neurocognitive Aspects of Specific Learning Disorder with Impairment in Mathematics." International Journal of Engineering Pedagogy (iJEP) 8, no. 1 (2018): 4. http://dx.doi.org/10.3991/ijep.v8i1.7370.

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Specific Learning Disorder with impairment in Mathematics (Developmental Dyscalculia) is a complex learning disorder which affects arithmetic skills, symbolic magnitude processing, alertness, flexibility in problem solving and maintained attention. Neuro-cognitive studies revealed that such difficulties in children with DD could be related to poor Working Memory and attention deficits. Furthermore, neuroimaging studies indicate that brain structure differences in children with DD compared to typically developing children could affect mathematical performance. In this study we present the cogni

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11

Bassette, Laura, Emily Bouck, Jordan Shurr, et al. "A Comparison of Manipulative Use on Mathematics Efficiency in Elementary Students With Autism Spectrum Disorder." Journal of Special Education Technology 35, no. 4 (2019): 179–90. http://dx.doi.org/10.1177/0162643419854504.

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Manipulatives are a commonly used intervention that provide visual instruction known to promote mathematical learning; however, the impact on students with autism spectrum disorder (ASD) is less understood. Improving mathematical procedural understanding is important for students with ASD given these skills can help increase access to more advanced mathematics and future opportunities (e.g., postsecondary education). This study expanded upon previous research and compared the ability of students with ASD to solve mathematical problems when using concrete and app-based manipulatives. A single-c

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12

Fichtner, K. "Order-disorder structures." Computers & Mathematics with Applications 16, no. 5-8 (1988): 469–77. http://dx.doi.org/10.1016/0898-1221(88)90237-4.

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13

Cox, Sarah K., and Jenny R. Root. "Modified Schema-Based Instruction to Develop Flexible Mathematics Problem-Solving Strategies for Students With Autism Spectrum Disorder." Remedial and Special Education 41, no. 3 (2018): 139–51. http://dx.doi.org/10.1177/0741932518792660.

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The Common Core State Standards in Mathematics outline both the content and practices students must engage in at each grade level to become mathematically proficient. Mathematical processes include problem solving, reasoning and proof, communication, and procedural fluency, which includes flexible thinking. The purpose of this study was to evaluate the effectiveness of modified schema-based instruction (MSBI) on the acquisition and maintenance of math content and practices by middle school students with autism spectrum disorder (ASD). Two middle school students with ASD learned to solve propor

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R. Remata, Heidemae, and Laila S. Lomibao. "Attention Deficit Hyperactivity Disorder (ADHD)-Specific Learning Disorder (SLD) in Mathematics Learner’s Response towards Synchronous Online Class." American Journal of Educational Research 9, no. 7 (2021): 426–30. http://dx.doi.org/10.12691/education-9-7-5.

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15

Gevarter, Cindy, Diane Pedrotty Bryant, Brian Bryant, Laci Watkins, Claudia Zamora, and Nicolette Sammarco. "Mathematics Interventions for Individuals with Autism Spectrum Disorder: A Systematic Review." Review Journal of Autism and Developmental Disorders 3, no. 3 (2016): 224–38. http://dx.doi.org/10.1007/s40489-016-0078-9.

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16

Aliev, A. F. "The wiener continuous disorder problem." Doklady Mathematics 87, no. 3 (2013): 274–78. http://dx.doi.org/10.1134/s1064562413030125.

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17

Hanson, Jack, Kuldip K. Paliwal, Thomas Litfin, and Yaoqi Zhou. "SPOT-Disorder2: Improved Protein Intrinsic Disorder Prediction by Ensembled Deep Learning." Genomics, Proteomics & Bioinformatics 17, no. 6 (2019): 645–56. http://dx.doi.org/10.1016/j.gpb.2019.01.004.

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18

Chen, Hao, and Martin Traizet. "Stacking Disorder in Periodic Minimal Surfaces." SIAM Journal on Mathematical Analysis 53, no. 1 (2021): 855–87. http://dx.doi.org/10.1137/20m1312137.

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19

Giacomin, Giambattista, Fabio Toninelli, and Hubert Lacoin. "Marginal relevance of disorder for pinning models." Communications on Pure and Applied Mathematics 63, no. 2 (2010): 233–65. http://dx.doi.org/10.1002/cpa.20301.

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20

O'Malley, Kieran D., and Jo Nanson. "Clinical Implications of a Link between Fetal Alcohol Spectrum Disorder and Attention-Deficit Hyperactivity Disorder." Canadian Journal of Psychiatry 47, no. 4 (2002): 349–54. http://dx.doi.org/10.1177/070674370204700405.

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Objective: To provide an overview of the animal and human research literature on the link between fetal alcohol spectrum disorder (FASD) and attention-deficit hyperactivity disorder (ADHD). Method: We conducted a comprehensive literature review that addressed the history of, and current research on, fetal alcohol syndrome (FAS) and FASD, as well as that on ADHD in children. Results: In animal and human research, there is emerging clinical, neuropsychological, and neurochemical evidence of a link between FASD and ADHD. Conclusions: The evidence of the link between these 2 conditions has implica

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21

Deutsch, Emeric, Julio Kuplinsky, and Tina Garrett. "Enumeration of Permutations by Disorder: 10975." American Mathematical Monthly 111, no. 6 (2004): 541. http://dx.doi.org/10.2307/4145088.

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Deutsch, Emeric, Julio Kuplinsky, and Tina Garrett. "Enumeration of Permutations by Disorder: 10975." American Mathematical Monthly 111, no. 7 (2004): 628. http://dx.doi.org/10.2307/4145175.

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23

Kislitsyn, A. A., A. B. Kozlova, M. B. Korsakova, and Yu N. Orlov. "Disorder Indicator for Nonstationary Stochastic Processes." Doklady Mathematics 99, no. 1 (2019): 57–59. http://dx.doi.org/10.1134/s1064562419010174.

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Witzel, Bradley S., and David Allsopp. "Dynamic Concrete Instruction in an Inclusive Classroom." Mathematics Teaching in the Middle School 13, no. 4 (2007): 244–48. http://dx.doi.org/10.5951/mtms.13.4.0244.

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NCTM advocates the use of multiple representations and manipulatives for building mathematical understanding (NCTM 2000). Engaging students in mathematics using manipulatives can have a powerful effect on learning. The use of manipulatives is especially effective for students with high-incidence disabilities, such as learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and mild to moderate mental disabilities (MD). Allowing students to use manipulatives gives them the opportunity to experience multisensory learning, which helps promote success for students with highinci

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25

Matthews, Pamela. "Helping Students with Attention Deficit Disorder Succeed in a College Mathematics Class." Humanistic Mathematics Network Journal 1, no. 16 (1997): 24–25. http://dx.doi.org/10.5642/hmnj.199701.16.08.

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26

Titeca, Daisy, Herbert Roeyers, Haeike Josephy, Annelies Ceulemans, and Annemie Desoete. "Preschool predictors of mathematics in first grade children with autism spectrum disorder." Research in Developmental Disabilities 35, no. 11 (2014): 2714–27. http://dx.doi.org/10.1016/j.ridd.2014.07.012.

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27

Morsanyi, Kinga, Bianca M. C. W. van Bers, Teresa McCormack, and Jemma McGourty. "The prevalence of specific learning disorder in mathematics and comorbidity with other developmental disorders in primary school-age children." British Journal of Psychology 109, no. 4 (2018): 917–40. http://dx.doi.org/10.1111/bjop.12322.

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28

Fleira, Roberta Caetano, and Solange Hassan Ahmad Ali Fernandes. "Práticas de ensino para a inclusão de um aluno autista nas aulas de Matemática." Revista Brasileira de Educação em Ciências e Educação Matemática 1, no. 1 (2017): 104. http://dx.doi.org/10.33238/rebecem.2017.v.1.n.1.18560.

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Resumo: Este trabalho apresenta resultados de uma pesquisa que teve como objetivo analisar as práticas matemáticas de um aluno de catorze anos de idade, com necessidades especiais decorrentes do Transtorno do Espectro Autista (TEA), incluído em uma sala de aula regular de 9°ano. Neste texto, são trazidas reflexões sobre o autismo, algumas considerações teóricas que dão suporte ao estudo e são descritos os procedimentos metodológicos empregados em sete sessões individuais e observações realizadas pela professora e pesquisadora nas aulas de Matemática, nas quais se discutiu o conceito matemático

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29

HOWELL, MARK, RYAN GREEN, ALEXIS KILLEEN, et al. "NOT THAT RIGID MIDGETS AND NOT SO FLEXIBLE GIANTS: ON THE ABUNDANCE AND ROLES OF INTRINSIC DISORDER IN SHORT AND LONG PROTEINS." Journal of Biological Systems 20, no. 04 (2012): 471–511. http://dx.doi.org/10.1142/s0218339012400086.

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Intrinsically disordered proteins or proteins with disordered regions are very common in nature. These proteins have numerous biological functions which are complementary to the biological activities of traditional ordered proteins. A noticeable difference in the amino acid sequences encoding long and short disordered regions was found and this difference was used in the development of length-dependent predictors of intrinsic disorder. In this study, we analyze the scaling of intrinsic disorder in eukaryotic proteins and investigate the presence of length-dependent functions attributed to prot

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30

GUYON, ETIENNE. "MIXING AND DISORDER." Fractals 03, no. 03 (1995): 499–505. http://dx.doi.org/10.1142/s0218348x95000424.

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Ordinary diffusion equation as described by a Brownian walk applies to a large number of physical processes. However, qualitative deviations are obtained in a number of situations involving correlations or large distributions of steps or waiting times in the walk. Anomalous diffusion laws result which can be expressed in terms of fractal Brownian walks. We examine from an experimental point of view some manifestations of such systems: dispersion in porous media, chaotic advection, turbulent flows.

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31

Hu, Gang, Zhonghua Wu, Christopher J. Oldfield, Chen Wang, and Lukasz Kurgan. "Quality assessment for the putative intrinsic disorder in proteins." Bioinformatics 35, no. 10 (2018): 1692–700. http://dx.doi.org/10.1093/bioinformatics/bty881.

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Abstract Motivation While putative intrinsic disorder is widely used, none of the predictors provides quality assessment (QA) scores. QA scores estimate the likelihood that predictions are correct at a residue level and have been applied in other bioinformatics areas. We recently reported that QA scores derived from putative disorder propensities perform relatively poorly for native disordered residues. Here we design and validate a general approach to construct QA predictors for disorder predictions. Results The QUARTER (QUality Assessment for pRotein inTrinsic disordEr pRedictions) toolbox o

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32

Rouim, F. Z., F. Z. Azzaoui, and A. O. T. Ahami. "Attention Deficit Hyperactivity Disorder and Scientific School Performances Among Moroccan Children." European Psychiatry 41, S1 (2017): s248. http://dx.doi.org/10.1016/j.eurpsy.2017.02.032.

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Background and aimAttention deficit hyperactivity disorder (ADHD) is classified as neurodevelopmental disorders. ADHD is one of the major problems in childhood encountered most often in schools. A study realized by Platt in 2011 show that children with ADHD often experience difficulties in mathematics. The aim of this study is to assess whether there is a relationship between school performance in scientific subjects (mathematics and natural science) and attention deficit hyperactivity disorder.MethodsThe study was realized among 239 children studying in a urban school in Kenitra city (North-W

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Srivastava, Neha, Bhartendu Nath Mishra, and Prachi Srivastava. "In-Silico Identification of Drug Lead Molecule Against Pesticide Exposed-neurodevelopmental Disorders Through Network-Based Computational Model Approach." Current Bioinformatics 14, no. 5 (2019): 460–67. http://dx.doi.org/10.2174/1574893613666181112130346.

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Background: Neurodevelopmental Disorders (NDDs) are impairment of the growth and development of the brain or central nervous system, which occurs at the developmental stage. This can include developmental brain dysfunction, which can manifest as neuropsychiatric problems or impaired motor function, learning, language or non-verbal communication. These include the array of disorder, including: Autism Spectrum Disorders (ASD), Attention Deficit Hyperactivity Disorders (ADHD) etc. There is no particular diagnosis and cure for NDDs. These disorders seem to be result from a combination of genetic,

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34

Bullen, Jennifer C., Lindsay Swain Lerro, Matthew Zajic, Nancy McIntyre, and Peter Mundy. "A Developmental Study of Mathematics in Children with Autism Spectrum Disorder, Symptoms of Attention Deficit Hyperactivity Disorder, or Typical Development." Journal of Autism and Developmental Disorders 50, no. 12 (2020): 4463–76. http://dx.doi.org/10.1007/s10803-020-04500-9.

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35

Ko, Jing-Yuan, Yao-Chen Hung, Ming-Chung Ho, and I.-Min Jiang. "Chaotic behavior in the disorder cellular automata." Chaos, Solitons & Fractals 36, no. 4 (2008): 934–39. http://dx.doi.org/10.1016/j.chaos.2006.07.012.

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Palandi, J., R. M. C. de Almeida, J. R. Iglesias, and M. Kiwi. "Cellular automaton for the order-disorder transition." Chaos, Solitons & Fractals 6 (January 1995): 439–45. http://dx.doi.org/10.1016/0960-0779(95)80051-h.

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37

González-Castro, Paloma, Marisol Cueli, Débora Areces, Celestino Rodríguez, and Georgios Sideridis. "Improvement of Word Problem Solving and Basic Mathematics Competencies in Students with Attention Deficit/Hyperactivity Disorder and Mathematical Learning Difficulties." Learning Disabilities Research & Practice 31, no. 3 (2016): 142–55. http://dx.doi.org/10.1111/ldrp.12106.

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38

Brosnan, Mark, Hilary Johnson, Beate Grawemeyer, Emma Chapman, Konstantina Antoniadou, and Melissa Hollinworth. "Deficits in metacognitive monitoring in mathematics assessments in learners with autism spectrum disorder." Autism 20, no. 4 (2015): 463–72. http://dx.doi.org/10.1177/1362361315589477.

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Prömel, Hans Jürgen. "Complete Disorder is Impossible: The Mathematical Work of Walter Deuber." Combinatorics, Probability and Computing 14, no. 1 (2005): 3–16. http://dx.doi.org/10.1017/s0963548304006674.

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40

Glonti, Omar. "The optimal forecasting for the multinomial scheme with disorder." gmj 17, no. 2 (2010): 217–28. http://dx.doi.org/10.1515/gmj.2010.015.

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Abstract Stochastic processes with discrete time are considered which are described by one multinomial scheme until the random disorder moment and by another one, after the disorder moment. The problems of optimal in mean square sense filtering and interpolation of disorder moment are investigated and the forecasting estimate for this process is found.

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41

Hsu, Cheng-Hsiung, and Song-Sun Lin. "Spatial disorder of Cellular Neural Networks." Japan Journal of Industrial and Applied Mathematics 19, no. 1 (2002): 143–61. http://dx.doi.org/10.1007/bf03167451.

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42

Georgitsi, Marianthi, Iasonas Dermitzakis, Evgenia Soumelidou, and Eleni Bonti. "The Polygenic Nature and Complex Genetic Architecture of Specific Learning Disorder." Brain Sciences 11, no. 5 (2021): 631. http://dx.doi.org/10.3390/brainsci11050631.

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Specific Learning Disorder (SLD) is a multifactorial, neurodevelopmental disorder which may involve persistent difficulties in reading (dyslexia), written expression and/or mathematics. Dyslexia is characterized by difficulties with speed and accuracy of word reading, deficient decoding abilities, and poor spelling. Several studies from different, but complementary, scientific disciplines have investigated possible causal/risk factors for SLD. Biological, neurological, hereditary, cognitive, linguistic-phonological, developmental and environmental factors have been incriminated. Despite worldw

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Maras, Katie, Tim Gamble, and Mark Brosnan. "Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study." Autism 23, no. 1 (2017): 60–70. http://dx.doi.org/10.1177/1362361317722028.

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Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the ‘Maths Challenge’) for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required lea

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Shurr, Jordan, Emily C. Bouck, Laura Bassette, and Jiyoon Park. "Virtual Versus Concrete: A Comparison of Mathematics Manipulatives for Three Elementary Students With Autism." Focus on Autism and Other Developmental Disabilities 36, no. 2 (2021): 71–82. http://dx.doi.org/10.1177/1088357620986944.

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Basic mathematic skills at the early age are foundational for later learning. Many students with autism spectrum disorder (ASD) struggle in academic learning without sufficient support. Research in the area of concrete manipulatives—tangible representations of abstract concepts—has been found effective. In addition, promising research has emerged in the area of virtual manipulatives—virtual representations of abstract concepts—as tools to support mathematics skill acquisition. Using a multiple baseline across participants with an embedded alternating treatment design, this study presents a rep

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Petrikova, Elena Yur'evna, Anna Evgen'evna Medvedeva, and Mariya Mikhailovna Okuneva. "DEVELOPMENT OF VISUAL PERCEPTION OF PRESCHOOL CHILDREN WITH VISUAL DISORDER BY MEANS OF MATHEMATICS." Pedagogy. Issues of Theory and Practice, no. 4 (December 2018): 43–52. http://dx.doi.org/10.30853/pedagogy.2018.4.10.

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Kontis, Dimitrios, Eirini Theochari, Alexandros Giannoulis, Fedra Louki, and Eleftheria Tsaltas. "T92. POSSIBLE COMBINATIONS OF DSM-IV AND DSM-5 CRITERIA IN SCHIZOPHRENIA AND SCHIZOAFFECTIVE DISORDER VERSUS MAJOR DEPRESSIVE AND MANIC EPISODES." Schizophrenia Bulletin 46, Supplement_1 (2020): S266—S267. http://dx.doi.org/10.1093/schbul/sbaa029.652.

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Abstract Background Psychiatric disorders diagnoses are based on the satisfaction of specific symptoms criteria. Although this categorical method of classification, which is based on the identification of clinical syndromes, has proven useful in terms of treatment, its validity has been criticized. The possible symptoms combinations for major psychotic and mood disorder diagnoses could be calculated using combinatorial mathematics and the results could provide indices of diagnostic heterogeneity. Methods Our calculations were conducted using the binomial coefficient. In mathematics, this coeff

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47

Mendoza, D., M. Cejas, G. Rivas, and C. Varguillas. "Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic." Education and science journal 23, no. 2 (2021): 94–113. http://dx.doi.org/10.17853/1994-5639-2021-2-94-113.

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Introduction. Anxiety is characterised by feelings of tension, apprehension or fear. It arises from concern about student performance at university, with an emphasis on exact science subjects. It is not only students, who suffer from mathematical anxiety. However, anxiety is a predominant factor in student performance at all levels.The aim of the research was to describe the levels of anxiety also known as distress manifested by university mathematics students studying at the Universidad Nacional de Chimborazo (UNACH) during the 2020-1 academic semester.Methodology and research methods. The cu

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48

Parisi, Giorgio, and Michel Talagrand. "On the distribution of the overlaps at given disorder." Comptes Rendus Mathematique 339, no. 4 (2004): 303–6. http://dx.doi.org/10.1016/j.crma.2004.06.014.

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Vincent, Michael, and Santiago Schnell. "Disorder Atlas: Web-based software for the proteome-based interpretation of intrinsic disorder predictions." Computational Biology and Chemistry 83 (December 2019): 107090. http://dx.doi.org/10.1016/j.compbiolchem.2019.107090.

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Dayanik, Savas, and Semih Onur Sezer. "Compound Poisson Disorder Problem." Mathematics of Operations Research 31, no. 4 (2006): 649–72. http://dx.doi.org/10.1287/moor.1060.0223.

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