Relevant bibliographies by topics / NEPSY

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'NEPSY'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "NEPSY"

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Davis, John L., and Robb N. Matthews. "NEPSY-II Review." Journal of Psychoeducational Assessment 28, no. 2 (2010): 175–82. http://dx.doi.org/10.1177/0734282909346716.

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Thickpenny-Davis, Kirsten L., Jenni A. Ogden, and Kris Fernando. "The Starship Post-Traumatic Amnesia Scale: Does It Predict Outcome After Mild to Moderate Traumatic Brain Injury in Children Aged 3 to 7 Years?" Brain Impairment 6, no. 2 (2005): 101–8. http://dx.doi.org/10.1375/brim.2005.6.2.101.

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AbstractThis study assesses whether the Starship Post-Traumatic Amnesia scale, developed for children aged 3 to 7 years, can predict neuropsychological impairment and behavioural outcome following mild to moderate traumatic brain injury. Participants are 19 children aged from 3 to 7 years with a GCS score of >13, and a PTA of 0–3 days. Neuropsychological outcome is measured by the NEPSY, and behavioural outcome by the Child Behaviour Checklist (CBCL) two months after the TBI. The duration of PTA contributed to the prediction of scores on the NEPSY memory and learning domain. In all cases th
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Palmer, Glen A., Deborah N. Weinhaus, and Craig Pohiman. "Book Review: NEPSY: A developmental neuropsychological assessment." Journal of Psychoeducational Assessment 19, no. 1 (2001): 89–95. http://dx.doi.org/10.1177/073428290101900108.

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Mosconi, Matthew, Lauren Nelson, and Stephen R. Hooper. "Confirmatory Factor Analysis of the Nepsy for Younger and Older School-Age Children." Psychological Reports 102, no. 3 (2008): 861–66. http://dx.doi.org/10.2466/pr0.102.3.861-866.

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Using the standardization sample from the NEPSY, confirmatory factor analysis was conducted to examine the factor structure for ages 5 through 12 of the NEPSY sample, as well as for the younger (5 to 8 years, n = 400) and older (9 to 12 years, n = 400) age bands, to explore possible differences in test structure at different developmental epochs. Using four standard fit indices, results indicated that a 5-factor model was less than adequate for the entire sample and produced negative error variance for the younger and older age groups, making any solutions for the two subgroups inadmissible. A
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Ahmad, Saadia A., and Erin M. Warriner. "Review of the NEPSY: A Developmental Neuropsychological Assessment." Clinical Neuropsychologist 15, no. 2 (2001): 240–49. http://dx.doi.org/10.1076/clin.15.2.240.1894.

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Brooks, Brian L., Elisabeth M. S. Sherman, and Esther Strauss. "NEPSY-II: A Developmental Neuropsychological Assessment, Second Edition." Child Neuropsychology 16, no. 1 (2009): 80–101. http://dx.doi.org/10.1080/09297040903146966.

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DE BELLIS, MICHAEL D., STEPHEN R. HOOPER, EVE G. SPRATT, and DONALD P. WOOLLEY. "Neuropsychological findings in childhood neglect and their relationships to pediatric PTSD." Journal of the International Neuropsychological Society 15, no. 6 (2009): 868–78. http://dx.doi.org/10.1017/s1355617709990464.

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AbstractAlthough child neglect is the most prevalent form of child maltreatment, the neurocognitive effects of neglect are understudied. We examined IQ, reading, mathematics, and neurocognitive domains of fine-motor skills, language, visual-spatial, memory/learning, and attention/executive functions in two groups of nonsexually abused medically healthy neglected children, one withDSM-IVposttraumatic stress disorder (PTSD) and one without, and a demographically similar healthy nonmaltreated control group. Significantly lower IQ, reading, mathematics, and selected differences in complex visual a
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Mohai, Katalin. "Neuropsychological factors underlying developmental dyslexia, measured by NEPSY-I." Magyar Pszichológiai Szemle 69, no. 1 (2014): 65–89. http://dx.doi.org/10.1556/mpszle.69.2014.1.5.

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Korkman, Marit. "NEPSY-An adaptation of Luria's investigation for young children." Clinical Neuropsychologist 2, no. 4 (1988): 375–92. http://dx.doi.org/10.1080/13854048808403275.

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Bender, Heidi A., Bonnie C. Marks, Eric R. Brown, Lillian Zach, and Charles M. Zaroff. "Neuropsychologic Performance of Children with Epilepsy on the NEPSY." Pediatric Neurology 36, no. 5 (2007): 312–17. http://dx.doi.org/10.1016/j.pediatrneurol.2007.01.011.

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Dissertations / Theses on the topic "NEPSY"

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Couvadelli, Barbara. "NEPSY profiles in children diagnosed with different ADHD subtypes." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5416/.

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The purpose of this study was to determine if attention-deficit/hyperactivity disorder (ADHD) subtypes (predominantly hyperactive/impulsive, ADHD-HI; predominantly inattentive, ADHD-IA; combined, ADHD-C) exhibit distinct neuropsychological profiles, using the Attention and Executive Function subtests of the Developmental Neuropsychological Assessment, (NEPSY) and the omission and commission scores obtained on the Conners' Continuous Performance Test-II (CPT-II), a test that assesses attention processes. The sample was selected using archival data collected in a neurodevelopmental clinic over t
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Jarratt, Kelly Pizzitola. "The CAS and NEPSY as measures of cognitive processes: examining the underlying constructs." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4366.

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Although there appears to be increasing popularity in neuropsychology across disciplines of study, only modest work has been conducted with preschool and schoolage children. Changes in the structure of cognitive processes during early childhood and the extent of frontal lobe maturation are important to consider when conducting assessments with young children. Many neuropsychological theories, however, are based primarily on adult research (e.g., Luria’s theory) and respective assessment measures are often the extension or slight modification of items from adult assessments. Because adults
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Pottinger, Lindy Sylvan. "Identifying AD/HD subtypes using the cognitive assessment system and the NEPSY." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2874/.

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The purpose of this study was to examine the ability of the Cognitive Assessment System (CAS) and the NEPSY, A Developmental Neuropsychological Assessment, to differentiate between the subtypes of Attention Deficit/ Hyperactivity Disorder (AD/HD). The CAS and NEPSY are neuropsychological instruments which provide norms for AD/HD children in general. This study examined the performance of the two subtypes of AD/HD on the CAS and NEPSY. In addition, this study examined the performance of the two AD/HD groups on the Screening Test for Auditory Processing Disorders (SCAN). Since AD/HD children
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Vargens, Fernanda Lima da Costa [UNIFESP]. "Perfil de desempenho de escolares em tarefas de funções executivas avaliado pela bateria NEPSY II." Universidade Federal de São Paulo (UNIFESP), 2012. http://repositorio.unifesp.br/handle/11600/22394.

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Made available in DSpace on 2015-12-06T23:45:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2012<br>O presente estudo teve por objetivo investigar o desenvolvimento das funcoes executivas, atraves do desempenho de escolares entre 5 e 16 anos em subtestes de funcoes executivas da bateria neuropsicologica desenvolvimental NEPSY-II (Atencao Auditiva e Conjunto de Respostas, Classificando Animais, Fluencia em Desenhos, Inibindo Respostas e Produzindo Palavras). Foram avaliadas 267 criancas de escolas publicas e particulares, de ambos os generos, na cidade de São Paulo, agrupadas nas segui
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Abreu, Katiusha de Cerqueira. "Perfil neuropsicológico e comportamental de crianças com doença falciforme." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-29072013-180153/.

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A Doença Falciforme (DF) constitui patologia hematológica que leva a diversas complicações sistêmicas, sobretudo sequelas neurológicas e déficits cognitivos. Algumas pesquisas têm correlacionado exames de Imagem por Ressonância Magnética (IRM) e Doppler Transcraniano (DTC) com avaliações neuropsicológicas em crianças com DF, sinalizando prejuízos cognitivos específicos e déficit intelectual geral que tendem a predispor ao baixo desempenho acadêmico e maior índice de retenção escolar. No Brasil há alta prevalência dessa doença, tornando-se importante a realização de estudos em crianças, visto q
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Seiple, Deborah Ann. "AN INVESTIGATION OF THE CONCURRENT CRITERION-RELATED VALIDITY OF THE COMPREHENSIVE EXECUTIVE FUNCTION INVENTORY (CEFI) - SELF-REPORT MEASURE." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/387690.

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School Psychology<br>Ph.D.<br>Executive function (EF) processes are crucial for meeting demands in the classroom. Because of this impact on schooling, it is important to have tools that accurately measure EF in order to facilitate the identification of student needs and the development of interventions. This project assessed the concurrent, criterion-related validity of one of these tools, the Comprehensive Executive Functioning Inventory, Self-Report (CEFI-SR; Naglieri & Goldstein, 2013). This study correlated adolescents’ reports about their own behavior to scores derived from a direct measu
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Greiner, Lea Ashley. "Measures of executive function in children with cochlear implants." Thesis, University of Iowa, 2010. https://ir.uiowa.edu/etd/506.

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This study aimed to answer whether current research addressing executive function abilities in cochlear implant users was accurately depicting their impairments. Secondly, this study aimed to identify differences in identification of executive function impairments when measured using parent report versus behavioral measures of executive function. Results suggest that children do have executive function impairments in areas of measure nonverbal planning, problem-solving, monitoring, and self-regulation abilities as well as attention to a visually presented array of pictures which has been docum
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Barros, Priscila Magalh?es. "Perfil desenvolvimental das fun??es executivas em crian?as de 05 a 08 anos da cidade de Natal - RN." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br/handle/123456789/19404.

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Sanscartier, Annie. "Prématurité et difficultés d'attention à l'âge scolaire." Master's thesis, Université Laval, 2003. http://hdl.handle.net/20.500.11794/44492.

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Cette étude vise à vérifier la relation entre la prématurité et les habiletés d'attention à l'âge scolaire. Quarante-trois enfants prématurés et 31 enfants nés à terme âgés de huit et neuf ans sont évalués à l'aide d'un questionnaire comportemental (CPRS-R) et d'un test neuropsychologique (NEPSY) de l'attention. Les associations entre ces deux mesures sont faibles. Aussi, les résultats montrent que, selon l'évaluation faite par les parents, les enfants prématurés n'affichent pas plus de comportements inattentifs et/ou hyperactifs que les enfants témoins. Par contre, ils obtiennent des performa
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Schmitt, Ara J. Swerdlik Mark E. Wodrich David L. "The ability of theory based assessment to discriminate among children with brain impairments." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064501.

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Thesis (Ph. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed March 14, 2006. Dissertation Committee: Mark E. Swerdlik (chair), David L. Wodrich (co-chair), Valeri Farmer-Dougan, Alvin House. Includes bibliographical references (leaves [106]-117) and abstract. Also available in print.
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Books on the topic "NEPSY"

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Marit, Korkman, ed. Essentials of NEPSY-II assessment. John Wiley & Sons, 2010.

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Korkman, Marit. NEPSY: A proposed neuropsychological test battery for young developmentally disabled children : theory and evaluation. University of Helsinki, 1988.

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Gavazzi, Michèle. Nessy Names. Éditions Porte-bonheur, 2006.

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Paule, Christa & Eckert, Hans. Das Netzsimulationssystem NESSY: Der Netzsimulationsmodul NESSY-S. GMD, 1985.

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Paule, Christa. Das Netzsimulationssystem NESSY, die Netzsprache NESSY-L: Beschreibung. Gesellschaft für Mathematik und Datenverarbeitung, 1985.

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English, Karen. Nikki & Deja: The newsy news newsletter. Sandpiper, 2010.

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ill, Freeman-Hines Laura, ed. Nikki & Deja: The newsy news newsletter. Sandpiper, 2010.

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Watt, Artiss N. Descendants of Noble, Nefsy grandpa's [sic]. A.N. Watt, 1990.

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Paule, Christa. Das Netzsimulationssystem NESSY: Beschreibung der Codegenerierung fur ein in der Netz-Sprache NESSY-L spezifiziertes Netz. Gesellschaft fur Mathematik und Datenverarbeitung, 1985.

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English, Karen. Nikki and Deja: The newsy news newsletter. Clarion Books, 2009.

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Book chapters on the topic "NEPSY"

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McGrath, Marie C. "NEPSY." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1935.

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Holcomb, Matthew J., and Andrew S. Davis. "NEPSY-II." In Encyclopedia of Child Behavior and Development. Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_825.

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Kemp, Sally L. "NEPSY-II." In Encyclopedia of Clinical Neuropsychology. Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1575.

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Kemp, Sally L. "NEPSY-II." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1575-3.

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Kemp, Sally L. "NEPSY-II." In Encyclopedia of Clinical Neuropsychology. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1575.

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Hooper, Stephen R. "NEPSY-II." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_353-3.

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Anagnostou, Evdokia, Deepali Mankad, Joshua Diehl, et al. "NEPSY-II." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_353.

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Hooper, Stephen R. "NEPSY-II." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_353.

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Korkman, Marit. "NEPSY-A Tool for Comprehensive Assessment of Neurocognitive Disorders in Children." In Comprehensive Handbook of Psychological Assessment. John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9780471726753.ch11.

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Korkman, Marit. "A Test-Profile Approach in Analyzing Cognitive Disorders in Children: Experiences of the NEPSY." In Advances in Child Neuropsychology. Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4612-4178-2_4.

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Conference papers on the topic "NEPSY"

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Cummings, Barbara, and Ahren Olson. "Polyurethane Coatings: OSHA’S NEP Program and Review of the Safe Use and Handling of High Performance Coatings from the Isocyanate Supplier’S Perspective." In SSPC 2014 Greencoat. SSPC, 2014. https://doi.org/10.5006/s2014-00012.

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The Occupational Safety and Health Act of 1970 (OSH Act) was passed to protect workers from death or serious harm and requires employers to provide their employees with working conditions that are free of known dangers. The Act created the Occupational Safety and Health Administration (OSHA), which sets and enforces protective workplace safety and health standards. OSHA also provides information, training and assistance to workers and employers. As a part of worker safety, OSHA develops National Emphasis Programs (NEPs) to focus inspections and outreach efforts on specific hazards in a workpla
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Bilac, Snjezana, Tatjana Puljiz, Lidija Sajfert, and Katarina Bosnjak Nad. "GP228 Neuropsychological profile on nepsy in children at perinatal risk with and without cerebral palsy – similar or different?" In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.287.

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Simion, Elena, and Ruxandra Folostina. "THE IMPACT OF ICT ON THE VISUOMOTOR PRECISION OF STUDENTS WITH INTELLECTUAL DISABILITY." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-052.

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Problem Statement: The article aims to broach an issue less studied in Romania namely the effects of information and communication technology (ICT) in improving the learning process and in stimulating the cognitive development of the children with mild intellectual disability. Purpose of Study: The purpose of this study is to assess the impact of the ICT on the cognitive development of students with intellectual disability, especially on the visuomotor precision. Research Methods: In this research a group of 90 students with mild intellectual disability representing the experimental sample and
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Calota, Ruxandra, and Monica Paduraru. "USING TECHNOLOGY TO ASSESS SEN STUDENTS' PHONOLOGICAL SKILLS." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-014.

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The use of technology in the classroom was covered in depth by educational researchers all over the world, but as these technologies change at an unprecedented speed so do the modes of delivering teaching, thus making it a permanent topic of interest. This study aims at investigating the role of technology in assessing phonological skills in children with learning disabilities. Phonics instruction is often delivered using multimedia resources, but assessment commonly involves a reading / writing type of task or some sort of oral examination. For non-verbal students or for students who experien
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Schipor, Maria doina, Gabriel Cramariuc, Stefan gheorghe Pentiuc, and Otilia Clipa. "RELATIONS BETWEEN FAMILIARITY WITH TOUCH INTERFACES AND SENSORIMOTOR SKILLS IN PRESCHOOLERS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-121.

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Nowadays, ubiquitous technologies - devices surrounding us - claim a new, natural and intuitive interaction paradigm. This challenge becomes more emphases when it is about so-called "generation of digital learners" because their particular need to experience technology as an integrated component of their usual development scenario. However, despite of worries activated by possible negative effects of its irrational utilization, the computer is an accepted educational tool. In this context, one of the most recent and promising (from educational point of view) computer-like devices are touch scr
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"NEPs-Lingua: A New Textual Language to Program NEPs." In AI Methods for Interdisciplinary Research in Language and Biology. SciTePress - Science and and Technology Publications, 2011. http://dx.doi.org/10.5220/0003308200370046.

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Pryor, Connor, Charles Dickens, Eriq Augustine, Alon Albalak, William Yang Wang, and Lise Getoor. "NeuPSL: Neural Probabilistic Soft Logic." In Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/461.

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In this paper, we introduce Neural Probabilistic Soft Logic (NeuPSL), a novel neuro-symbolic (NeSy) framework that unites state-of-the-art symbolic reasoning with the low-level perception of deep neural networks. To model the boundary between neural and symbolic representations, we propose a family of energy-based models, NeSy Energy-Based Models, and show that they are general enough to include NeuPSL and many other NeSy approaches. Using this framework, we show how to seamlessly integrate neural and symbolic parameter learning and inference in NeuPSL. Through an extensive empirical evaluatio
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Daniele, Alessandro, Tommaso Campari, Sagar Malhotra, and Luciano Serafini. "Deep Symbolic Learning: Discovering Symbols and Rules from Perceptions." In Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/400.

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Neuro-Symbolic (NeSy) integration combines symbolic reasoning with Neural Networks (NNs) for tasks requiring perception and reasoning. Most NeSy systems rely on continuous relaxation of logical knowledge, and no discrete decisions are made within the model pipeline. Furthermore, these methods assume that the symbolic rules are given. In this paper, we propose Deep Symboilic Learning (DSL), a NeSy system that learns NeSy-functions, i.e., the composition of a (set of) perception functions which map continuous data to discrete symbols, and a symbolic function over the set of symbols. DSL simultan
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Navarrete, Carmen Navarrete, Marina de la Cruz Echeandia, Eloy Anguiano Rey, Alfonso Ortega de la Puente, and Jose Miguel Rojas Silas. "Parallel Simulation of NEPs on Clusters." In 2011 IEEE/WIC/ACM International Joint Conferences on Web Intelligence (WI) and Intelligent Agent Technologies. IEEE, 2011. http://dx.doi.org/10.1109/wi-iat.2011.131.

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Ito, Seigo, Hiroko Sodeyama, Kiyoaki Takiguchi, and Toru Matsumoto. "Failure Analysis Method of Using Laser Nano Electrostatic Field Probe Sensor (L-NEPS)." In ISTFA 2011. ASM International, 2011. http://dx.doi.org/10.31399/asm.cp.istfa2011p0387.

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Abstract We propose in this paper to introduce the L-NEPS (Laser Nano Electro-static field Probe Sensor), which can detect the slight quasi-electrostatic field generated by optical excitation and thermal excitation occurred when laser beam irradiates on the surface and back of the Die of LSI under non-bias and non-contact conditions, as well as the method to locate the failure point with this device. This report explains the principle of quasi-electrostatic field sensing by L-NEPS and the detection mechanism, and also illustrates the effectiveness of this detection method on the basis of analy
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Reports on the topic "NEPSY"

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Bittmann, Felix. Academic track mismatch and the temporal development of well-being and competences in German secondary education. Verlag der Österreichischen Akademie der Wissenschaften, 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.1.

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Formal education is one of the most influential predictors of professional success. As parents in Germany are aware of the importance of education, they often try to enable their children to enrol in the prestigious academic schooling track (Gymnasium). This explains why the transition recommendation made by the teacher after the fourth grade is sometimes ignored if the desired track was not recommended for a particular student. How the mismatch between the teacher’s recommendation and the parents’ choice of schooling for their child affects the child’s development is not sufficiently known. I
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