A Branch & Cut Algorithm for the Asymmetric Traveling by Ascheuer N., Junger M., Reinelt G.

By Ascheuer N., Junger M., Reinelt G.

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Magnusson, D. (1998) ‘The logic and implication of a person-oriented approach’, in R. B. Cairns, L. R. Bergman and J. Kagan (eds) Methods and Models for Studying the Individual, Thousand Oaks, CA, Sage. Marsh, H. (1987) ‘The big-fish-little-pond effect on academic self-concept’, Journal of Educational Psychology, 79: 280–295. , Hau, K. , O’Mara, A. and Craven, R. (2008) ‘The big-fish-little-pond-effect stands up to critical scrutiny: implications for theory, methodology, and future research’, Educational Psychology Review, 20: 319–350.

1). A multiple baseline design across behaviours was used to see generalisation across behaviours and settings. Training was undertaken in three phases of external reinforcement, self-evaluation with prior verbalisation, and self-evaluation without prior verbalisation. Each session had a duration of twenty minutes. The generalisation of social skills was assessed across settings and behaviours. After the different phases of the intervention, generalisation probes were conducted to observe generalisation of social skills in non-trained settings and across nontrained behaviour (initiation).

Comparison of Years 1 and 2 The observations from Years 1 and 2 show very considerable similarities, despite being undertaken, in many cases, in different classes with different teachers (albeit with the same observer, who showed good reliability over the two years). In the tables, the first three items and the fifth item are in exactly the same place. Of the remainder, three moved by only one place in the ranking. An improvement is evident in ‘total tutor goes quiet straight away’ (up five places), ‘total talk about the content’ (up two places) and ‘total talk in reading together and alone’ (up four places).

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