Modeling Match Results in Soccer using a Hierarchical Bayesian Poisson Model Modeling Match Results in Soccer using a Hierarchical Bayesian Poisson Model Rasmus Bååth, Lund University Cognitive Science, rasmus.baath@gmail.com Abstract This technical report is a slightly modified version of my submission to the UseR 2013 Data Analysis Contest which I had the fortune of winning. The purpose of the c

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Pre Test Excerpt Memory distortions resulting from a choice blindness task Philip Pärnamets (philip.parnamets@lucs.lu.se) Lars Hall (lars.hall@lucs.lu.se) Lund University Cognitive Science, Lund University, Box 192, S-221 00, Lund, Sweden. Petter Johansson (petter.johansson@lucs.lu.se) Swedish Collegium for Advanced Study, Linneanum, Thunbergsvägen 2, S-752 38 Uppsala, Sweden. Lund University Cogn

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Lasting Political Attitude Change Induced by False Feedback About Own Survey Responses David Sivén (david.siven@gmail.com) Thomas Strandberg (thomas.strandberg@lucs.lu.se) Lars Hall (lars.hall@lucs.lu.se) Lund University Cognitive Science, Lund University, Box 192, S-221 00, Lund, Sweden. Petter Johansson (petter.johansson@lucs.lu.se) Lund University Cognitive Science, Lund University, Box 192, S-

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DAVID: An open-source platform for real-time transformation of infra-segmental emotional cues in running speech Behav Res DOI 10.3758/s13428-017-0873-y DAVID: An open-source platform for real-time transformation of infra-segmental emotional cues in running speech Laura Rachman1,2 · Marco Liuni1 · Pablo Arias1 · Andreas Lind3 · Petter Johansson3,4 · Lars Hall3 · Daniel Richardson5 · Katsumi Watanab

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Real‐time  Speech  Exchange  indicates  that  we  use  auditory  feedback to specify the meaning of what we say      This article is the OnlineFirst version of:  Lind, A., Hall, L., Breidegard, B., Balkenius, C., &  Johansson, P.  (2014). Speakers’  acceptance  of  Real‐Time  Speech  Exchange  indicates  that  we  use  auditory  feedback  to  specify  the meaning  of  what  we  say.  Psychological

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HBL 14-12-2013 HBL 18-12-2013 HBL 23-12-2013

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Microsoft Word - manusAxessAG_vers4.doc Meningsfullare utvärdering och bedömning för 20e århundradet med hjälp av digitala lärspel Av Agneta Gulz, professor i kognitionsvetenskap, verksam vid Lunds och Linköpings universitet Publicerad under rubriken ”Lärandet i den svarta boxen” i Axess, nr 2 2013 Inledning De senaste årens förändringar i den svenska skolan har bland annat inneburit en betoning p

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iva_poster_v2c_mh_print_nc.pdf Poster :: 13th Int. Conf. on Intelligent Virtual Agents (IVA 2013) :: 29-31 August 2013, Edinburgh, UK. M et te C la us en -B ru un , T ob ia s E k, & M ag nu s H aa ke LU C S (L un d U ni ve rsi ty C og ni tiv e S cie nc e) an d C C L (Th e L in ne au s C en tr e f or C og ni tio n, C om m un ica tio n & L ea rn in g) , L un d U ni ve rsi ty , S w ed en C or re sp o

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2014-01-02 Inför digitala nationella prov | Brännpunkt | SvD www.svd.se/opinion/brannpunkt/infor-digitala-nationella-prov_8862904.svd 1/4 Inför digitala nationella prov Digitala system för pedagogisk bedömning öppnar nya möjligheter som inte finns med papper och penna. Dessutom frigörs tid för lärarna. Vi ber därför Skolverket att tillsätta en bred arbetsgrupp för att utveckla ett digitalt system

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poster_CBL2014_update Poster design & graphics: Magnus Haake & Sebastian Gulz-Haake (2014) Learning Our results from three studies suggest that preschool children (3 to 5 years): – are not confused or disturbed by the pres- ence of a teachable agent, – are able keep their attention towards their TA when exposed to distractions, – exhibit quite a mature understanding of a TA as a social entity. Mag

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45 Kapitel 3 Att stödja och utforska lärande med hjälp av digitala läromedel Agneta Gulz & Magnus Haake Inledning Det finns två huvudsakliga svar på frågan varför forskning och utveckling, F&U, i området digitala läromedel är viktig. Det första är relativt uppenbart: Det produce- ras idag allt fler digitala läromedel som används i ökad utsträckning i skolan. För att kunna ta fram digitala läromede

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Measuring the noticing of an unexpected event in Magical Garden with a Teachable Agent using Eye-Tracking Measuring preschoolers’ noticing of an unexpected event in Magical Garden with a Teachable Agent using Eye-Tracking Ludvig Londos Div. of Cognitive Science, Lund University 1. Anticipate 2. Look back at 3. Look at button / Look at thought-bubble 4. Look at TA Eye movements of interests Unexpec

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No child behind nor singled out! Adaptive instruction combined with inclusive pedagogy in early math software Why early math intervention and why via adaptive instruction? A child that is weak in early numeracy at school start is likely to continue to stay be- hind all through school. More children than we think are too weak in early numeracy and lack the concep- tual foundations for numbers at sc

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“thesisx” — 2016/5/2 — 17:07 — page i — #1 Faculty of Arts and Sciences FiF No. 118 Adding Challenge to a Teachable Agent in a Virtual Learning Environment by Camilla Kirkegaard Department of Computer and Information Science Linköping University SE-581 83 Linköping, Sweden Linköping 2016 “thesisx” — 2016/5/2 — 17:07 — page ii — #2 This is a Swedish Licentiate’s Thesis Swedish postgraduate educatio

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•  The behavior of the agent did not affect how the students experienced it. •  The strong correlation between per- ceived intelligence and the protégé effect does, however, indicate that either there is an underlying cause or that they strengthen each other reci- procally. The underlying cause might however just be the students´ general attitude towards the agent or the setting. •  This correlati

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posterAIED2018_kmmh_v2 • The behavior of the agent did not affect how the students experienced it. • The strong correlation between per- ceived intelligence and the protégé effect indicates that either there is an common underlying cause or that they strengthen each other reciprocally. The underlying cause might, however, only be the students´ general attitude to- wards the agent or the setting. •

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Poster_ICLS2018_emtag Visualizing knowledge in the era of instructional software and gamification – Challenges in design, method, and practical use Eva-Maria Ternblad & Agneta Gulz LUCS (Lund University Cognitive Science) Summary Experiment Results Discussion Further reading Greeno, J., Collins, A. & Resnick, L. (1996) Cognition and Learning. in Berliner, D. & Calfee, R. (eds.) Handbook om Educati

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Microsoft Word - det-oumbarliga-klassrummet_agneta-gulz.docx 1 Das unverzichtbare Klassenzimmer Die Erfahrung in Schweden zeigt: Das virtuelle Lernen funktioniert nur als Ersatz TEXT: AGNETA GULZ — VOM 21.10.2020 Schwedish Det oumbärliga klassrummet Text: Agneta Gulz, 2020 Under coronakrisen har lärare och elever världen över upplevt att undervisning och lärande i skolans lokaler ställts in och de

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73 Iyer, S. et al. (Eds.) (2022). Proceedings of the 30th International Conference on Computers in Education. Asia-Pacific Society for Computers in Education ‘I know that I clicked but not if I read’: An Exploratory Study Comparing Data Traces and Self-Reports on Feedback Engagement Eva-Maria TERNBLADa*, Agneta GULZa,b & Betty TÄRNINGa a Dept of Cognitive Science, Lund University, Sweden bDept of

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What do our eyes say about our estimation strategies? Numerical estimation, measured with the Number Line Estimation Task (NLET; Figure 1), is related to mathematical competence [1] and development of numerical knowledge [2]. MAYBÍ MORELL RUIZ, MAGNUS HAAKE & AGNETA GULZ Research and development Numerical estimation Eye-tracking Results • Subjects make more estimation errors when they solve the ta

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