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[
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v
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co
r
r
ec
t
an
s
w
er
s
to
f
ill
b
lan
k
s
in
th
e
p
r
o
g
r
a
m
.
T
h
e
o
u
tp
u
t
o
f
th
e
m
o
d
el
id
e
n
ti
f
ie
s
t
h
e
t
y
p
e
o
f
co
g
n
iti
v
e
lo
ad
o
n
lear
n
e
r
s
,
w
h
ile
th
e
i
m
p
o
r
tan
ce
o
f
p
r
ed
icto
r
v
ar
iab
les
in
d
icate
s
i
ts
f
ac
to
r
s
.
T
h
is
clar
i
f
ies
th
e
s
tate
a
n
d
f
ac
to
r
s
o
f
co
g
n
i
tiv
e
lo
ad
o
f
ea
ch
lear
n
er
.
T
ea
ch
er
s
ca
n
ad
d
r
ess
ad
j
u
s
t
m
e
n
t o
f
t
h
e
ex
ce
s
s
i
v
e
co
g
n
i
tiv
e
lo
ad
o
f
le
ar
n
er
s
in
to
a
n
ap
p
r
o
p
r
iate
s
tate
w
it
h
m
in
i
m
a
l e
f
f
o
r
t.
2.
CO
G
NI
T
I
VE
L
O
AD
I
N
P
R
O
G
RAM
M
I
NG
L
E
ARN
I
N
G
2
.
1
.
Require
m
ent
s
t
o
o
bta
in pro
g
ra
m
m
i
ng
a
bil
it
y
I
n
o
r
d
er
to
ac
q
u
ir
e
t
h
e
p
r
o
g
r
a
m
m
in
g
ab
ilit
y
,
it
is
ess
e
n
tia
l
to
b
e
ab
le
to
r
ea
d
g
i
v
en
p
r
o
g
r
a
m
s
a
n
d
w
r
ite
ap
p
r
o
p
r
iate
p
r
o
g
r
am
s
,
u
tili
zi
n
g
co
n
ce
p
ts
s
p
ec
if
ic
to
p
r
o
g
r
am
m
i
n
g
to
b
e
u
n
d
er
s
t
o
o
d
.
T
o
ac
h
iev
e
it,
lear
n
er
s
ar
e
r
eq
u
ir
ed
to
o
r
g
a
n
ize
v
ar
io
u
s
k
i
n
d
s
o
f
k
n
o
w
le
d
g
e
o
n
m
a
n
y
co
n
ce
p
ts
alo
n
g
w
it
h
t
h
eir
u
s
a
g
es
.
Ma
n
y
lear
n
er
s
ca
n
n
o
t
s
o
lv
e
p
r
o
g
r
a
m
m
in
g
as
s
i
g
n
m
e
n
ts
b
ec
a
u
s
e
o
f
d
if
f
ic
u
ltie
s
o
f
ab
s
tr
ac
t
co
n
ce
p
ts
an
d
w
a
y
s
to
u
tili
ze
t
h
e
m
[
9
]
.
L
ea
r
n
er
s
w
it
h
o
u
t
e
n
o
u
g
h
u
n
d
er
s
ta
n
d
in
g
o
f
t
h
e
co
n
ce
p
ts
an
d
th
e
w
a
y
s
d
o
n
o
t
k
n
o
w
w
h
at
p
r
o
g
r
am
t
h
e
y
s
h
o
u
ld
w
r
ite
wh
en
t
h
e
y
en
g
a
g
e
i
n
ass
ig
n
m
e
n
ts
.
E
v
en
i
f
lear
n
er
s
g
r
asp
p
r
o
g
r
a
m
m
i
n
g
co
n
ce
p
t
s
an
d
w
a
y
s
to
u
tili
ze
t
h
e
m
,
m
a
n
y
o
f
t
h
e
m
ca
n
n
o
t
i
m
a
g
in
e
a
ctu
al
b
eh
a
v
io
r
o
f
g
i
v
en
p
r
o
g
r
a
m
s
.
T
h
o
s
e
lear
n
er
s
ca
n
n
o
t
u
n
d
er
s
ta
n
d
w
h
y
t
h
e
p
r
o
g
r
a
m
s
b
e
h
av
e
i
n
s
p
ec
i
f
ied
wa
y
s
.
S
u
c
h
lear
n
er
s
m
a
y
f
a
il
to
lear
n
p
r
o
g
r
a
m
m
i
n
g
,
w
h
ic
h
m
a
y
ca
u
s
e
th
e
m
to
esc
ap
e
f
r
o
m
p
r
o
g
r
a
m
m
in
g
lear
n
i
n
g
.
T
ea
ch
er
s
m
u
s
t
f
i
n
d
lear
n
e
r
s
w
h
o
ar
e
li
k
el
y
to
h
av
e
u
n
d
er
s
tan
d
i
n
g
f
ail
u
r
es
t
o
p
r
ev
en
t
th
e
m
f
r
o
m
escap
i
n
g
.
I
t
is
i
n
d
is
p
en
s
ab
le
to
id
en
tify
w
h
a
t
i
m
p
ed
es
lear
n
er
s
to
u
n
d
er
s
tan
d
p
r
o
g
r
am
m
in
g
.
2
.
2
.
Co
g
nitiv
e
lo
a
d
a
f
f
ec
t
ing
lea
rning
P
eo
p
le
u
s
e
w
o
r
k
i
n
g
m
e
m
o
r
y
w
h
e
n
th
i
n
k
i
n
g
s
o
m
et
h
i
n
g
.
T
h
e
a
m
o
u
n
t
o
f
w
o
r
k
in
g
m
e
m
o
r
y
r
ep
r
esen
ts
th
e
ca
p
ab
ilit
y
f
o
r
p
r
o
ce
s
s
ab
ilit
ies
to
th
i
n
k
.
P
eo
p
le
m
u
s
t
p
u
t
m
an
y
ele
m
e
n
ts
o
n
t
h
eir
w
o
r
k
i
n
g
m
e
m
o
r
ie
s
w
h
e
n
th
e
y
lear
n
n
e
w
t
h
i
n
g
s
.
Si
n
ce
th
er
e
ar
e
i
n
d
iv
id
u
al
d
i
f
f
er
en
c
es
i
n
w
o
r
k
i
n
g
m
e
m
o
r
y
,
t
h
e
al
lo
w
ab
le
a
m
o
u
n
t
o
f
lear
n
in
g
v
ar
ie
s
.
W
h
en
t
h
e
s
a
m
e
ele
m
en
t
s
ar
e
r
ep
ea
ted
ly
p
r
o
c
ess
ed
in
w
o
r
k
i
n
g
m
e
m
o
r
y
,
th
e
y
ar
e
o
r
g
an
ized
as
a
s
ch
e
m
a.
O
n
ce
ele
m
en
ts
b
ec
o
m
e
a
s
c
h
e
m
a,
lear
n
er
s
ca
n
u
tili
ze
th
e
m
w
i
th
o
u
t
co
g
n
iti
v
e
lo
ad
,
b
ec
au
s
e
th
e
ele
m
e
n
ts
h
a
v
e
b
ee
n
o
r
g
a
n
ized
w
i
th
its
u
s
a
g
e.
T
h
e
g
o
al
o
f
le
ar
n
in
g
i
s
t
h
at
lear
n
er
s
g
et
ab
le
to
s
o
lv
e
p
r
o
b
le
m
s
n
ev
er
s
ee
n
b
ef
o
r
e
w
i
th
o
u
t
e
f
f
o
r
t
b
y
co
m
b
i
n
in
g
e
le
m
e
n
t
s
th
e
y
h
av
e
u
n
d
er
s
to
o
d
.
I
n
o
t
h
er
w
o
r
d
s
,
lear
n
i
n
g
m
ea
n
s
to
co
n
s
tr
u
ct
a
s
c
h
e
m
a
i
n
to
w
h
ic
h
ele
m
en
ts
ar
e
o
r
g
an
i
ze
d
alo
n
g
w
it
h
th
eir
u
s
a
g
e.
C
o
g
n
iti
v
e
lo
ad
af
f
ec
ts
u
n
d
er
s
tan
d
i
n
g
f
ail
u
r
e
ca
u
s
e
d
b
y
d
if
f
icu
lties
i
n
p
r
o
g
r
a
m
m
i
n
g
co
n
ce
p
ts
[
2
,
1
0
]
.
C
o
g
n
iti
v
e
l
o
ad
in
d
icate
s
h
o
w
m
u
ch
w
o
r
k
in
g
m
e
m
o
r
y
is
as
s
ig
n
ed
to
task
s
to
u
n
d
er
s
ta
n
d
u
n
k
n
o
w
n
ite
m
s
a
n
d
to
u
tili
ze
ac
q
u
ir
ed
k
n
o
w
led
g
e
in
s
o
lv
i
n
g
ass
ig
n
m
en
ts
[
1
1
]
.
T
h
e
co
g
n
i
tiv
e
lo
ad
th
eo
r
y
class
i
f
ies
u
s
a
g
e
o
f
t
h
e
w
o
r
k
i
n
g
m
e
m
o
r
y
i
n
to
th
e
f
o
llo
w
i
n
g
t
h
r
ee
t
y
p
es [
8
,
1
2
]
.
I
n
tr
in
s
ic
L
o
ad
(
I
L
)
:
I
L
o
cc
u
r
s
d
u
e
to
t
h
e
in
h
er
en
t
d
if
f
ic
u
lt
y
o
f
t
h
e
as
s
i
g
n
m
e
n
t
a
g
ain
s
t
a
b
ilit
ies
o
f
lear
n
er
s
.
I
L
is
i
m
p
o
s
ed
w
h
e
n
lear
n
er
s
e
n
g
a
g
e
i
n
p
r
o
b
le
m
s
o
l
v
in
g
u
n
d
er
an
u
n
k
n
o
w
n
ite
m
a
n
d
w
a
y
s
o
f
co
n
s
id
er
atio
n
u
s
i
n
g
i
t.
T
h
is
lo
ad
g
ets h
i
g
h
,
w
h
e
n
lear
n
er
s
f
e
el
ex
ce
s
s
iv
e
d
i
f
f
icu
lt
y
f
o
r
th
e
ass
i
g
n
m
e
n
t,
b
ec
au
s
e
o
f
th
e
s
m
all
a
m
o
u
n
t o
f
th
eir
wo
r
k
in
g
m
e
m
o
r
y
.
E
x
tr
an
eo
u
s
L
o
ad
(
E
L
)
:
E
L
i
s
ca
u
s
ed
b
y
s
u
r
r
o
u
n
d
i
n
g
lear
n
in
g
e
n
v
ir
o
n
m
e
n
t
s
a
n
d
b
r
o
u
g
h
t
b
y
t
h
e
p
o
o
r
q
u
alit
y
o
f
teac
h
i
n
g
m
ater
ial
s
a
n
d
lectu
r
e
s
p
r
o
v
id
ed
f
o
r
lear
n
er
s
.
T
ea
ch
er
s
ar
e
r
eq
u
ir
ed
to
d
esig
n
t
h
e
m
ater
ials
an
d
th
e
lect
u
r
es so
as to
r
ed
u
c
e
th
is
lo
ad
.
Ger
m
an
e
L
o
ad
(
GL
)
:
GL
i
s
r
elate
d
to
th
e
s
ch
e
m
a
tizatio
n
o
f
co
n
te
n
ts
to
b
e
lear
n
ed
.
T
h
e
i
m
p
o
s
itio
n
o
f
G
L
i
m
p
lies
lear
n
er
s
ar
e
i
n
th
e
p
r
o
ce
s
s
o
f
o
r
g
a
n
izi
n
g
g
i
v
en
lear
n
i
n
g
co
n
te
n
ts
as
s
ch
e
m
ata.
L
ea
r
n
er
s
ar
e
en
co
u
r
ag
ed
to
ex
p
er
ien
ce
t
h
i
s
lo
ad
[
1
3
]
.
I
f
it
is
an
id
ea
l
lear
n
i
n
g
s
itu
at
i
o
n
t
h
at
lear
n
er
s
co
n
ti
n
u
e
to
ac
q
u
ir
e
n
e
w
k
n
o
w
led
g
e,
it
is
d
es
ir
ab
le
th
at
co
g
n
iti
v
e
lo
ad
is
h
ig
h
i
n
G
L
,
in
w
h
ic
h
k
n
o
w
led
g
e
i
s
b
ein
g
s
ch
e
m
at
ized
,
w
h
ile
it
s
h
o
u
ld
b
e
lo
w
i
n
I
L
an
d
E
L
[
8
]
.
T
h
is
w
o
r
k
r
ef
er
s
to
it
as
an
ap
p
r
o
p
r
iate
s
tate
o
f
th
e
co
g
n
iti
v
e
lo
ad
.
T
ea
ch
er
s
m
u
s
t
en
d
ea
v
o
r
to
k
ee
p
co
g
n
iti
v
e
lo
ad
o
f
lear
n
er
s
an
ap
p
r
o
p
r
iate
s
tate.
Ho
w
e
v
er
,
ev
er
y
lear
n
er
f
ee
ls
d
i
f
f
er
en
t
d
if
f
icu
lties
f
o
r
ea
ch
o
f
th
e
g
i
v
e
n
lear
n
i
n
g
co
n
ten
t.
T
h
er
e
ar
e
v
ar
io
u
s
lear
n
er
s
w
h
o
h
av
e
d
if
f
er
en
t
ef
f
ec
ts
o
f
less
o
n
d
esig
n
o
f
p
r
o
g
r
am
m
i
n
g
lect
u
r
es/e
x
er
cis
es
co
n
d
u
cted
as
m
a
s
s
clas
s
es.
I
t
is
d
if
f
ic
u
lt
to
esti
m
ate
t
h
e
co
g
n
iti
v
e
lo
ad
f
o
r
ea
ch
lear
n
er
.
E
v
en
m
o
r
e,
it
is
n
ea
r
l
y
i
m
p
o
s
s
ib
le
to
j
u
d
g
e
it
f
r
o
m
t
h
e
ap
p
ea
r
an
ce
o
f
lear
n
er
s
o
n
th
e
s
p
o
t
d
u
r
in
g
th
e
clas
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8708
I
n
t J
E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
9
,
No
.
4
,
A
u
g
u
s
t 2
0
1
9
:
3
2
6
2
-
3
2
7
1
3264
2
.
3
.
E
s
t
i
m
a
t
io
n o
f
co
g
n
it
iv
e
lo
a
d
A
n
u
m
b
er
o
f
r
esear
c
h
er
s
h
a
v
e
en
g
ag
ed
in
w
o
r
k
s
t
o
m
ea
s
u
r
e
co
g
n
it
iv
e
lo
ad
[
1
0
,
1
4
,
1
5
]
.
Sev
er
al
m
et
h
o
d
s
ar
e
p
r
o
p
o
s
ed
to
m
ea
s
u
r
e
co
g
n
iti
v
e
lo
ad
.
T
h
eir
u
s
e
f
u
l
n
e
s
s
is
co
n
f
ir
m
ed
in
v
ar
io
u
s
f
ield
s
.
Mo
r
r
is
o
n
et
al.
[
1
6
]
p
r
o
p
o
s
ed
a
m
eth
o
d
to
m
ea
s
u
r
e
co
g
n
iti
v
e
lo
ad
o
f
lear
n
er
s
in
t
h
e
p
r
o
g
r
a
m
m
i
n
g
class
e
s
,
w
it
h
o
u
t
s
e
n
s
o
r
s
.
He
e
x
ten
d
ed
th
e
m
eth
o
d
L
ep
p
in
k
e
t
al.
[
1
7
]
estab
lis
h
ed
f
o
r
s
tati
s
tics
cla
s
s
es
to
p
r
o
g
r
am
m
i
n
g
lear
n
in
g
.
T
h
e
m
et
h
o
d
p
r
o
v
id
es
lear
n
er
s
w
it
h
s
ev
er
al
q
u
e
s
tio
n
ite
m
s
.
E
ac
h
o
f
th
e
q
u
es
tio
n
ite
m
s
is
co
r
r
elate
d
to
f
i
g
u
r
e
o
u
t
eit
h
er
o
f
I
L
,
E
L
o
r
G
L
.
Fo
r
ea
c
h
q
u
e
s
tio
n
ite
m
,
lear
n
er
s
p
r
esen
t
t
h
eir
a
n
s
w
er
s
b
y
1
1
-
s
ca
le.
T
h
e
L
ep
p
in
k
’
s
m
eth
o
d
as
s
es
s
es
co
g
n
iti
v
e
lo
ad
f
o
r
t
h
e
w
h
o
l
e
lear
n
i
n
g
p
r
o
ce
s
s
in
th
e
c
lass
,
n
o
t
f
ac
to
r
s
ca
u
s
i
n
g
it.
T
h
e
Mo
r
r
is
o
n
’
s
m
e
th
o
d
d
o
es n
o
t c
lar
if
y
f
ac
to
r
s
o
f
co
g
n
iti
v
e
lo
ad
o
f
ea
ch
lear
n
er
,
eith
er
.
Div
id
i
n
g
v
is
u
al
i
n
f
o
r
m
atio
n
an
d
ch
ar
ac
ter
in
f
o
r
m
atio
n
in
a
p
r
o
g
r
am
m
i
n
g
class
,
Yo
u
s
o
o
f
et
al.
[
1
8
]
p
r
o
p
o
s
ed
a
m
eth
o
d
to
m
ea
s
u
r
e
co
g
n
iti
v
e
lo
ad
f
r
o
m
its
ac
cu
m
u
lat
io
n
,
to
r
ed
u
ce
it.
T
h
is
m
et
h
o
d
m
ai
n
l
y
f
o
cu
s
es
o
n
E
L
.
I
t
d
o
es
n
o
t
f
u
l
l
y
co
n
s
id
er
I
L
o
r
G
L
,
w
h
ic
h
c
o
m
e
f
r
o
m
t
h
e
u
ti
lizatio
n
o
f
wo
r
k
in
g
m
e
m
o
r
y
b
y
lear
n
er
s
.
I
t
i
s
n
ec
es
s
ar
y
to
c
lar
if
y
es
s
en
t
ial
f
ac
to
r
s
o
f
t
h
eir
u
n
d
er
s
tan
d
i
n
g
f
a
ilu
r
e
s
,
c
o
n
s
id
er
in
g
lear
n
i
n
g
b
eh
av
io
r
w
h
ic
h
ap
p
ea
r
s
f
o
r
e
ac
h
t
y
p
e
o
f
co
g
n
iti
v
e
lo
ad
.
F
r
id
m
a
n
et
al.
[
1
9
]
m
ea
s
u
r
ed
th
e
co
g
n
iti
v
e
lo
ad
d
u
r
in
g
d
r
iv
i
n
g
v
e
h
icle
w
i
th
o
u
t
w
ea
r
in
g
a
n
y
s
en
s
o
r
s
.
T
h
is
w
o
r
k
i
n
v
e
s
ti
g
ates
th
e
co
g
n
iti
v
e
lo
ad
i
n
r
ea
l
ti
m
e,
f
ee
d
in
g
v
id
eo
d
ata
o
f
e
y
e
m
o
v
e
m
e
n
t
s
to
t
h
e
d
ee
p
lear
n
in
g
.
T
h
is
s
tu
d
y
d
o
es
n
o
t
d
i
s
ti
n
g
u
is
h
t
h
e
th
r
ee
t
y
p
es
o
f
th
e
co
g
n
iti
v
e
lo
ad
.
I
n
p
r
o
g
r
a
m
m
in
g
lear
n
in
g
,
it
i
s
ess
e
n
tial
to
d
is
cr
i
m
i
n
ate
I
L
,
E
L
,
an
d
G
L
.
Si
n
ce
I
L
an
d
E
L
d
ec
r
ea
s
e
lear
n
in
g
e
f
f
icien
c
y
,
t
h
e
y
s
h
o
u
ld
b
e
lo
w
.
Me
a
n
w
h
ile,
h
ig
h
GL
i
s
p
r
ef
er
ab
le,
b
ec
au
s
e
it
i
m
p
lies
t
h
e
lear
n
e
r
is
w
o
r
k
i
n
g
o
n
th
e
s
c
h
e
m
a
tizatio
n
o
f
lear
n
i
n
g
ite
m
s
.
I
t
s
h
o
u
ld
b
e
av
o
id
ed
to
attac
h
p
h
y
s
ical
s
en
s
o
r
s
to
lear
n
er
s
,
to
o
b
tain
co
g
n
iti
v
e
lo
ad
in
p
r
o
g
r
a
m
m
i
n
g
lear
n
i
n
g
.
T
h
er
e
ar
e
m
an
y
lear
n
er
s
in
t
h
e
cla
s
s
.
I
t b
r
in
g
s
h
u
g
e
co
s
ts
to
attac
h
s
en
s
o
r
s
to
all
o
f
th
e
m
.
Sen
s
o
r
s
m
a
y
al
s
o
in
f
l
u
en
ce
le
ar
n
in
g
e
f
f
icien
c
y
i
n
ap
p
r
o
p
r
iatel
y
.
I
n
ad
d
itio
n
to
th
e
i
n
v
est
ig
at
io
n
o
f
co
g
n
i
tiv
e
lo
ad
w
it
h
o
u
t
s
e
n
s
o
r
s
,
i
t
i
s
n
ec
ess
ar
y
to
clar
if
y
w
h
a
t
lear
n
i
n
g
b
eh
a
v
io
r
d
is
tin
g
u
is
h
es
t
h
e
th
r
ee
t
y
p
e
s
o
f
co
g
n
iti
v
e
lo
ad
o
f
lear
n
er
s
.
Fu
r
th
er
m
o
r
e
,
t
h
eir
f
ac
to
r
s
s
h
o
u
ld
b
e
id
en
tif
ied
f
o
r
teac
h
er
s
to
m
a
k
e
t
h
e
m
ap
p
r
o
p
r
iate.
A
co
n
tr
ib
u
tio
n
o
f
o
u
r
wo
r
k
is
to
id
en
ti
f
y
f
ac
to
r
s
o
f
co
g
n
i
tiv
e
lo
ad
,
as
w
ell
as to
in
v
e
s
ti
g
ate
t
h
e
th
r
ee
t
y
p
e
s
o
f
th
e
co
g
n
it
iv
e
lo
ad
w
it
h
o
u
t
s
p
ec
if
ic
s
e
n
s
o
r
s
.
3.
P
RE
DIC
T
I
N
G
F
ACTOR
S
AF
F
E
CT
I
N
G
CO
G
NI
T
I
V
E
L
O
AD
3
.
1
.
M
et
ho
d
o
v
er
v
ie
w
Ou
r
w
o
r
k
ai
m
s
to
esti
m
ate
co
g
n
it
iv
e
lo
ad
f
r
o
m
lear
n
i
n
g
b
e
h
av
io
r
s
at
s
o
l
v
i
n
g
p
r
o
g
r
a
m
m
i
n
g
ass
i
g
n
m
e
n
ts
,
to
p
r
ed
ict
ea
ch
t
y
p
e
o
f
co
g
n
iti
v
e
lo
ad
alo
n
g
w
it
h
f
ac
to
r
s
ca
u
s
i
n
g
it.
A
m
e
th
o
d
is
p
r
o
p
o
s
ed
to
p
r
ed
ict
th
e
co
g
n
i
tiv
e
lo
ad
alo
n
g
w
it
h
it
s
f
ac
to
r
s
w
h
e
n
lear
n
er
s
s
t
u
d
y
p
r
o
g
r
a
m
m
i
n
g
w
it
h
a
p
r
o
ce
d
u
r
al
lan
g
u
ag
e
lik
e
C
.
Fi
g
u
r
e
1
illu
s
tr
ates
t
h
e
m
et
h
o
d
o
v
er
v
ie
w
.
T
o
tr
ain
class
i
f
icatio
n
m
o
d
els,
lear
n
i
n
g
b
eh
av
io
r
is
co
llected
f
r
o
m
lear
n
er
s
a
n
s
w
er
i
n
g
f
ill
-
in
-
th
e
-
b
lan
k
tes
t
s
.
T
h
e
m
eth
o
d
lets
th
e
lear
n
er
s
s
p
ec
i
f
y
t
h
eir
co
g
n
iti
v
e
lo
ad
f
o
r
ea
ch
as
s
i
g
n
m
e
n
t
w
i
th
t
h
e
q
u
e
s
tio
n
n
air
e
s
e
x
p
lain
ed
i
n
[
1
6
]
.
I
t tr
ain
s
m
o
d
el
s
o
f
r
an
d
o
m
f
o
r
es
t
w
it
h
t
h
e
lear
n
in
g
b
eh
av
io
r
s
a
n
d
th
e
co
g
n
i
tiv
e
lo
ad
.
T
h
e
m
o
d
els
o
f
r
a
n
d
o
m
f
o
r
est
ex
tr
ac
t
co
r
r
esp
o
n
d
en
ce
s
b
et
w
ee
n
t
h
e
lear
n
in
g
b
eh
av
io
r
an
d
t
h
e
co
g
n
itiv
e
lo
ad
o
f
th
e
lear
n
er
s
.
W
h
en
th
e
l
ea
r
n
in
g
b
eh
a
v
io
r
s
o
f
a
n
e
w
le
ar
n
er
ar
e
p
r
o
v
id
ed
,
th
e
m
o
d
el
p
r
ed
icts
lear
n
er
’
s
co
g
n
iti
v
e
lo
ad
alo
n
g
w
i
th
i
ts
f
ac
to
r
s
.
T
h
e
m
et
h
o
d
h
elp
s
t
ea
ch
er
s
to
co
n
f
ir
m
w
h
et
h
er
th
e
n
e
w
lear
n
er
s
i
n
p
r
o
g
r
am
m
i
n
g
lear
n
i
n
g
ar
e
u
n
d
er
ap
p
r
o
p
r
iate
co
g
n
itiv
e
lo
a
d
.
T
h
e
teac
h
er
s
ca
n
also
ad
d
r
ess
lear
n
er
s
w
it
h
in
a
p
p
r
o
p
r
iate
co
g
n
iti
v
e
lo
ad
.
T
h
e
y
ca
n
ta
k
e
m
ea
s
u
r
es
to
ad
j
u
s
t t
h
eir
co
g
n
iti
v
e
lo
ad
,
tak
i
n
g
it
s
f
ac
to
r
s
in
to
ac
co
u
n
t.
Fig
u
r
e
1
.
Ov
er
v
ie
w
o
f
o
u
r
m
et
h
o
d
to
p
r
ed
ict
f
ac
to
r
s
af
f
ec
ti
n
g
co
g
n
iti
v
e
lo
ad
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
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I
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2
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8
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-
8708
P
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a
d
in
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cq
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itio
n
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f p
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3265
3
.
2
.
Co
llect
ing
le
a
rning
beha
v
io
r
W
e
f
o
cu
s
o
n
lear
n
in
g
b
eh
av
io
r
w
h
e
n
lear
n
er
s
a
n
s
w
er
ass
ig
n
m
e
n
ts
o
f
f
ill
-
in
-
t
h
e
-
b
lan
k
te
s
t.
Fill
-
in
-
t
h
e
-
b
lan
k
test
i
s
f
r
eq
u
en
tl
y
u
s
ed
to
m
ea
s
u
r
e
lear
n
e
r
’
s
u
n
d
er
s
ta
n
d
in
g
in
p
r
o
g
r
a
m
m
i
n
g
cla
s
s
es
[
2
0
]
.
L
ea
r
n
er
s
m
u
s
t
f
ill
co
d
e
f
r
a
g
m
en
ts
s
u
itab
le
f
o
r
b
lan
k
s
,
co
n
s
i
d
er
in
g
co
i
n
cid
en
ce
w
it
h
co
d
e
f
r
ag
m
e
n
ts
d
is
clo
s
ed
in
o
th
er
p
ar
ts
th
an
b
la
n
k
s
.
Fi
ll
-
in
-
th
e
-
b
la
n
k
te
s
ts
r
ev
ea
l
t
h
e
u
n
d
er
s
ta
n
d
in
g
o
f
lear
n
er
s
b
ec
au
s
e
lear
n
er
s
ar
e
r
eq
u
ested
to
r
ea
d
th
e
d
is
clo
s
ed
co
d
e
f
r
ag
m
e
n
t,
u
n
d
er
s
ta
n
d
th
e
m
,
an
d
co
n
ce
i
v
e
co
d
e
to
f
ill
t
h
e
b
lan
k
s
.
I
n
f
ill
-
in
-
t
h
e
-
b
la
n
k
test
s
,
it is
l
ess
li
k
el
y
to
s
p
ec
u
late
a
n
s
w
er
s
th
an
i
n
m
u
l
tip
le
-
c
h
o
ice
test
s
[
2
1
]
.
Fill
-
in
-
t
h
e
-
b
lan
k
tes
ts
ca
n
e
x
a
m
i
n
e
lear
n
i
n
g
ac
h
i
e
v
e
m
en
ts
.
An
y
t
y
p
es
o
f
co
g
n
i
tiv
e
lo
a
d
ar
e
n
o
t
i
m
p
o
s
ed
o
n
lear
n
er
s
w
h
o
h
av
e
ac
q
u
ir
ed
p
r
o
g
r
a
m
m
in
g
ab
ili
ti
es.
L
ea
r
n
er
s
w
h
o
ar
e
s
c
h
e
m
ati
zin
g
lear
n
i
n
g
ite
m
s
h
av
e
h
i
g
h
G
L
b
ec
a
u
s
e
t
h
e
y
ar
e
in
t
h
e
p
r
o
ce
s
s
o
f
ac
q
u
ir
i
n
g
p
r
o
g
r
a
m
m
i
n
g
ab
il
it
y
.
Hig
h
I
L
is
i
m
p
o
s
ed
o
n
lea
r
n
er
s
w
h
en
th
e
y
e
n
g
a
g
e
a
s
s
ig
n
m
e
n
t
s
w
h
o
s
e
s
o
l
u
tio
n
its
el
f
is
h
ar
d
to
s
ee
k
.
L
ea
r
n
er
s
s
ee
m
to
h
av
e
h
i
g
h
E
L
b
y
t
h
e
as
s
i
g
n
m
e
n
ts
w
h
ich
b
r
in
g
u
n
n
ec
es
s
ar
y
b
u
r
d
en
s
s
u
c
h
a
s
s
e
n
te
n
ce
s
h
ar
d
to
r
ea
d
.
Fil
l
-
in
-
b
lan
k
te
s
ts
,
w
h
er
e
th
e
p
ar
ts
to
b
e
an
s
w
er
e
d
ar
e
li
m
ited
,
ar
e
u
s
e
f
u
l
f
o
r
th
e
m
ea
s
u
r
e
m
e
n
t o
f
t
h
e
co
g
n
iti
v
e
lo
ad
as
w
ell
a
s
t
h
e
u
n
d
er
s
ta
n
d
in
g
le
v
el
o
f
lear
n
er
s
.
W
h
en
a
n
s
w
er
s
w
h
ich
lear
n
er
s
h
av
e
co
n
v
in
ce
d
co
r
r
ec
t
ar
e
ju
d
g
ed
to
b
e
in
co
r
r
ec
t,
th
e
y
co
n
s
id
er
t
h
e
r
ea
s
o
n
s
,
co
n
s
u
m
i
n
g
t
h
eir
w
o
r
k
in
g
m
e
m
o
r
y
.
H
ig
h
I
L
o
cc
u
r
s
in
th
i
s
ca
s
e.
R
ec
o
g
n
izi
n
g
th
ei
r
s
ch
e
m
a
i
s
w
r
o
n
g
,
lear
n
er
s
r
ec
o
n
s
tr
u
c
t
an
o
th
er
s
ch
e
m
a.
G
L
g
e
ts
h
i
g
h
in
t
h
e
r
ec
o
n
s
tr
u
ct
io
n
.
P
r
o
p
er
co
g
n
itiv
e
lo
ad
o
f
lear
n
er
s
is
co
llected
,
o
n
l
y
if
lear
n
er
s
ca
n
r
ec
eiv
e
th
e
g
r
ad
in
g
r
esu
lt
o
n
th
e
s
p
o
t
w
h
en
t
h
e
y
s
o
l
v
e
f
ill
-
in
-
t
he
-
b
lan
k
test
s
.
I
n
g
e
n
er
al
lear
n
i
n
g
w
it
h
f
ill
-
in
-
th
e
-
b
lan
k
test
s
,
lear
n
er
s
s
u
b
m
it
th
eir
an
s
w
er
s
o
n
t
h
e
s
h
ee
t
,
w
ith
t
h
eir
g
r
ad
i
n
g
r
esu
lt
s
f
ed
b
ac
k
af
ter
a
f
e
w
d
a
y
s
.
I
t
is
n
o
t
e
x
p
ec
ted
p
r
o
p
e
r
co
g
n
iti
v
e
lo
ad
ca
n
b
e
o
b
tain
ed
w
it
h
th
i
s
lear
n
i
n
g
p
r
o
ce
d
u
r
e.
T
h
e
m
e
th
o
d
p
r
o
v
id
es a
n
au
to
m
atic
g
r
ad
in
g
s
y
s
te
m
[
2
2
]
.
I
t is i
m
p
le
m
e
n
ted
as a
w
eb
ap
p
lic
atio
n
,
w
it
h
w
h
ic
h
lear
n
er
s
ca
n
g
r
ad
e
th
ei
r
an
s
w
er
s
i
n
ter
ac
ti
v
el
y
.
T
h
e
s
y
s
te
m
g
r
ad
es
an
a
n
s
w
er
a
lear
n
er
g
i
v
es
f
o
r
ea
ch
b
lan
k
o
n
d
e
m
a
n
d
.
I
t
n
o
tif
ie
s
th
e
co
r
r
ec
tn
ess
o
f
th
e
a
n
s
wer
im
m
ed
iatel
y
.
L
ea
r
n
er
s
u
s
i
n
g
t
h
e
s
y
s
te
m
ar
e
allo
w
ed
to
s
u
b
m
it t
h
eir
an
s
w
e
r
s
m
a
n
y
ti
m
e
s
u
n
til t
h
eir
an
s
wer
s
b
ec
o
m
e
co
r
r
ec
t
w
i
th
i
n
t
h
e
ti
m
e
li
m
it.
I
n
o
u
r
m
et
h
o
d
,
o
n
e
test
co
r
r
esp
o
n
d
s
to
th
e
co
d
e
o
f
a
p
r
o
g
r
a
m
,
p
ar
ts
o
f
w
h
ic
h
ar
e
b
lan
k
ed
o
u
t.
Mo
r
e
th
an
o
n
e
tes
ts
a
r
e
p
r
o
v
id
ed
f
o
r
lear
n
er
s
.
A
s
lear
n
i
n
g
b
eh
a
v
io
r
,
th
e
m
et
h
o
d
co
llects
3
d
ata
ite
m
s
:
th
e
co
n
s
u
m
in
g
ti
m
e,
c
h
an
g
e
h
is
to
r
ies
o
f
an
s
w
er
s
,
a
n
d
t
h
e
n
u
m
b
er
o
f
g
r
ad
in
g
d
e
m
an
d
s
.
Mo
r
e
co
n
cr
etel
y
,
th
e
s
y
s
te
m
r
ec
o
r
d
s
t
h
e
elap
s
e
d
ti
m
e
f
r
o
m
t
h
e
ti
m
e
p
o
in
t
a
l
ea
r
n
er
s
tar
ts
a
s
p
ec
if
ic
test
,
a
ch
r
o
n
o
lo
g
ical
l
is
t
o
f
an
s
w
er
s
t
h
e
lear
n
er
s
u
b
m
its
f
o
r
ea
ch
b
lan
k
,
a
n
d
t
h
e
n
u
m
b
e
r
o
f
g
r
ad
in
g
d
e
m
a
n
d
s
tr
an
s
m
i
tted
to
th
e
s
y
s
te
m
,
r
esp
ec
tiv
el
y
.
W
e
f
o
cu
s
o
n
3
t
y
p
e
s
o
f
p
r
ed
icto
r
s
ex
p
lain
ed
b
elo
w
,
to
d
etec
t
ea
ch
t
y
p
e
o
f
c
o
g
n
iti
v
e
lo
ad
alo
n
g
w
it
h
it
s
f
ac
to
r
s
.
A
ll
o
f
th
e
p
r
ed
icto
r
s
ca
n
b
e
d
er
iv
ed
f
r
o
m
t
h
e
lear
n
in
g
b
eh
a
v
io
r
th
e
au
to
m
atic
g
r
ad
in
g
s
y
s
te
m
f
o
r
f
ill
-
in
-
th
e
-
b
la
n
k
te
s
ts
co
lle
ct.
Gr
ad
in
g
r
eq
u
es
ts
L
ea
r
n
er
s
ca
n
ch
ec
k
w
h
et
h
er
th
eir
an
s
w
er
s
ar
e
co
r
r
ec
t
m
a
n
y
t
i
m
e
s
f
o
r
ea
ch
b
lan
k
.
Hi
g
h
I
L
m
ea
n
s
lear
n
er
s
h
a
v
e
d
if
f
ic
u
ltie
s
to
f
ill
b
lan
k
s
in
t
h
e
test
b
ec
a
u
s
e
th
e
test
it
s
elf
i
s
h
ar
d
to
th
e
m
.
T
h
e
y
h
a
v
e
f
e
w
ca
n
d
id
ate
co
d
e
f
r
ag
m
e
n
t
s
to
f
i
ll
th
e
b
lan
k
s
.
W
h
e
n
n
o
n
e
o
f
t
h
e
m
w
o
r
k
s
w
ell,
th
e
lear
n
er
s
h
av
e
n
o
t
h
i
n
g
to
d
o
.
T
h
er
ef
o
r
e,
w
e
a
s
s
u
m
e
t
h
at
s
u
ch
le
ar
n
er
s
d
e
m
an
d
to
g
r
ad
e
r
ar
ely
.
I
n
t
h
e
m
ea
n
ti
m
e,
lear
n
er
s
w
i
th
h
i
g
h
E
L
m
i
g
h
t
f
ail
to
u
n
d
er
s
ta
n
d
w
h
at
th
e
test
r
eq
u
est
s
o
r
ev
en
h
o
w
th
e
y
s
h
o
u
ld
u
s
e
th
e
s
y
s
te
m
,
wh
ich
lead
s
t
h
e
m
to
d
o
n
o
th
i
n
g
.
T
h
e
s
y
s
te
m
allo
w
s
lear
n
er
s
to
d
e
m
a
n
d
to
g
r
ad
e
as
m
a
n
y
ti
m
es
as
t
h
e
y
w
a
n
t.
I
t
ai
m
s
to
ca
u
s
e
lear
n
er
s
to
r
ea
ch
r
ig
h
t
a
n
s
w
er
s
af
ter
ca
r
ef
u
l
co
n
s
id
er
atio
n
.
T
h
e
m
et
h
o
d
co
u
n
ts
t
h
e
n
u
m
b
er
o
f
g
r
ad
in
g
f
o
r
ea
ch
b
lan
k
.
I
t
d
o
es
n
o
t
co
u
n
t
g
r
ad
in
g
w
h
e
n
th
e
co
d
e
f
r
ag
m
e
n
t
h
as
n
o
t
b
ee
n
m
o
d
if
ied
f
r
o
m
t
h
e
p
r
ev
io
u
s
d
e
m
a
n
d
,
ev
en
i
f
t
h
e
lear
n
er
d
e
m
a
n
d
s
to
g
r
ad
e.
P
ag
e
tr
an
s
itio
n
s
I
n
f
ill
-
in
-
b
lan
k
test
s
,
teac
h
er
s
p
r
o
v
id
e
m
u
ltip
le
as
s
ig
n
m
e
n
ts
in
o
n
e
s
es
s
io
n
i
n
o
r
d
er
to
c
o
n
f
ir
m
t
h
eir
u
n
d
er
s
ta
n
d
in
g
f
o
r
v
ar
io
u
s
p
r
o
g
r
a
m
m
i
n
g
co
n
ce
p
ts
.
L
ea
r
n
er
s
ca
n
s
o
l
v
e
ass
ig
n
m
en
ts
i
n
an
o
r
d
er
o
f
th
eir
o
wn
ch
o
ice.
T
h
e
y
ca
n
al
s
o
s
w
itch
t
h
e
m
h
alf
w
a
y
.
T
h
e
lear
n
er
s
c
h
an
g
e
as
s
ig
n
m
e
n
ts
to
o
th
er
o
n
e
s
w
h
en
th
e
y
eith
er
co
m
p
lete
r
i
g
h
t
a
n
s
w
er
s
f
o
r
all
b
lan
k
s
o
f
a
n
ass
i
g
n
m
e
n
t
o
r
g
iv
e
u
p
an
s
w
er
i
n
g
b
ec
au
s
e
th
e
y
ca
n
n
o
t
i
m
a
g
in
e
an
y
o
t
h
er
an
s
w
er
.
T
h
e
m
o
r
e
d
if
f
ic
u
lt
y
lear
n
er
s
p
er
ce
iv
e
f
o
r
ass
ig
n
m
e
n
ts
,
t
h
e
m
o
r
e
t
h
e
y
tr
an
s
it
a
s
s
i
g
n
m
e
n
t
s
.
T
r
y
in
g
to
r
ec
o
n
s
id
er
p
r
ev
io
u
s
ass
i
g
n
m
e
n
ts
,
lear
n
er
s
m
o
v
e
b
ac
k
to
t
h
e
m
.
I
n
o
th
er
ca
s
e,
lear
n
er
s
m
o
v
e
f
o
r
w
ar
d
to
n
e
w
as
s
i
g
n
m
e
n
ts
.
T
h
e
m
et
h
o
d
co
u
n
ts
p
a
g
e
tr
an
s
itio
n
,
d
is
ti
n
g
u
i
s
h
i
n
g
t
h
e
n
ex
t
ass
ig
n
m
en
t
,
th
e
p
r
ev
io
u
s
o
n
e,
an
d
o
n
e
ah
ea
d
m
o
r
e
th
a
n
t
w
o
.
T
im
e
tr
an
s
itio
n
s
f
o
r
co
r
r
ec
t a
n
s
w
er
r
ate
W
h
en
a
lear
n
er
en
g
a
g
es
in
a
test
,
t
h
e
lear
n
er
r
ep
ea
ts
to
s
e
n
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u
r
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3
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ates
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ith
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ith
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t
i
o
n
s.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2
0
8
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P
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an
d
o
m
f
o
r
est
al
g
o
r
ith
m
co
n
s
tr
u
ct
s
a
m
u
l
tit
u
d
e
o
f
d
ec
is
io
n
tr
ee
s
f
r
o
m
r
a
n
d
o
m
l
y
ch
o
s
e
n
p
r
ed
icto
r
v
ar
iab
les
an
d
p
r
o
d
u
ce
s
a
m
o
d
el
class
i
f
y
in
g
lear
n
er
s
ac
co
r
d
in
g
to
th
e
d
eg
r
ee
o
f
co
g
n
iti
v
e
lo
ad
b
y
m
aj
o
r
ity
v
o
tin
g
o
f
t
h
e
o
u
tp
u
t
s
o
f
t
h
o
s
e
d
ec
is
io
n
tr
ee
s
.
E
ac
h
n
o
d
e
o
f
a
d
ec
is
io
n
tr
ee
co
m
p
o
s
in
g
th
e
m
o
d
el
b
is
ec
ts
s
tate
s
o
f
lear
n
er
s
s
p
ec
if
ied
w
ith
t
h
e
p
r
ed
icto
r
v
ar
iab
le,
f
r
o
m
t
h
e
lear
n
in
g
b
eh
av
io
r
in
s
o
l
v
i
n
g
f
ill
-
in
-
th
e
-
b
la
n
k
te
s
t.
I
t
is
d
esi
r
ab
le
th
at
o
n
e
o
f
t
h
e
d
iv
id
ed
n
o
d
es
in
cl
u
d
es
m
o
r
e
l
ea
r
n
er
s
o
f
a
tar
g
et
t
y
p
e
o
f
co
g
n
iti
v
e
lo
ad
.
Na
m
e
l
y
,
th
e
i
m
p
u
r
it
y
in
ea
ch
n
o
d
e
o
f
t
h
e
d
ec
is
io
n
tr
ee
s
h
o
u
ld
b
e
s
m
all
.
T
h
e
i
m
p
u
r
it
y
i
s
r
ep
r
esen
ted
b
y
e
n
tr
o
p
y
(
)
,
w
h
ic
h
is
ca
lc
u
lated
w
it
h
th
e
f
o
llo
win
g
eq
u
atio
n
:
(
)
=
−
∑
2
=
1
(
∣
)
lo
g
2
(
∣
)
T
h
e
d
if
f
er
en
ce
o
f
th
e
e
n
tr
o
p
y
af
ter
th
e
b
r
an
c
h
f
r
o
m
t
h
e
o
n
e
b
ef
o
r
e
th
e
b
r
an
ch
s
h
o
u
ld
b
e
s
m
all,
w
h
ic
h
co
r
r
esp
o
n
d
s
to
m
a
x
i
m
izi
n
g
th
e
in
f
o
r
m
atio
n
g
ai
n
.
T
h
e
in
f
o
r
m
atio
n
g
ai
n
(
)
at
th
e
n
o
d
e
is
o
b
tain
ed
f
r
o
m
th
e
f
o
llo
w
i
n
g
eq
u
atio
n
:
(
)
=
(
)
−
∑
|
|
|
|
2
=
1
(
)
E
ac
h
n
o
d
e
is
d
iv
id
ed
s
o
as
t
o
m
i
n
i
m
ize
th
e
i
n
f
o
r
m
atio
n
g
ain
.
T
o
p
r
ev
en
t
th
e
d
ec
is
io
n
tr
ee
s
f
r
o
m
o
v
er
f
itti
n
g
,
n
o
d
es
w
h
o
s
e
i
n
f
o
r
m
atio
n
g
ai
n
is
less
t
h
an
a
t
h
r
esh
o
ld
v
al
u
e
ar
e
n
o
t
d
iv
id
ed
an
y
m
o
r
e,
r
eg
ar
d
ed
as
leav
es.
L
ea
r
n
er
s
m
atc
h
i
n
g
t
h
e
b
r
a
n
ch
i
n
g
co
n
d
itio
n
i
n
th
e
ir
co
g
n
i
tiv
e
lo
ad
ar
e
clas
s
i
f
i
ed
in
ea
c
h
n
o
d
e.
E
v
en
t
u
all
y
,
lear
n
er
s
w
i
th
s
p
ec
if
ic
ch
ar
ac
ter
is
tics
i
n
le
ar
n
in
g
b
eh
a
v
io
r
f
all
i
n
to
e
ac
h
o
f
lea
f
n
o
d
es.
T
h
e
ch
ar
ac
ter
is
tics
co
r
r
esp
o
n
d
to
a
r
esp
o
n
s
e
v
ar
iab
le.
C
o
m
b
in
at
io
n
o
f
b
r
an
c
h
i
n
g
co
n
d
itio
n
s
alo
n
g
a
p
at
h
f
r
o
m
t
h
e
r
o
o
t
to
a
leaf
co
r
r
esp
o
n
d
in
g
to
h
ig
h
co
g
n
iti
v
e
lo
ad
r
ev
ea
ls
f
ac
to
r
s
o
f
lear
n
i
n
g
b
e
h
av
io
r
w
h
ic
h
af
f
ec
t
th
e
co
g
n
iti
v
e
lo
ad
.
I
n
th
e
an
a
l
y
s
is
u
s
i
n
g
r
an
d
o
m
f
o
r
est,
a
lo
t
o
f
d
ec
is
io
n
tr
ee
s
ar
e
u
s
ed
to
j
u
d
g
e
w
h
et
h
er
co
g
n
iti
v
e
lo
ad
is
i
m
p
o
s
ed
o
n
lear
n
er
s
.
I
n
t
h
e
d
eter
m
in
a
tio
n
o
f
a
s
p
ec
if
ied
t
y
p
e
o
f
th
e
co
g
n
iti
v
e
lo
ad
,
th
e
m
o
r
e
f
r
eq
u
en
t
l
y
a
s
p
ec
if
ic
p
r
ed
icto
r
v
ar
iab
le
is
u
s
ed
o
v
er
all
d
ec
is
io
n
tr
ee
s
,
th
e
m
o
r
e
i
m
p
o
r
tan
t
t
h
e
p
r
ed
icto
r
v
ar
iab
le
g
ets.
Mo
d
els
b
ased
o
n
r
an
d
o
m
f
o
r
est
p
r
esen
t
co
n
tr
ib
u
t
io
n
s
o
f
ea
c
h
p
r
ed
icto
r
v
ar
iab
le
to
th
e
j
u
d
g
e
m
e
n
t
o
f
co
g
n
iti
v
e
lo
ad
as th
e
v
ar
iab
le
i
m
p
o
r
tan
c
e.
3.
5
.
P
re
dict
ing
c
o
g
nitiv
e
lo
a
d o
f
lea
rner
s
A
m
o
d
el
is
co
n
s
tr
u
cted
th
r
o
u
g
h
tr
ai
n
in
g
d
ata
co
llected
f
r
o
m
m
a
n
y
lear
n
er
s
s
o
lv
in
g
f
i
ll
-
in
-
th
e
-
b
lan
k
test
s
w
i
th
t
h
e
a
u
to
m
atic
g
r
ad
i
n
g
s
y
s
te
m
.
Ne
w
lear
n
er
s
also
s
o
lv
e
f
ill
-
in
-
th
e
-
b
lan
k
te
s
ts
a
s
th
e
lear
n
er
s
f
o
r
th
e
tr
ain
i
n
g
d
id
.
T
h
eir
lear
n
i
n
g
b
eh
av
io
r
i
s
ap
p
lied
to
th
e
tr
ai
n
ed
m
o
d
els.
E
ac
h
co
g
n
iti
v
e
lo
ad
o
f
th
e
n
e
w
lear
n
er
s
is
d
eter
m
in
ed
w
it
h
m
aj
o
r
it
y
v
o
tes
b
y
t
h
e
m
o
d
els.
T
ea
ch
er
s
ar
e
n
o
tif
ied
o
f
d
etec
ted
ty
p
e
o
f
th
e
co
g
n
iti
v
e
lo
ad
an
d
lear
n
in
g
b
eh
a
v
io
r
s
o
f
t
h
e
lear
n
er
.
W
h
en
I
L
o
r
E
L
is
h
ig
h
o
r
GL
is
lo
w
,
th
e
teac
h
er
s
h
o
u
ld
f
o
llo
w
u
p
th
e
lear
n
er
s
to
lead
th
eir
co
g
n
iti
v
e
lo
ad
to
an
ap
p
r
o
p
r
iate
s
tate.
Un
d
er
ap
p
r
o
p
r
iat
e
s
tates
o
f
all
t
y
p
es
o
f
co
g
n
i
tiv
e
lo
ad
,
lear
n
er
s
ca
n
ac
q
u
ir
e
p
r
o
g
r
am
m
in
g
s
k
il
ls
m
o
r
e
e
f
f
ec
ti
v
el
y
.
I
t
co
n
tr
ib
u
tes
to
p
r
ev
e
n
ti
n
g
lear
n
er
s
f
r
o
m
f
aili
n
g
p
r
o
g
r
a
m
m
i
n
g
lea
r
n
in
g
,
s
u
p
p
r
ess
i
n
g
b
u
r
d
en
s
o
f
teac
h
er
s
.
T
ea
ch
er
s
ca
n
u
tili
ze
s
a
v
ed
ef
f
o
r
ts
to
p
r
ep
ar
e
b
ett
e
r
lectu
r
es
to
p
r
o
v
id
e
h
ig
h
er
ed
u
ca
tio
n
al
e
f
f
ec
ts
.
4.
E
XP
E
R
I
M
E
NT
4
.
1
.
O
v
er
v
ie
w
An
ex
p
er
i
m
e
n
t
w
as
co
n
d
u
cte
d
to
co
n
f
ir
m
w
h
eth
er
t
h
e
m
et
h
o
d
id
en
tif
ie
s
f
ac
to
r
s
o
f
co
g
n
itiv
e
lo
ad
.
T
h
e
p
u
r
p
o
s
e
o
f
th
is
ex
p
er
i
m
en
t is th
e
f
o
llo
w
in
g
s
:
C
o
llecti
n
g
d
ataset
s
o
f
lear
n
in
g
b
eh
av
io
r
o
f
lear
n
er
s
a
n
s
w
er
i
n
g
f
i
ll
-
in
-
t
h
e
-
b
lan
k
test
Ver
if
y
in
g
m
o
d
el
s
o
f
r
an
d
o
m
f
o
r
est g
en
er
ated
f
r
o
m
th
e
d
atas
ets
Su
b
j
ec
ts
ar
e
Vietn
a
m
ese
co
ll
eg
e
s
t
u
d
en
t
s
w
h
o
ar
e
lear
n
in
g
p
r
o
g
r
a
m
m
in
g
i
n
C
an
d
in
f
o
r
m
at
io
n
tech
n
o
lo
g
y
.
T
h
e
y
ar
e
th
e
s
ec
o
n
d
y
ea
r
co
lle
g
e
s
t
u
d
en
t
s
.
A
p
r
eli
m
in
ar
y
s
u
r
v
e
y
co
n
f
ir
m
ed
th
e
y
h
a
v
e
alr
ea
d
y
lear
n
ed
C
p
r
o
g
r
a
m
m
i
n
g
f
o
r
b
eg
in
n
er
s
.
At
th
e
t
i
m
e
o
f
t
h
e
e
x
p
er
i
m
e
n
t,
t
h
er
e
ar
e
v
ar
io
u
s
s
tu
d
en
t
s
i
n
ter
m
s
o
f
in
ter
est
s
an
d
ab
ilit
ies
to
w
ar
d
C
p
r
o
g
r
am
m
i
n
g
.
T
h
e
m
ater
i
als
in
th
e
e
x
p
er
i
m
e
n
t
w
er
e
p
r
o
v
id
ed
in
E
n
g
li
s
h
b
ec
au
s
e
th
e
p
r
eli
m
in
ar
y
s
u
r
v
e
y
h
a
s
co
n
f
ir
m
ed
m
o
s
t
o
f
th
e
m
ca
n
u
n
d
er
s
ta
n
d
E
n
g
lis
h
f
air
l
y
w
ell.
I
n
t
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
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en
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ev
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e
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b
j
ec
ts
u
s
e
a
w
eb
s
i
te
im
p
le
m
e
n
ted
th
e
a
u
to
m
a
tic
g
r
ad
in
g
s
y
s
te
m
f
o
r
f
ill
-
in
-
t
h
e
-
b
lan
k
tes
t
d
escr
ib
ed
in
Sectio
n
3
.
2
.
T
h
e
y
ac
ce
s
s
t
h
e
e
x
p
er
i
m
e
n
tal
w
e
b
s
ite
w
ith
a
b
r
o
w
s
er
th
at
t
h
e
y
u
s
u
all
y
u
s
e,
an
d
lo
g
in
w
it
h
u
s
er
I
D
an
d
p
ass
w
o
r
d
g
iv
e
n
in
ad
v
a
n
ce
to
s
o
lv
e
ass
i
g
n
m
e
n
ts
.
T
h
e
y
ca
n
s
o
lv
e
ass
i
g
n
m
e
n
ts
i
n
an
y
o
r
d
er
.
T
h
ey
ca
n
s
w
itc
h
a
n
a
s
s
ig
n
m
en
t
to
a
n
o
th
er
o
n
th
e
w
a
y
w
i
th
i
n
th
e
ti
m
e
li
m
it.
L
ea
r
n
in
g
b
eh
a
v
io
r
o
f
s
u
b
j
ec
ts
is
s
to
r
ed
o
n
th
e
s
er
v
er
w
it
h
as
y
n
c
h
r
o
n
o
u
s
co
m
m
u
n
icatio
n
o
f
W
eb
b
ea
co
n
[
2
5
]
i
m
m
ed
iatel
y
e
v
er
y
ti
m
e
lear
n
er
s
ta
k
e
p
r
ed
ef
i
n
ed
ac
tio
n
s
s
u
c
h
a
s
p
r
ess
i
n
g
b
u
t
to
n
s
a
n
d
r
elo
ad
in
g
W
eb
p
ag
es.
Af
ter
t
h
e
ti
m
e
li
m
it
h
as
elap
s
ed
,
t
h
e
y
f
i
n
is
h
s
o
lv
i
n
g
th
e
a
s
s
i
g
n
m
en
t
s
.
T
h
e
y
s
u
b
s
eq
u
en
tl
y
a
n
s
w
er
t
h
e
t
w
o
k
in
d
s
o
f
q
u
e
s
tio
n
n
air
es.
T
h
e
o
n
e
is
f
o
r
co
g
n
iti
v
e
lo
ad
m
ea
s
u
r
e
m
e
n
t,
a
n
d
t
h
e
o
t
h
er
is
f
o
r
as
s
ess
in
g
th
e
d
eg
r
ee
o
f
d
if
f
ic
u
lt
y
f
o
r
ea
ch
ass
i
g
n
m
e
n
t.
T
h
e
y
ev
a
lu
ate
co
g
n
i
tiv
e
lo
ad
in
1
1
-
s
ca
le,
w
h
ile
d
if
f
ic
u
ltie
s
f
o
r
ea
ch
t
h
e
as
s
i
g
n
m
e
n
t
s
in
5
-
s
ca
le.
T
ab
le
1
.
A
s
s
i
g
n
m
e
n
t
s
o
f
f
ill
-
in
-
th
e
-
b
lan
k
te
s
t in
t
h
e
e
x
p
er
i
m
en
t
A
ssi
g
n
me
n
t
N
o
.
L
e
a
r
n
i
n
g
u
n
i
t
s
N
o
.
o
f
b
l
a
n
k
s
F1
2
-
d
i
me
n
si
o
n
a
l
a
r
r
a
y
3
F2
2
-
d
i
me
n
si
o
n
a
l
a
r
r
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y
7
F3
S
t
r
u
c
t
u
r
e
,
p
o
i
n
t
e
r
,
a
n
d
l
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n
k
e
d
l
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st
7
F4
2
-
d
i
me
n
si
o
n
a
l
a
r
r
a
y
,
a
n
d
f
u
n
c
t
i
o
n
9
F5
S
o
r
t
i
n
g
a
l
g
o
r
i
t
h
m
8
4
.
2
.
Resul
t
Data
s
ets
o
f
lear
n
i
n
g
b
e
h
av
io
r
ar
e
o
b
tain
ed
f
r
o
m
5
4
s
u
b
j
ec
ts
.
3
s
u
b
j
ec
ts
ar
e
ex
clu
d
ed
d
u
e
to
th
e
in
s
u
f
f
icien
t
n
u
m
b
er
o
f
lear
n
i
n
g
b
eh
a
v
io
r
.
T
h
e
p
r
o
p
o
s
ed
m
e
t
h
o
d
co
n
s
tr
u
cted
m
o
d
el
s
o
f
r
an
d
o
m
f
o
r
est
[
2
6
]
f
o
r
th
e
3
k
i
n
d
s
o
f
co
g
n
iti
v
e
lo
ad
u
s
i
n
g
t
h
e
d
ataset
s
.
T
h
e
m
o
d
el
co
n
s
tr
u
ct
io
n
r
e
v
ea
ls
i
m
p
o
r
ta
n
t
v
ar
iab
les
to
d
etec
t
I
L
,
E
L
,
a
n
d
G
L
.
T
h
e
i
m
p
o
r
t
a
n
t
v
ar
iab
les
[
2
7
]
ar
e
d
eter
m
i
n
ed
b
ased
o
n
Gi
n
i
i
n
d
ex
[
2
8
]
.
P
r
ed
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r
an
d
r
esp
o
n
s
e
v
ar
iab
les
f
o
r
tr
ain
i
n
g
w
it
h
r
an
d
o
m
f
o
r
est ar
e
f
o
llo
win
g
s
.
P
r
ed
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r
v
ar
iab
le:
4
3
f
ea
tu
r
es
b
ased
o
n
th
e
3
k
in
d
s
o
f
lear
n
i
n
g
b
e
h
av
io
r
d
escr
ib
ed
in
Secti
o
n
3
.
2
R
esp
o
n
s
e
v
ar
iab
le
: h
i
g
h
o
r
lo
w
o
f
I
L
,
E
L
,
a
n
d
GL
o
b
tain
ed
f
r
o
m
t
h
e
q
u
est
io
n
n
air
e
T
h
e
d
atasets
ar
e
d
iv
id
ed
in
to
d
ata
f
o
r
th
e
m
o
d
el
co
n
s
tr
u
ctio
n
an
d
th
e
v
er
i
f
icatio
n
.
I
n
o
r
d
e
r
to
v
er
if
y
th
e
ac
c
u
r
ac
y
o
f
th
e
d
ec
is
io
n
t
r
ee
,
w
e
ad
o
p
ted
6
-
f
o
ld
cr
o
s
s
-
v
alid
atio
n
[
2
9
]
.
T
a
b
le
2
s
h
o
ws
t
h
e
r
es
u
lt
s
o
f
t
h
e
ac
cu
r
ac
y
w
h
ic
h
r
ep
r
ese
n
ts
th
e
co
r
r
ec
t
r
ate
o
f
t
h
e
v
er
if
icati
o
n
d
ata
w
it
h
t
h
e
cr
o
s
s
-
v
alid
at
io
n
.
T
h
e
p
r
ed
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r
v
ar
iab
les
ar
e
ar
r
a
n
g
ed
in
d
esc
en
d
in
g
o
r
d
er
o
f
th
e
av
er
a
g
e
o
f
t
h
e
i
m
p
o
r
tan
ce
.
W
e
ch
o
o
s
e
t
h
e
to
p
1
0
v
ar
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les
o
f
th
e
m
.
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h
e
to
p
1
0
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ar
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les
an
d
th
eir
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m
p
o
r
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ce
f
o
r
ea
ch
co
g
n
iti
v
e
lo
ad
ar
e
s
h
o
w
n
i
n
T
ab
le
s
3
,
4
an
d
5
.
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iab
le
im
p
o
r
tan
ce
m
ea
n
s
h
o
w
m
u
c
h
co
n
tr
ib
u
tio
n
to
th
e
m
o
d
el
o
f
r
an
d
o
m
f
o
r
est.
T
h
e
s
u
m
o
f
t
h
e
m
i
s
1
.
T
ab
le
6
in
d
icate
s
th
e
d
if
f
ic
u
lti
es f
o
r
ea
ch
as
s
ig
n
m
e
n
t o
b
tain
e
d
b
y
t
h
e
q
u
esti
o
n
n
a
ir
e.
T
ab
le
2
.
A
cc
u
r
ac
ies o
f
t
h
e
g
e
n
er
ated
m
o
d
els
C
o
g
n
i
t
i
v
e
L
o
a
d
T
r
a
i
n
i
n
g
d
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t
a
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st
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t
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c
0
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9
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t
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s
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8
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5
3
7
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.
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a
h
e
a
d
mo
r
e
0
.
0
3
5
T
ab
le
6
.
E
v
alu
atio
n
o
f
d
i
f
f
ic
u
l
t
y
lev
e
l
f
o
r
th
e
a
s
s
i
g
n
m
e
n
t
s
A
ssi
g
n
me
n
t
N
o
.
M
e
a
n
V
a
r
i
a
n
c
e
F1
2
.
6
3
0
.
7
4
F2
3
.
1
4
0
.
7
4
F3
4
.
1
0
0
.
4
2
F4
3
.
8
7
0
.
5
8
F5
3
.
3
0
0
.
9
7
5.
I
M
P
O
RT
ANT P
RE
D
I
CT
O
RS
T
h
is
s
ec
tio
n
ass
e
s
s
es
t
h
e
u
s
e
f
u
ln
e
s
s
o
f
t
h
e
m
o
d
el
o
f
r
an
d
o
m
f
o
r
est
f
o
r
co
g
n
i
tiv
e
lo
ad
alo
n
g
w
it
h
th
e
in
f
lu
e
n
ce
o
f
t
h
e
i
m
p
o
r
tan
t
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ar
iab
les
o
n
th
e
3
ty
p
es
o
f
co
g
n
iti
v
e
lo
ad
o
f
th
e
s
u
b
j
ec
ts
.
I
t
also
d
is
cu
s
s
es
m
ea
s
u
r
es
teac
h
er
s
s
h
o
u
ld
ad
d
r
ess
ag
a
in
s
t
i
n
ap
p
r
o
p
r
iate
s
tates
o
f
co
g
n
it
iv
e
lo
ad
.
I
t
ca
n
b
e
s
aid
th
at
v
ar
iab
le
s
i
m
p
o
r
tan
t
to
d
is
ti
n
g
u
is
h
s
u
b
j
ec
ts
o
f
h
i
g
h
co
g
n
itiv
e
lo
ad
f
r
o
m
o
n
es
o
f
lo
w
co
g
n
iti
v
e
lo
ad
tak
e
lar
g
el
y
d
i
f
f
er
en
t
v
alu
e
s
f
o
r
t
h
e
t
w
o
k
i
n
d
s
o
f
s
u
b
j
ec
ts
.
I
n
tr
in
s
ic
lo
ad
Ma
n
y
o
f
t
h
e
i
m
p
o
r
tan
t
v
ar
iab
les
f
o
r
I
L
ar
e
v
ar
iab
les
r
elate
d
to
ass
ig
n
m
e
n
t
F3
an
d
F4
.
A
s
s
h
o
w
n
i
n
T
ab
le
6
,
th
e
s
u
b
j
ec
ts
ev
a
lu
ate
d
F3
an
d
F4
th
e
m
o
s
t
d
i
f
f
ic
u
lt
a
m
o
n
g
t
h
e
f
iv
e
ass
ig
n
m
en
t
s
.
T
h
is
r
esu
lt
i
m
p
lie
s
th
e
d
if
f
ic
u
lt
y
o
f
as
s
ig
n
m
e
n
ts
s
tr
o
n
g
l
y
in
f
l
u
e
n
ce
s
to
d
etec
t
I
L
.
L
et
u
s
ch
ec
k
th
e
co
d
e
f
r
ag
m
en
ts
b
la
n
k
ed
o
u
t
i
n
th
e
as
s
i
g
n
m
e
n
ts
.
T
h
e
i
m
p
o
r
tan
t
v
ar
iab
les
ar
e
t
h
e
n
u
m
b
er
o
f
g
r
ad
in
g
r
eq
u
e
s
ts
f
o
r
b
lan
k
s
,
w
h
ic
h
s
h
o
u
ld
b
e
f
illed
w
it
h
m
u
ltip
le
s
tate
m
e
n
t
s
o
r
v
ar
iab
les
in
v
alu
e
s
et
tin
g
s
.
S
u
b
j
ec
ts
m
u
s
t
s
ee
k
a
co
r
r
ec
t
an
s
w
er
f
o
r
th
e
b
lan
k
s
,
co
n
s
id
er
in
g
th
e
in
f
l
u
en
ce
o
n
o
th
er
p
ar
ts
o
f
th
e
p
r
o
g
r
a
m
.
T
h
e
to
p
1
0
v
ar
iab
le
s
in
cl
u
d
e
th
e
ti
m
e
t
r
an
s
itio
n
s
f
o
r
co
r
r
ec
t
an
s
w
er
r
ate,
w
h
ic
h
is
e
x
p
lai
n
ed
in
Fi
g
u
r
e
2
,
f
o
r
th
e
a
s
s
i
g
n
m
e
n
t
s
e
x
ce
p
t
f
o
r
F2
.
Si
n
ce
th
is
lear
n
in
g
b
eh
a
v
io
r
in
d
icat
es
h
o
w
s
h
o
r
t
s
u
b
j
ec
ts
co
u
ld
h
av
e
an
s
w
er
ed
co
r
r
ec
tly
,
it
is
d
ir
ec
tl
y
lin
k
ed
w
ith
th
e
d
if
f
i
c
u
lt
y
o
f
t
h
e
ass
ig
n
m
en
t.
T
h
ese
f
ac
ts
s
u
g
g
est
t
h
at
lear
n
er
s
w
i
th
h
i
g
h
I
L
ex
ce
s
s
i
v
el
y
c
o
n
s
u
m
e
w
o
r
k
in
g
m
e
m
o
r
y
to
I
L
b
ec
au
s
e
th
e
y
e
n
g
ag
e
i
n
t
h
e
ass
i
g
n
m
e
n
t
s
f
o
r
a
lo
n
g
ti
m
e.
O
n
th
e
o
t
h
er
h
an
d
,
lear
n
er
s
w
it
h
lo
w
I
L
c
an
ea
s
il
y
s
o
l
v
e
th
e
ass
i
g
n
m
e
n
t
i
n
a
s
h
o
r
t
ti
m
e
.
T
ea
ch
er
s
ca
n
p
r
ed
ict
I
L
o
f
lea
r
n
er
s
,
f
o
c
u
s
i
n
g
o
n
t
h
e
lear
n
i
n
g
b
eh
a
v
io
r
ag
ai
n
s
t
ass
i
g
n
m
e
n
ts
w
i
th
h
i
g
h
d
i
f
f
ic
u
lt
y
.
T
ea
ch
er
s
ca
n
m
i
tig
a
te
I
L
,
p
r
o
v
id
in
g
ass
ig
n
m
en
ts
o
f
lo
w
d
if
f
ic
u
lt
y
f
o
r
lear
n
er
s
w
it
h
h
i
g
h
I
L
.
Ger
m
an
e
lo
ad
T
h
e
m
o
s
t
i
m
p
o
r
ta
n
t
v
ar
iab
le
is
th
e
p
a
g
e
tr
an
s
itio
n
s
to
t
h
e
p
r
ev
io
u
s
a
s
s
i
g
n
m
en
t.
T
r
an
s
itio
n
in
g
to
t
h
e
p
r
ev
io
u
s
as
s
ig
n
m
en
t
m
ea
n
s
t
h
at
th
e
s
u
b
j
ec
ts
r
etr
y
to
s
o
lv
e
t
h
e
ass
i
g
n
m
e
n
t
s
.
I
n
o
u
r
m
et
h
o
d
,
th
e
s
u
b
j
ec
ts
ca
n
s
o
lv
e
an
y
as
s
i
g
n
m
e
n
ts
o
f
f
i
ll
-
in
-
th
e
-
b
lan
k
te
s
t
m
a
n
y
ti
m
es
with
i
n
th
e
t
i
m
e
l
i
m
it.
B
ec
au
s
e
s
u
b
j
ec
ts
h
av
e
s
o
lv
ed
th
e
as
s
ig
n
m
e
n
ts
r
ep
ea
ted
l
y
,
it
s
ee
m
s
th
e
y
ac
h
ie
v
ed
to
estab
li
s
h
a
s
c
h
e
m
a
r
elate
d
to
th
e
b
la
n
k
a
n
d
th
e
co
n
te
n
ts
o
f
th
e
as
s
i
g
n
m
e
n
t.
T
h
e
n
ex
t
i
m
p
o
r
tan
t
v
ar
iab
le
s
ar
e
r
elate
d
to
ass
ig
n
m
en
t
F1
,
F2
,
an
d
F4
.
T
h
e
co
n
ten
ts
o
f
t
h
e
ass
i
g
n
m
e
n
ts
ar
e
r
elate
d
to
li
n
ea
r
alg
eb
r
a.
T
h
e
y
s
h
o
u
ld
b
e
s
o
lv
ed
u
s
i
n
g
2
-
d
i
m
e
n
s
io
n
a
l
ar
r
a
y
.
A
ll
o
f
t
h
e
s
u
b
j
ec
ts
h
av
e
o
b
tain
ed
s
k
il
ls
o
f
l
in
ea
r
a
lg
eb
r
a
ca
lc
u
latio
n
b
ef
o
r
e
t
h
e
y
lear
n
p
r
o
g
r
a
m
m
in
g
.
T
h
e
y
h
av
e
ac
h
iev
ed
ea
c
h
s
k
ill
o
f
p
r
o
g
r
a
m
m
in
g
an
d
li
n
ea
r
alg
eb
r
a
ca
lcu
latio
n
.
B
ec
au
s
e
th
e
y
n
ee
d
to
s
o
lv
e
th
e
ass
i
g
n
m
e
n
ts
u
s
i
n
g
b
o
th
s
k
il
ls
co
n
cu
r
r
en
tl
y
,
t
h
e
a
s
s
i
g
n
m
en
t
s
s
ee
m
to
r
ev
ea
l
t
h
e
d
if
f
er
e
n
ce
in
s
ch
e
m
at
izatio
n
o
f
p
r
o
g
r
a
m
m
in
g
k
n
o
w
led
g
e.
On
t
h
e
o
t
h
er
h
an
d
,
p
r
ed
icto
r
v
ar
iab
les r
elate
d
to
as
s
i
g
n
m
e
n
t
F5
ar
e
s
m
aller
.
Ass
i
g
n
m
e
n
t
F
5
is
s
o
l
v
ed
w
it
h
a
s
o
r
tin
g
alg
o
r
it
h
m
.
B
ec
a
u
s
e
t
h
e
s
o
r
ti
n
g
a
lg
o
r
it
h
m
is
u
n
k
n
o
w
n
f
o
r
m
o
s
t o
f
th
e
s
u
b
j
ec
ts
,
th
e
y
s
h
o
w
ed
lo
w
GL
i
n
th
e
a
s
s
i
g
n
m
en
t
F5
.
T
h
er
ef
o
r
e,
in
o
r
d
er
to
d
etec
t
GL
o
n
lear
n
er
s
,
it
i
s
e
f
f
ec
tiv
e
to
s
o
lv
e
a
s
s
i
g
n
m
en
t
s
u
tili
zi
n
g
k
n
o
w
led
g
e
lear
n
er
s
h
av
e
alr
ea
d
y
o
b
tain
ed
o
r
ass
i
g
n
m
e
n
ts
s
i
m
ilar
to
th
e
lear
n
i
n
g
u
n
it.
I
n
ad
d
itio
n
,
lear
n
in
g
b
eh
a
v
io
r
s
p
r
ed
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g
GL
is
i
m
p
o
r
ta
n
t
to
co
n
f
ir
m
h
o
w
m
an
y
lear
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er
s
h
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e
b
en
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f
r
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m
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e
lear
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p
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n
.
I
n
ca
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a
t
f
e
w
lear
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er
s
h
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e
b
ee
n
b
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f
ited
,
teac
h
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s
s
h
o
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r
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h
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lear
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co
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h
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s
ca
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h
s
c
h
e
m
ata
f
o
r
p
r
o
g
r
am
m
i
n
g
ab
ilit
ies.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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in
-
t
h
e
-
b
la
n
k
test
to
g
r
a
s
p
u
s
ag
e
o
f
t
h
e
w
eb
s
i
te.
Ho
w
e
v
er
,
it
m
i
g
h
t
n
o
t
b
e
en
o
u
g
h
.
As
an
o
t
h
er
ca
u
s
e,
it
i
s
also
co
n
ce
iv
ab
le
t
h
at
a
lan
g
u
a
g
e
u
s
ed
in
t
h
e
ex
p
er
i
m
e
n
t
w
a
s
n
o
t th
e
p
r
i
m
ar
y
la
n
g
u
a
g
e
f
o
r
th
e
s
u
b
j
ec
ts
.
M
o
s
t o
f
t
h
e
s
u
b
j
ec
ts
u
n
d
er
s
ta
n
d
E
n
g
l
is
h
.
Ho
w
ev
er
,
it is
n
o
t e
v
er
y
d
a
y
la
n
g
u
a
g
es.
An
s
w
er
i
n
g
in
n
o
n
-
p
r
i
m
ar
y
lan
g
u
a
g
e
s
ee
m
s
to
a
f
f
ec
t E
L
.
I
n
o
r
d
er
to
i
m
p
r
o
v
e
t
h
e
ac
cu
r
ac
y
o
f
t
h
e
m
o
d
el
to
d
et
ec
t
E
L
,
i
t
is
n
ec
e
s
s
ar
y
to
p
r
o
v
id
e
an
en
v
ir
o
n
m
e
n
t
w
h
er
e
lear
n
er
s
ar
e
f
a
m
i
liar
w
it
h
lear
n
i
n
g
en
v
ir
o
n
m
en
ts
.
W
e
s
h
o
u
ld
h
a
v
e
th
e
s
u
b
j
ec
ts
to
b
e
ac
cu
s
to
m
ed
to
t
h
e
w
eb
s
ite,
le
ttin
g
t
h
e
m
tr
y
t
h
e
a
u
to
m
atic
g
r
ad
in
g
s
y
s
te
m
m
o
r
e
ti
m
es.
I
t
is
al
s
o
r
eq
u
ir
ed
to
r
ev
is
e
t
h
e
w
eb
s
ite
to
b
e
ea
s
y
t
o
u
s
e
f
o
r
th
e
lear
n
er
s
.
Ou
r
m
et
h
o
d
d
etec
ts
co
g
n
it
iv
e
lo
ad
f
r
o
m
lear
n
in
g
b
eh
a
v
io
r
w
ith
o
u
t
at
ta
ch
i
n
g
an
y
s
e
n
s
o
r
s
to
lear
n
er
s
.
I
t c
lar
if
ies
co
g
n
iti
v
e
lo
ad
o
f
le
ar
n
er
s
at
a
n
ea
r
l
y
s
ta
g
e,
av
o
id
i
n
g
e
x
tr
a
b
u
r
d
e
n
s
n
o
t o
n
l
y
o
n
t
ea
ch
er
s
b
u
t
also
o
n
lear
n
er
s
.
I
t
is
d
i
f
f
ic
u
lt
to
f
in
d
o
u
t
lear
n
er
s
w
h
o
h
av
e
I
L
o
r
GL
i
n
ap
p
r
o
p
r
iately
w
it
h
o
u
t
o
u
r
m
et
h
o
d
.
T
ea
ch
er
s
ca
n
ad
d
r
ess
to
m
ak
e
ea
c
h
co
g
n
iti
v
e
lo
ad
o
f
lear
n
er
s
ap
p
r
o
p
r
iate
o
n
a
lig
h
t b
u
r
d
en
.
6.
CO
NCLU
SI
O
N
I
n
th
is
p
ap
er
,
w
e
p
r
o
p
o
s
e
m
o
d
els
to
d
etec
t
co
g
n
i
tiv
e
lo
ad
alo
n
g
w
i
th
its
f
ac
to
r
s
,
f
o
u
n
d
in
g
o
n
th
e
r
an
d
o
m
f
o
r
est
al
g
o
r
ith
m
.
W
e
also
d
is
cu
s
s
th
e
u
s
e
f
u
ln
e
s
s
o
f
th
e
m
o
d
els.
T
h
e
m
o
d
els
ar
e
co
n
s
tr
u
cted
w
i
th
p
r
ed
icto
r
v
ar
iab
les
r
ep
r
esen
ti
n
g
t
h
r
ee
k
in
d
s
o
f
lear
n
in
g
b
e
h
av
io
r
.
T
h
e
y
ar
e
e
f
f
ec
ti
v
e
to
d
etec
t
I
L
a
n
d
G
L
.
T
h
e
lear
n
in
g
b
eh
a
v
io
r
d
u
r
in
g
s
o
l
v
i
n
g
d
i
f
f
icu
lt
as
s
i
g
n
m
e
n
ts
is
u
s
e
f
u
l
to
d
etec
t
I
L
.
I
t
is
e
f
f
ec
t
iv
e
in
t
h
e
de
tectio
n
o
f
GL
to
an
al
y
ze
lear
n
in
g
b
eh
a
v
io
r
o
f
lear
n
er
s
en
g
ag
i
n
g
in
as
s
i
g
n
m
e
n
ts
t
h
e
y
h
a
v
e
alr
ea
d
y
lear
n
ed
.
On
th
e
o
t
h
er
h
an
d
,
E
L
ca
n
b
e
d
etec
ted
if
w
e
i
m
p
r
o
v
e
th
e
u
s
ab
ili
t
y
o
f
t
h
e
au
to
m
a
tic
g
r
ad
in
g
s
y
s
te
m
.
T
ea
ch
er
s
ca
n
f
i
n
d
lear
n
er
s
w
h
o
h
av
e
i
n
ap
p
r
o
p
r
iate
c
o
g
n
itiv
e
lo
ad
ea
r
ly
b
ec
au
s
e
th
e
p
r
o
p
o
s
ed
m
e
th
o
d
clar
if
ie
s
co
g
n
iti
v
e
lo
ad
o
f
lear
n
er
s
f
r
o
m
lear
n
i
n
g
b
eh
av
io
r
.
I
n
th
e
f
u
tu
r
e,
w
e
elab
o
r
atel
y
clar
i
f
y
th
e
ac
c
u
r
ac
y
o
f
lear
n
er
s
’
co
g
n
i
tiv
e
lo
ad
an
d
it
s
f
ac
to
r
s
,
ex
te
n
d
i
n
g
ar
ea
s
o
f
le
ar
n
in
g
co
n
te
n
ts
.
RE
F
E
R
E
NC
E
S
[1
]
J.
Be
n
n
e
d
se
n
a
n
d
M
.
E.
Ca
sp
e
rs
e
n
,
“
F
a
il
u
re
ra
tes
i
n
i
n
tr
o
d
u
c
to
r
y
p
ro
g
ra
m
m
in
g
,
”
S
IGCS
E
Bu
ll
.
,
v
o
l.
3
9
,
n
o
.
2
,
p
p
.
3
2
-
3
6
,
Ju
n
.
2
0
0
7
.
[2
]
M
.
Ok
a
m
o
to
a
n
d
H.
Kita,
“
A
s
tu
d
y
o
f
n
o
v
ice
s
m
i
ss
tep
s
in
sh
a
k
y
o
-
st
y
le
lea
rn
in
g
o
f
c
o
m
p
u
ter
p
ro
g
ra
m
m
in
g
,
”
in
M
e
mo
irs o
f
th
e
c
e
n
ter
f
o
r e
d
u
c
a
ti
o
n
a
l
re
se
a
rc
h
a
n
d
tr
a
in
in
g
,
sh
i
g
a
u
n
ive
rs
it
y
2
2
,
p
p
.
4
9
-
53
,
2
0
1
4
.
[3
]
R.
A
.
Re
ise
r
a
n
d
J.
V
.
De
m
p
se
y
,
“
T
re
n
d
s
a
n
d
issu
e
s
i
n
i
n
stru
c
ti
o
n
a
l
d
e
sig
n
a
n
d
tec
h
n
o
l
o
g
y
,
”
3
rd
e
d
.
Ne
w
Yo
rk
:
P
e
a
so
n
,
2
0
1
2
.
[4
]
J.
M
.
Ke
ll
e
r,
“
M
o
ti
v
a
ti
o
n
a
l
d
e
sig
n
f
o
r
lea
rn
in
g
a
n
d
p
e
rf
o
r
m
a
n
c
e
,
th
e
a
rc
s
m
o
d
e
l
a
p
p
ro
a
c
h
,
”
Ne
w
Yo
rk
:
S
p
rin
g
e
r,
2
0
1
0
.
[5
]
P.
P
in
tri
c
h
,
“
A
m
a
n
u
a
l
f
o
r
th
e
u
se
o
f
th
e
m
o
ti
v
a
ted
stra
teg
ie
s
f
o
r
lea
rn
in
g
q
u
e
stio
n
n
a
ire
(m
slq
)
,
”
A
n
n
A
rb
o
r:
Na
ti
o
n
a
l
Ce
n
ter f
o
r
Re
se
a
rc
h
to
I
m
p
ro
v
e
P
o
stse
c
o
n
d
a
ry
T
e
a
c
h
in
g
;
L
e
a
rn
in
g
,
1
9
9
0
.
[6
]
D.
T
.
D.
P
h
u
o
n
g
a
n
d
H.
S
h
im
a
k
a
w
a
,
“
G
ra
sp
in
g
m
o
ti
v
a
ti
o
n
a
n
d
stra
teg
y
o
f
c
u
rre
n
t
stu
d
e
n
ts
re
f
e
rrin
g
to
p
a
st
p
ro
g
ra
m
m
in
g
c
o
u
rse
,
”
IEE
J
T
ra
n
sa
c
ti
o
n
s
o
n
Fu
n
d
a
me
n
t
a
ls a
n
d
M
a
ter
ia
ls (
A)
,
v
o
l.
1
3
6
,
n
o
.
1
2
,
p
p
.
7
8
7
-
7
9
6
,
2
0
1
6
.
[7
]
R.
G
a
g
n
é
,
W
.
W
a
g
e
r,
K.
G
o
las
,
a
n
d
J.
Ke
ll
e
r,
“
P
ri
n
c
ip
les
o
f
in
st
ru
c
ti
o
n
a
l
d
e
sig
n
,
”
5
th
e
d
.
Be
lm
o
n
t:
W
a
d
sw
o
rth
P
u
b
.
,
2
0
0
5
.
[8
]
J.
S
w
e
ll
e
r,
“
El
e
m
e
n
t
in
tera
c
ti
v
it
y
a
n
d
in
tri
n
sic
,
e
x
tran
e
o
u
s,
a
n
d
g
e
rm
a
n
e
c
o
g
n
it
iv
e
lo
a
d
,
”
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
y
Rev
iew
,
v
o
l.
2
2
,
n
o
.
2
,
p
p
.
1
2
3
-
1
3
8
,
2
0
1
0
.
[9
]
S
.
S
h
u
h
id
a
n
,
M
.
Ha
m
il
to
n
,
a
n
d
D.
D’So
u
z
a
,
“
Un
d
e
rsta
n
d
in
g
n
o
v
ice
p
ro
g
ra
m
m
e
r
d
iff
icu
lt
ies
v
ia
g
u
id
e
d
lea
rn
in
g
,
”
in
Pro
c
e
e
d
in
g
s
o
f
th
e
1
6
th
a
n
n
u
a
l
jo
i
n
t
c
o
n
fer
e
n
c
e
o
n
in
n
o
v
a
ti
o
n
a
n
d
tec
h
n
o
l
o
g
y
in
c
o
m
p
u
ter
sc
ien
c
e
e
d
u
c
a
ti
o
n
,
p
p
.
2
1
3
-
217
,
2
0
1
1
.
[1
0
]
J.
S
w
e
ll
e
r,
P
.
A
y
re
s,
a
n
d
S
.
Ka
ly
u
g
a
,
“
Co
g
n
it
iv
e
lo
a
d
t
h
e
o
ry
,
”
S
p
rin
g
e
r
,
2
0
1
1
.
[1
1
]
W
.
S
c
h
n
o
tz
a
n
d
C.
Kü
rsc
h
n
e
r,
“
A
re
c
o
n
sid
e
ra
ti
o
n
o
f
c
o
g
n
it
iv
e
lo
a
d
th
e
o
ry
,
”
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
l
o
g
y
Rev
iew
,
v
o
l.
1
9
,
n
o
.
4
,
p
p
.
4
6
9
-
5
0
8
,
De
c
.
2
0
0
7
.
[1
2
]
K.
E.
De
L
e
e
u
w
a
n
d
R.
E.
M
a
y
e
r,
“
A
c
o
m
p
a
riso
n
o
f
th
re
e
m
e
a
su
re
s
o
f
c
o
g
n
it
iv
e
lo
a
d
:
Ev
id
e
n
c
e
f
o
r
se
p
a
r
a
b
le
m
e
a
su
re
s
o
f
in
tri
n
sic
,
e
x
tran
e
o
u
s,
a
n
d
g
e
r
m
a
n
e
lo
a
d
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
y
,
v
o
l.
1
0
0
,
p
p
.
2
2
3
-
2
3
4
,
F
e
b
.
2
0
0
8
.
[1
3
]
J.
S
w
e
ll
e
r,
J.
v
a
n
M
e
rrien
b
o
e
r,
a
n
d
F
.
P
a
a
s,
“
Co
g
n
i
ti
v
e
a
rc
h
it
e
c
tu
re
a
n
d
in
str
u
c
ti
o
n
a
l
d
e
sig
n
,
”
Ed
u
c
a
ti
o
n
a
l
Psy
c
h
o
lo
g
y
Rev
iew
,
v
o
l.
1
0
,
n
o
.
3
,
p
p
.
2
5
1
-
2
9
6
,
S
e
p
.
1
9
9
8
.
[1
4
]
E.
Ha
a
p
a
lain
e
n
,
S
.
Kim
,
J.
F
.
F
o
rli
z
z
i,
a
n
d
A
.
K.
De
y
,
“
P
sy
c
h
o
-
p
h
y
sio
lo
g
ica
l
m
e
a
su
re
s
f
o
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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t J
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3271
[1
5
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F
.
P
a
a
s,
J.
T
u
o
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e
n
,
H.
T
a
b
b
e
rs,
a
n
d
P
.
W
.
v
a
n
Ge
rv
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n
,
“
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g
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lo
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ry
,
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u
c
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l
Psy
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.
6
3
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1
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n
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2
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.
[1
6
]
B.
B.
M
o
rris
o
n
,
B.
Do
r
n
,
a
n
d
M
.
G
u
z
d
ial,
“
M
e
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s:
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d
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”
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ICE
R
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ro
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1
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8
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4
.
[1
7
]
J.
Lep
p
in
k
,
F
.
P
a
a
s,
C.
P
.
M
.
V
a
n
d
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r
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leu
ten
,
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.
V
a
n
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o
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,
a
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d
J.
J.
G
.
V
a
n
M
e
rriën
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“
De
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g
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it
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d
,
”
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a
v
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Res
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h
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s
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8
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c
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2
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1
3
.
[1
8
]
M
.
Yo
u
so
o
f
,
M
.
S
a
p
iy
a
n
,
a
n
d
a
n
d
Kh
a
ja
Ka
m
a
lu
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in
,
“
M
e
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su
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o
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rn
in
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o
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p
ro
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ra
m
m
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g
,
”
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o
rld
Aca
d
e
my
o
f
S
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ien
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e
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n
g
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g
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T
e
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h
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y
In
ter
n
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ti
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J
o
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Co
mp
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ter
a
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d
S
y
ste
ms
En
g
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g
,
v
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l.
1
,
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o
.
2
,
p
p
.
3
2
-
3
5
,
2
0
0
7
.
[1
9
]
L.
F
rid
m
a
n
,
B.
Re
ime
r,
B.
M
e
h
le
r,
a
n
d
W
.
T
.
F
re
e
m
a
n
,
“
Co
g
n
it
iv
e
lo
a
d
e
stim
a
ti
o
n
in
th
e
w
il
d
,
”
in
Pro
c
e
e
d
in
g
s
o
f
th
e
2
0
1
8
c
h
i
c
o
n
fer
e
n
c
e
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n
h
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ma
n
fa
c
t
o
rs
in
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mp
u
ti
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ms
,
p
p
.
6
5
2
:1
-
6
5
2
:9
,
2
0
1
8
.
[2
0
]
K.
Ch
a
n
g
,
B.
Ch
iao
,
S
.
Ch
e
n
,
a
n
d
R.
Hs
iao
,
“
A
p
ro
g
ra
m
m
in
g
le
a
rn
in
g
s
y
ste
m
f
o
r
b
e
g
in
n
e
rs
–
a
c
o
m
p
letio
n
stra
teg
y
a
p
p
ro
a
c
h
,
”
I
EE
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r
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Ed
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c
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4
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.
2
,
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p
.
2
1
1
-
2
2
0
,
M
a
y
2
0
0
0
.
[2
1
]
R.
M
e
d
a
w
e
la,
D.
Ra
tn
a
y
a
k
e
,
W.
A
b
e
y
a
sin
g
h
e
,
R.
Ja
y
a
sin
g
h
e
,
a
n
d
K.
M
a
ra
m
b
e
,
“
Eff
e
c
ti
v
e
n
e
ss
o
f
‘f
il
l
in
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lan
k
s’
o
v
e
r
m
u
l
ti
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le
c
h
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ice
q
u
e
stio
n
s
i
n
a
ss
e
ss
in
g
f
in
a
l
y
e
a
r
d
e
n
tal
u
n
d
e
rg
ra
d
u
a
tes
,
”
Ed
u
c
a
c
ió
n
M
é
d
ica
,
v
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l.
1
9
,
n
o
.
2
,
p
p
.
7
2
-
7
6
,
2
0
1
8
.
[2
2
]
S
.
A
s
a
i
a
n
d
H.
S
h
im
a
k
a
wa
,
“
A
u
t
o
m
a
ti
c
sc
o
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m
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f
f
il
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-
in
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e
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b
lan
k
tes
ts
to
m
e
a
su
re
p
ro
g
ra
m
m
in
g
s
k
il
ls,”
in
Pro
c
.
Of
t
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e
6
t
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s
,
p
p
.
2
3
-
29
,
2
0
1
7
.
[2
3
]
E.
L
a
h
ti
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e
n
,
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A
la
-
M
u
tk
a
,
a
n
d
H.
-
M
.
Jä
rv
in
e
n
,
“
A
stu
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o
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d
i
ff
icu
lt
ies
o
f
n
o
v
ice
p
ro
g
ra
m
m
e
rs,”
in
Pro
c
e
e
d
in
g
s
o
f
th
e
1
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h
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l
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se
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n
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ter
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c
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ti
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n
,
p
p
.
1
4
-
18
,
2
0
0
5
.
[2
4
]
I.
M
il
n
e
a
n
d
G
.
Ro
w
e
,
“
Diff
ic
u
lt
ies
i
n
lea
r
n
i
n
g
a
n
d
tea
c
h
in
g
p
ro
g
ra
m
m
in
g
–
V
iew
s
o
f
stu
d
e
n
ts
a
n
d
tu
t
o
rs,”
Ed
u
c
a
ti
o
n
a
n
d
In
f
o
rm
a
ti
o
n
T
e
c
h
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o
lo
g
ies
,
v
o
l.
7
,
n
o
.
1
,
p
p
.
5
5
-
6
6
,
M
a
r.
2
0
0
2
.
[2
5
]
J.
C.
S
ip
i
o
r,
B.
T
.
W
a
rd
,
a
n
d
R.
A
.
M
e
n
d
o
z
a
,
“
On
li
n
e
p
riv
a
c
y
c
o
n
c
e
rn
s
a
ss
o
c
iate
d
w
it
h
c
o
o
k
ies
,
f
l
a
sh
c
o
o
k
ies
,
a
n
d
w
e
b
b
e
a
c
o
n
s,”
J
o
u
rn
a
l
o
f
In
ter
n
e
t
Co
mm
e
rc
e
,
v
o
l.
1
0
,
n
o
.
1
,
p
p
.
1
-
1
6
,
2
0
1
1
.
[2
6
]
J.
Ha
n
,
M
.
Ka
m
b
e
r,
a
n
d
J.
P
e
i,
D
a
ta
mi
n
i
n
g
,
c
o
n
c
e
p
t
a
n
d
tec
h
n
i
q
u
e
s
,
3
rd
e
d
.
W
a
lt
h
a
m
:
M
o
rg
a
n
Ka
u
fm
a
n
n
,
2
0
1
0
.
[2
7
]
T
.
Ha
stie,
R.
T
ib
sh
iran
i,
a
n
d
J.
F
ried
m
a
n
,
“
T
h
e
e
le
m
e
n
t
o
f
st
a
ti
stica
l
lea
rn
in
g
:
Da
ta
m
in
in
g
,
in
f
e
re
n
c
e
,
a
n
d
p
re
d
ictio
n
,
”
2
n
d
e
d
.
S
p
r
in
g
e
r,
2
0
0
9
.
[2
8
]
K.
P
.
M
u
rp
h
y
,
“
M
a
c
h
in
e
lea
rn
in
g
,
a
p
ro
b
a
b
il
isti
c
p
e
rsp
e
c
ti
v
e
,”
Ca
m
b
rid
g
e
:
M
I
T
P
re
ss
,
2
0
1
0
.
[2
9
]
T
.
M
.
M
it
c
h
e
ll
,
“
M
a
c
h
in
e
lea
rn
in
g
,”
Ne
w
Yo
rk
:
M
c
G
ra
w
-
Hill
,
1
9
9
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.