Author: SRI International
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Part one: What is emotional AI and how is it embracing computing?
How affective computing emotional AI are changing society
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Largest-ever study of impact of Open Educational Resources in college reveals benefits of introducing OER courses on a broad scale
Community college students taking multiple OER courses earned more credits and similar grades than students who took no OER courses and reported high engagement with course materials; effort saved students $10.7 million and was cost-effective for colleges.
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The evolution of conversational AI
How conversational virtual assistants are transforming the way humans interact with robots
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ST Math: Nonregulatory ESSA Standards Evidence Review & What Works Clearinghouse Standards Review
The study authors conducted multiple analyses to investigate the extent to which use of Spatial-Temporal (ST) Math in grades 3–5 was associated with increased school mathematics achievement.
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SRI Introduces Novel Synthetic Chemistry System at SLAS 2020
SRI Biosciences Chief Strategy Officer Nathan Collins, Ph.D., will present an overview of SynFini, the company’s fully automated, end-to-end synthetic-chemistry system.
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AI visionary named first Engelbart Distinguished Fellow by SRI International
The Australian National University’s Distinguished Professor Genevieve Bell has been named the world’s first inaugural Engelbart Distinguished Fellow by SRI International.
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EdTech with impact — A better path forward
By partnering with credible learning experts, edtech developers will save money and time — and accelerate the edtech innovations our students deserve.
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Evidence-based training for new teachers boosts student achievement in math and English language arts
Researchers found that when teachers participated in the NTC induction model, students improved their achievement in math and English language arts.
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Orchestrating a chemical revolution
Automation will help us access the full potential of chemistry.
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Developing the next generation of chemical detection systems for strategic situational awareness
SRI International secures sole award for MAEGLIN Phase 2’s Forensic Identification Track.
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Relationships between reading profiles and narrative writing abilities in school-age children with autism spectrum disorder
Children with autism spectrum disorder (ASD) are noted to exhibit challenges in both skill areas, though relatively few studies have examined relationships between reading and writing skills.
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Relationships between reading profiles and narrative writing abilities in school-age children with autism spectrum disorder
This study adopted a reading-to-writing framework to examine if school-age children differ in their narrative writing performance based on their categorically heterogeneous, empirically derived latent reading profiles.