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- Fundamental Concepts of ASI: statistical modelling, types of variables,
and additional key variables
- New Advances in progress, stability indices, extension to new types
of variables, rules of exception, duality (space of subject- space
of rules), metrical structure and topology of space led by their contribution
to the subjects or their typicality, vector analysis, etc.)
- Comparison of critical processes, models, representations and the
results of the ASI with other methods of data analysis (Galois lattices,
Bayesian networks, trees induction, factorial analysis, etc.)
- Practice with the software CHIC, current and expected developments
- Applications processed by ASI and comparison with other methods,
in the areas of education, science education, psychology, sociology,
economics, art history, biology, medicine, archaeology, etc.
- graphical presentation of results and numerical applications, aid
the interpretation of these results, respective roles and critics
of the types of variables, the main variables and supplementary choices
- Specificity of training with the ASI: use of software CHIC, interpretation
of graphical representations (implicative graph, tree hierarchy cohesive)
- Issues of teaching in ASI
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Challenge 1:
- Associate to each couple of variables VxV the vector q, the standard score of the implication index. Study of the gradient of dq.
Challenge 2:
- Continuous variables following a uniform distribution or not. Expected examples.
Challenge 3:
- Notion of " attractive " variable, vertex of implicative cone. Semantic usage. Expected results.
Challenge 4:
- Relationship between implication intensity and confidence (conditional probability). Expected results.
Challenge 5:
- Exploit the set-metaphor to define an intensity of inclusion
taking into account the direct and contrapositive involvement.
Challenge 6:
- As part of the Genesis and Development of Statistical Implicative Analysis Conference; intuitive retrospective published in the proceedings of ASI 7, a study of the hierarchical organization of conceptual cognition (eg. schemes, procedures, design, method, ...) would deserve to be made by psychologist or educationalist based nested classes of a cohesitive hierarchy. Expected examples.
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