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! Hello friends!
I hope you are very well and things are going your the best in the world.
I also thank you for keep visiting my spaces Computer ... This month we'll talk a little programming, it will be something short to explain, discuss arrangements of memory or storage structures in the Borland C + + language.
! Started!



What are the arrangements of memory or storage structures?

They are just memory locations where it makes a "partition", so to speak, but in reality are positions where you can add different types of data.

What types of data we keep?

As we know that to use a variable, we declare, the same we do with the arrangements of memory, depending on the type of declaration, a variable takes a value type, if whole, will not accept decimals, if a character will not accept a number, if single precision, double precision not accept as is the value of pi (p) and vice versa. So depending on what values \u200b\u200bthe algorithm works (this term will discuss later) and the same arrangement and must declare the variables. Do

arrangements are be classified?

Sure, fall into three categories:
In one dimension (Vector)
Bidimensional (Matrix) Three-dimensional
(For reasons beyond my control I can not talk about it)
work
vectors with coordinates x, matrices with coordinates x and y while the three-dimensional arrays work with "x", "y" and "z". Syntax



The statement of arrangements, specifically Vector, in Borland C + +, is grabbing follows: [a number].

explain: the letter that precedes the brackets (which are necessary as part of the syntax) can be both uppercase and lowercase. So we put the number in brackets is the size that will define the vector.

Example: a [3], I [10].

In the first case, I declared a three-space vector and the second ten. It should be noted that the letter is called identifier like variables and the gaps are not counted from number 1, but from 0. In the first case, the three spaces are 0, 1 and 2. Not to say that the zero account, I understand. Imagine a rectangle split into three pieces and that the rectangle is called "a". The same with the second case, the identifier is "I" and consists of 10 slots (0 through 9).

The declaration of arrays, arrays specifically performed as follows: [number] [number].

explain: as vectors point is the handle, and most important thing I can say is that the two brackets are the coordinates that it said that. These arrangements can be any size of rows and columns and work just like the vectors in regard to the spaces. Importantly



To enter data either in vectors and matrices, using the for statement for the language C + + or for ... next to the case of Visual Basic.
For both files are saved from position 0 to the last, although the programmer can "play" with the repeat cycle and add the data back and forth in vectors and matrices by columns or introduce them to the parents ... this is only the logical development. Although, do not think you should go crazy for it, nor is that complicate your life, it depends on what kind of programmer you are. Declaration

language:

A vector in C + + we write as follows:

int D [3];
Q z [5];

A parent would be this:
EXAMPLE
int [2] [3];
PP float [4] [4];

This is something that is used to program when working with different data such as measures of blood from a group of people, the amount of water street in a city for three years ... depending on the problem you choose to use vectors or matrices.


Well, I think that's it.
Any comments or suggestions, I do know that I will read it with pleasure. Coming
talk about control structures.

Thanks for visiting my spaces, I hope you like it.

Cheers, take care that there are people who love them. Saellvertu

Until next month ... God willing.

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"Every time we have, we rely on a principle of identity, ie, at least for us the objects we have are identical enough to be interchangeable."

Wright and Mok, 2004


When I read the first chapter of Introduction to Rasch Measurement edited by Everett Smith and Richard Smith (ISBN 0-9755351-1-0) I liked this phrase, and I took the liberty of translating into Castilian. The idea brings me to one of the important problems of the validity of psychometric tests: the one-dimensional. Although this problem is often neglected in the texts of Classical Test Theory is much in the literature on Item Response Theory.

Question: Where do you usually live score future tests?
Answer: the sum of individual scores of the items.

Solo por hablar del caso de los ítemes dicotómicos, la suma, o puntaje directo es el conteo de respuestas correctas o positivas (que van en la dirección del constructo). Y si queremos contarlos, esto implica que “son lo suficientemente idénticos como para ser intercambiable”. Con esta afirmación, los autores están reafirmando la importancia de la unidimensionalidad: si los ítemes son combinados linealmente, es porque comparten algo en común, es decir, miden fundamentalmente lo mismo. ¿Cómo podemos fundamentar la suma de un par de ítemes si estos se refieren a algo muy diferente?

Si los ítemes tienen un grado significativo de varianza común compartida, say that this is due to their covariance is produced primarily by the same latent trait. Even if we make a statement in causal terms, we say that the observed variance in these items is largely caused by the same latent trait.

Of course, there is no perfect one-dimensionality. What we are measuring instruments whose items are not far from this assumption. Some would say, are essentially one-dimensional tests. It is precisely this aspect, which we aim, to take and measure instruments whose scores (and interpretations) are more valid. This is the objective of Rasch models (for dichotomous items, partial credit rating scale, etc..) scale to achieve a set of items that do not stray far from this assumption undimensionalidad, in addition to a number of assumptions, which will write at another time.

Best Regards, Andrew

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DIMENSIONAL CLASSICAL RELIABILITY THEORY

Funny always hear "the reliability of the test is ...";" this test has a reliability ... " and similar phrases. The problem is that it comes to reliability as a characteristic of the instrument itself, as an intrinsic quality, and perhaps ultimately the same.

Nothing could be further from the truth. When we speak of reliability, this refers to a property of scores observed. It is a relationship between true variance and variance of observed scores, which is affected by many factors external to the test itself. They can therefore have many uses coefficients of reliability as we give the scores derived from a measurement tool.

Let us refer to the issue properly, "the reliability of scores is ..."


Best regards Andrés

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X = V + e

observed scores (X) is a linear combination of the true scores (V) and error (e).

This is the classical linear model and classical theory Tests of the postulated in 1904 by Charles Spearman. For a long time the only measurement model that supported the psychometric processes (and edumétricos, although I really like this term), until the first expansion of Cronbach and others in the years 50 (Theory of Generali) and independent contributions Rasch Lord and in the years 60 (Item Response Theory and Rasch analysis).

Even now, despite its limitations, remains one of the models used in the study of psychometric and kind is inevitable in a good curriculum in a school of psychology.


Best regards Andrés