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Automatically solving math word problems, which involves comprehension, cognition, and reasoning, is a crucial issue in artificial intelligence research. Existing math word problem solvers mainly work on word-level relationship extraction and the generation of expression solutions while lacking consideration of the clause-level relationship. To this end, inspired by the theory of two levels of process in comprehension, we propose a novel clause-level relationship-aware math solver (CLRSolver) to mimic the process of human comprehension from lower level to higher level. Specifically, in the lower-level processes, we split problems into clauses according to their natural division and learn their semantics. In the higher-level processes, following human′s multi-view understanding of clause-level relationships, we first apply a CNN-based module to learn the dependency relationships between clauses from word relevance in a local view. Then, we propose two novel relationship-aware mechanisms to learn dependency relationships from the clause semantics in a global view. Next, we enhance the representation of clauses based on the learned clause-level dependency relationships. In expression generation, we develop a tree-based decoder to generate the mathematical expression. We conduct extensive experiments on two datasets, where the results demonstrate the superiority of our framework.

The purpose of the study was to examine the relations of five dimensions of free-time management (including goal setting and evaluating, technique, values, immediate response, and scheduling) with leisure boredom, and whether these factors could predict leisure boredom. A total of 500 undergraduates from a university in southern Taiwan were surveyed with 403 usable questionnaires was returned. Pearson correlation analysis revealed that five dimensions of free-time management had significant negative relationships with leisure boredom. Furthermore, the results of stepwise regression analysis revealed that four dimensions of free-time management were significant contributors to leisure boredom. Finally, we suggested students can avoid boredom by properly planning and organizing leisure time and applying techniques for managing leisure time.