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Since H = itemsT (tidsT (H)) L, it follows that tidsT (L) tidsT (itemsT (tidsT (H))) = tidsT (H), which implies the equality tidsT (L) = tidsT (itemsT (tidsT (H))) because the sets tidsT (L) and tidsT (H) have the same number of elements Thus, by equality (71), tidsT (L) = tidsT (H) In turn, this yields H = itemsT (tidsT (H)) = itemsT (tidsT (L)) L, which contradicts the initial assumption H L Theorem 6 For any transaction data set T : {1, , n} P(I) and set of items L we have suppT (L) = suppT (I(L)) In other words, the support of an item set in T equals the support of its closure Proof Equality (72) implies that tidsT (I(L)) = tidsT (itemsT (tidsT (L))) = tidsT (L).



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The effect of training in criteria-based content analysis on the ability to detect deception in adults Law and Human Behavior, 16, 663 675 Mann, S, Vrij, A and Bull, R (2002) Suspects, lies and videotape: An analysis of authentic high-stake liars Law and Human Behavior, 26, 365 376 Miller, GR and Stiff, JB (1993) Deceptive communication Newbury Park, CA: Sage Milne, R and Bull, R (1999) Investigative interviewing: Psychology and practice Chichester, England: John Wiley & Sons Moston, SJ and Engelberg, T (1993) Police questioning techniques in tape recorded interviews with criminal suspects Policing and Society, 3, 223 237 Ost, J, Vrij, A, Costall, A and Bull, R (2002) Crashing memories and reality monitoring: Distinguishing between perceptions, imaginings and false memories Applied Cognitive Psychology, 16, 125 134 Parker, AD and Brown, J (2000).





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Georgia was a class action suit decided on behalf of African-American students in Georgia because of their disproportionate assignment to the lower achievement groups, resulting in intraschool racial segregation In this case, information about grouping practices showed that students typically were assigned to achievement rather than ability groups on the basis of a combination of factors including assessment of skill level in a basal series, achievement test results, and teacher recommendations In defending their grouping practices, the schools noted that the achievement groupings were flexible (ie, students could move easily from one group to another) and likely to benefit students as instruction was matched to skill level They also presented achievement data to show that pupils in the lower tracks did, in fact, benefit from the instructional grouping The schools consequently were able to show that their grouping practices resulted in enhanced educational opportunities for African-American students.

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The court found in favor of the schools Simmons v Hooks (1994) involved a school district in which students were placed in whole-class ability tracks in kindergarten through third grade, with a disproportionate number of African-American students placed in the low ability classes In grades 4 through 6, students were placed in heterogeneous classes, with within-class instructional grouping for reading, math, and language arts The district was not able to show that whole-class ability grouping resulted in better educational opportunities for pupils in grades kindergarten through 3, and the court found this practice unconstitutionally segregative The court did not find heterogeneous class assignment with within-class grouping for reading, math, and language arts unconstitutionally segregative Instructional Grouping and Children s Needs As noted in Simmons v Hooks (1994), a number of different types of instructional grouping practices exist The grouping practice that has.

Detection of deception: Statement validity analysis as a means of determining truthfulness or falsity of rape allegations Legal and Criminological Psychology, 5, 237 259 Porter, S and Yuille, JC (1996) The language of deceit: An investigation of the verbal clues to deception in the interrogation context Law and Human Behavior, 20, 443 459 Porter, S, Yuille, JC and Lehman, DR (1999) The nature of real, implanted and fabricated memories for emotional childhood events: Implications for the recovered memory debate Law and Human Behavior, 23, 517 537 Raskin, DC and Esplin, PW (1991) Statement Validity Assessment: Interview procedures and content analysis of children s statements of sexual abuse Behavioral Assessment, 13, 265 291 Rassin, E (in press) Criteria-based content analysis: The less scienti c road to truth Expert Evidence Riggio, RE and Friedman, HS (1983) Individual differences and cues to deception.

Since suppcountT (H) = |tidsT (H)| for every item set H, it follows that suppcountT (I(L)) = suppcountT (L) A special class of subsets of closed sets is helpful for obtaining a concise representation of -frequent item sets De nition 4 A -maximal frequent item set is a -frequent item set that is closed Thus, once the -maximal frequent item sets have been identi ed, then all frequent item sets can be obtained as subsets of these sets Several improvements of the standard Apriori algorithm are very interesting to explore Park et al [14] hash tables used for substantially decreasing the sizes of the candidate sets In a different direction, an algorithm that picks a random sample from.

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Journal of Personality and Social Psychology, 45, 899 915..

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