Dissertations / Theses on the topic 'Cross-learning'
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Zhang, Li. "Cross-view learning." Thesis, Queen Mary, University of London, 2018. http://qmro.qmul.ac.uk/xmlui/handle/123456789/43185.
Si, Si, and 斯思. "Cross-domain subspace learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44912912.
Hjelm, Hans. "Cross-language Ontology Learning : Incorporating and Exploiting Cross-language Data in the Ontology Learning Process." Doctoral thesis, Stockholms universitet, Institutionen för lingvistik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8414.
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Zhu, Xiaodan. "On Cross-Series Machine Learning Models." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1616444550.
Fohlin, Robert. "A cross-media game environment for learning." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-9314.
Kodirov, Elyor. "Cross-class transfer learning for visual data." Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/31852.
Porto, Faimison Rodrigues. "Cross-project defect prediction with meta-Learning." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/55/55134/tde-21032018-163840/.
Modelos de predição de defeitos auxiliam profissionais de teste na priorização de partes do software mais propensas a conter defeitos. A abordagem de predição de defeitos cruzada entre projetos (CPDP) refere-se à utilização de projetos externos já conhecidos para compor o conjunto de treinamento. Essa abordagem é útil quando a quantidade de dados históricos de defeitos é inapropriada ou insuficiente para compor o conjunto de treinamento. Embora o princípio seja atrativo, o desempenho de predição é um fator limitante nessa abordagem. Nos últimos anos, vários métodos foram propostos com o intuito de melhorar o desempenho de predição de modelos CPDP. Contudo, na literatura, existe uma carência de estudos comparativos que apontam quais métodos CPDP apresentam melhores desempenhos. Além disso, não há evidências sobre quais métodos CPDP apresentam melhor desempenho para um domínio de aplicação específico. De fato, não existe um algoritmo de aprendizado de máquina que seja apropriado para todos os domínios de aplicação. A tarefa de decisão sobre qual algoritmo é mais adequado a um determinado domínio de aplicação é investigado na literatura de meta-aprendizado. Um modelo de meta-aprendizado é caracterizado pela sua capacidade de aprender a partir de experiências anteriores e adaptar seu viés de indução dinamicamente de acordo com o domínio alvo. Neste trabalho, nós investigamos a viabilidade de usar meta-aprendizado para a recomendação de métodos CPDP. Nesta tese são almejados três principais objetivos. Primeiro, é conduzida uma análise experimental para investigar a viabilidade de usar métodos de seleção de atributos como procedimento interno de dois métodos CPDP, com o intuito de melhorar o desempenho de predição. Segundo, são investigados quais métodos CPDP apresentam um melhor desempenho em um contexto geral. Nesse contexto, também é investigado se os métodos com melhor desempenho geral apresentam melhor desempenho para os mesmos conjuntos de dados (ou projetos de software). Os resultados revelam que os métodos CPDP mais adequados para um projeto podem variar de acordo com as características do projeto sendo predito. Essa constatação conduz à terceira investigação realizada neste trabalho. Foram investigadas as várias particularidades inerentes ao contexto CPDP a fim de propor uma solução de meta-aprendizado capaz de aprender com experiências anteriores e recomendar métodos CPDP adequados, de acordo com as características do software. Foram avaliados a capacidade de meta-aprendizado da solução proposta e a sua performance em relação aos métodos base que apresentaram melhor desempenho geral.
Ciucanu, Radu. "Cross-model queries and schemas : complexity and learning." Thesis, Lille 1, 2015. http://www.theses.fr/2015LIL10056/document.
Specifying a database query using a formal query language is typically a challenging task for non-expert users. In the context of big data, this problem becomes even harder because it requires the users to deal with database instances of large size and hence difficult to visualize. Such instances usually lack a schema to help the users specify their queries, or have an incomplete schema as they come from disparate data sources. In this thesis, we address the problem of query specification for non-expert users. We identify two possible approaches for tackling this problem: learning queries from examples and translating the data in a format that the user finds easier to query. Our contributions are aligned with these two complementary directions and span over three of the most popular data models: XML, relational, and graph. This thesis consists of two parts, dedicated to (i) schema definition and translation, and to (ii) learning schemas and queries. In the first part, we define schema formalisms for unordered XML and we analyze their computational properties; we also study the complexity of the data exchange problem in the setting of a relational source and a graph target database. In the second part, we investigate the problem of learning from examples the schemas for unordered XML proposed in the first part, as well as relational join queries and path queries on graph databases. The interactive scenario that we propose for these two classes of queries is immediately applicable to assisting non-expert users in the process of query specification
Weatherholtz, Kodi. "Perceptual learning of systemic cross-category vowel variation." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429782580.
Nerantzi, Chrissi. "Towards a framework for cross-boundary collaborative open learning for cross-institutional academic development." Thesis, Edinburgh Napier University, 2017. http://researchrepository.napier.ac.uk/Output/1025583.
Huss, Jakob. "Cross Site Product Page Classification with Supervised Machine Learning." Thesis, KTH, Skolan för datavetenskap och kommunikation (CSC), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189555.
Miao, Ching. "Transformative learning and social transformation, a cross-cultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ50488.pdf.
Shyu, Eric. "Latent tree structure learning for cross-document coreference resolution." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91867.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 77-79).
Cross Document Coreference Resolution (CDCR) is the problem of learning which mentions, coming from several different documents, correspond to the same entity. This thesis approaches the CDCR problem by first turning it into a structure learning problem. A latent tree structure, in which leaves correspond to observed mentions and internal nodes correspond to latent sub-entities, is learned. A greedy clustering heuristic can then be used to select subtrees from the learned tree structure as entities. As with other structure learning problems, it is prudent to envoke Occam's razor and perform regularization to obtain the simplest hypothesis. When the state space consists of tree structures, we can impose a bias on the possible structure. Different aspects of tree structure (i.e. number of edges, depth of the leaves, etc.) can be penalized in these models to improve the generalization of thes models. This thesis draws upon these ideas to provide a new model for CDCR. To learn parameters, we implement a parameter estimation algorithm based on existing stochastic gradient-descent based algorithms and show how to further tune regularization parameters. The latent tree structure is then learned using MCMC inference. We show how structural regularization plays a critical role in the inference procedure. Finally, we empirically show that our model out-performs previous work, without using a sophisticated set of features.
by Eric Shyu.
M. Eng.
Almaev, Timur. "Cross-database representation and transfer learning of facial expressions." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/48033/.
Pop, Dănuţ Ovidiu. "Multi-task cross-modality deep learning for pedestrian risk estimation Multi-task deep learning for pedestrian detection, action recognition and time to cross prediction." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMIR06.
This PhD thesis is the result of my research work in the machine learning, image processing and intelligent transportation field for solving the problem of multi-task pedestrian protection system (PPS) including not only pedestrian classification, detection and tracking, but also pedestrian action-unit classification and prediction, and finally pedestrian risk estimation. Moreover, our PPS system uses original cross-modality deep learning approaches. The goal of our research work is to develop an intelligent pedestrian protection component-based only on single stereo vision system using an optimal cross-modality deep learning architecture in order to classify the current pedestrian action, predict their next actions and finally to estimate the pedestrian risk by the time to cross for each pedestrian. First, we investigate the classification component where we analyzed how learning representations from one modality would enable recognition for other modalities within various deep learning, which one term as cross-modality learning. Second, we study how the cross-modality learning improves an end-to-end the pedestrian action
Whaley, Christopher J. "Cross-modality learning and redundancy with auditory and visual displays." Diss., Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/30925.
Huang, Yawen. "Cross-modality feature learning for three-dimensional brain image synthesis." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21226/.
Shen, Yuming. "Deep binary representation learning for single/cross-modal data retrieval." Thesis, University of East Anglia, 2018. https://ueaeprints.uea.ac.uk/67635/.
Gilbertson, Barbara Carol Hooper. "Facilitating occupational therapy student learning to enhance cross-cultural effectiveness." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12396.
Developing cultural awareness and effectiveness is critical to meaningful and successful occupational therapy practice and of concern to occupational therapists worldwide (World Federation of Occupational Therapists, 2010). Occupational therapy graduates, not fully representative of the demographics of the populations they will meet clinically, must be able to work effectively with individuals and systems and acquire the ability to understand the interconnectedness of culture and its influence on socioeconomics, health, wellness, specific diagnostic conditions and health disparities (Black & Wells, 2007). This doctoral project argues that the term cultural effectiveness communicates a more collaborative process and realistic outcome than the term cultural competence. Based on a review of theories and effective approaches for teaching and learning about cultural effectiveness this doctoral project includes a review of the St. Catherine University Occupational Science and Occupational Therapy Masters of Arts in Occupational Therapy curriculum. Suggestions are recommended for content and outcome measures to enhance occupational therapy students' reflective, client-centered, culturally effective practice.
Chung, Yu-An. "Unsupervised learning of cross-modal mappings between speech and text." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122695.
Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 71-81).
Deep learning is one of the most prominent machine learning techniques nowadays, being the state-of-the-art on a broad range of applications in computer vision, natural language processing, and speech and audio processing. Current deep learning models, however, rely on signicant amounts of supervision for training to achieve exceptional performance. For example, commercial speech recognition systems are usually trained on tens of thousands of hours of annotated data, which take the form of audio paired with transcriptions for training acoustic models, collections of text for training language models, and (possibly) linguist-crafted lexicons mapping words to their pronunciations. The immense cost of collecting these resources makes applying state-of-the-art speech recognition algorithm to under-resourced languages infeasible. In this thesis, we propose a general framework for mapping sequences between speech and text. Each component in this framework can be trained without any labeled data so the entire framework is unsupervised. We first propose a novel neural architecture that learns to represent a spoken word in an unlabeled speech corpus as an embedding vector in a latent space, in which word semantics and relationships between words are captured. In parallel, we train another latent space that captures similar information about written words using a corpus of unannotated text. By exploiting the geometrical properties exhibited in the speech and text embedding spaces, we develop an unsupervised learning algorithm that learns a cross-modal alignment between speech and text. As an example application of the learned alignment, we develop a unsupervised speech-to-text translation system using only unlabeled speech and text corpora.
This work was supported in part by iFlytek
by Yu-An Chung.
S.M.
S.M. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
Zervos, Cassandra. "The effect of cross-linked learning on visual arts education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/774.
Zhang, Zheng. "Explorations in Word Embeddings : graph-based word embedding learning and cross-lingual contextual word embedding learning." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS369/document.
Word embeddings are a standard component of modern natural language processing architectures. Every time there is a breakthrough in word embedding learning, the vast majority of natural language processing tasks, such as POS-tagging, named entity recognition (NER), question answering, natural language inference, can benefit from it. This work addresses the question of how to improve the quality of monolingual word embeddings learned by prediction-based models and how to map contextual word embeddings generated by pretrained language representation models like ELMo or BERT across different languages.For monolingual word embedding learning, I take into account global, corpus-level information and generate a different noise distribution for negative sampling in word2vec. In this purpose I pre-compute word co-occurrence statistics with corpus2graph, an open-source NLP-application-oriented Python package that I developed: it efficiently generates a word co-occurrence network from a large corpus, and applies to it network algorithms such as random walks. For cross-lingual contextual word embedding mapping, I link contextual word embeddings to word sense embeddings. The improved anchor generation algorithm that I propose also expands the scope of word embedding mapping algorithms from context independent to contextual word embeddings
Franke, Johann Wilhelm. "Cross-unit organisational learning : a study of facilitating and inhibiting factors." Thesis, London Business School (University of London), 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397034.
Chang, Y. S. "Parental involvement in children's learning : an Anglo-Chinese cross-cultural study." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597454.
Szames, Esteban Alejandro. "Few group cross section modeling by machine learning for nuclear reactor." Thesis, université Paris-Saclay, 2020. http://www.theses.fr/2020UPASS134.
Modern nuclear reactors utilize core calculations that implement a thermo-hydraulic feedback requiring accurate homogenized few-group cross sections.They describe the interactions of neutrons with matter, and are endowed with the properties of smoothness and regularity, steaming from their underling physical phenomena. This thesis is devoted to the modeling of these functions by industry state-of-theart and innovative machine learning techniques. Mathematically, the subject can be defined as the analysis of convenient mapping techniques from one multi-dimensional space to another, conceptualize as the aggregated sum of these functions, whose quantity and domain depends on the simulations objectives. Convenient is intended in terms of computational performance, such as the model’s size, evaluation speed, accuracy, robustness to numerical noise, complexity,etc; always with respect to the engineering modeling objectives that specify the multidimensional spaces of interest. In this thesis, a standard UO₂ PWR fuel assembly is analyzed for three state-variables, burnup,fuel temperature, and boron concentration.Library storage requirements are optimized meeting the evaluation speed and accuracy targets in view of microscopic, macroscopic cross sections and the infinite multiplication factor. Three approximation techniques are studied: The state-of-the-art spline interpolation using computationally convenient B-spline basis, that generate high order local approximations. A full grid is used as usually donein the industry. Kernel methods, that are a very general machine learning framework able to pose in a normed vector space, a large variety of regression or classification problems. Kernel functions can reproduce different function spaces using an unstructured support,which is optimized with pool active learning techniques. The approximations are found through a convex optimization process simplified by the kernel trick. The intrinsic modular character of the method facilitates segregating the modeling phases: function space selection, application of numerical routines and support optimization through active learning. Artificial neural networks which are“model free” universal approximators able Artificial neural networks which are“model free” universal approximators able to approach continuous functions to an arbitrary degree without formulating explicit relations among the variables. With adequate training settings, intrinsically parallelizable multi-output networks minimize storage requirements offering the highest evaluation speed. These strategies are compared to each other and to multi-linear interpolation in a Cartesian grid, the industry standard in core calculations. The data set, the developed tools, and scripts are freely available under aMIT license
Yeager, Mary Elizabeth Bratton. "A cross-validation study of the college learning effectiveness inventory (CLEI)." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1647.
Turner, Craig, Keith Johnson, and W. Andrew Clark. "Diverse Cross Functional Student Teams: A Teaching Tool For Enhanced Learning." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/2503.
Tai, Chih-Che. "Learning Progression in Students’ Understanding of Combustion- A Cross- age Study." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3281.
Bakkali, Souhail. "Multimodal Document Understanding with Unified Vision and Language Cross-Modal Learning." Electronic Thesis or Diss., La Rochelle, 2022. http://www.theses.fr/2022LAROS046.
The frameworks developed in this thesis were the outcome of an iterative process of analysis and synthesis between existing theories and our performed studies. More specifically, we wish to study cross-modality learning for contextualized comprehension on document components across language and vision. The main idea is to leverage multimodal information from document images into a common semantic space. This thesis focuses on advancing the research on cross-modality learning and makes contributions on four fronts: (i) to proposing a cross-modal approach with deep networks to jointly leverage visual and textual information into a common semantic representation space to automatically perform and make predictions about multimodal documents (i.e., the subject matter they are about); (ii) to investigating competitive strategies to address the tasks of cross-modal document classification, content-based retrieval and few-shot document classification; (iii) to addressing data-related issues like learning when data is not annotated, by proposing a network that learns generic representations from a collection of unlabeled documents; and (iv) to exploiting few-shot learning settings when data contains only few examples
Ponomareva, Natalia. "Graph-based approaches for semi-supervised and cross-domain sentiment analysis." Thesis, University of Wolverhampton, 2014. http://hdl.handle.net/2436/323990.
Lappas, Nicolaos J. "Specific learning difficulties in Scotland and Greece : perceptions and provision." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2136.
Cardillo, Ramona. "Local-global visuospatial processing in Autism Spectrum Disorders and Nonverbal Learning Disabilities: A cross-task and cross-disorder comparison." Doctoral thesis, Università degli studi di Padova, 2018. http://hdl.handle.net/11577/3427280.
Le abilità visuospaziali sono un insieme di abilità considerate essenziali nell’interazione con l’ambiente e sono coinvolte in numerose attività quotidiane (Hegarty & Waller, 2005; Jansen, Wiedenbauer, & Hahn, 2010). Il paradigma di elaborazione globale-locale (Navon, 1977) costituisce un utile approccio per studiare questo dominio neuropsicologico. Secondo tale paradigma le persone possono percepire un evento usando uno stile di elaborazione globale, per cui considerano la gestalt di un insieme di stimoli, o uno stile di elaborazione locale, per cui si focalizzano sui dettagli (Förster & Dannenberg, 2010; Navon, 1977; Schooler, 2002). Numerose ricerche sull’elaborazione globale-locale hanno rivelato l’uso preferenziale di uno stile di elaborazione (con un bias globale o locale) in specifici disturbi del neurosviluppo, in particolare riguardo al disturbo dello spettro dell’autismo (ASD) (Caron, Mottron, Dawson, Bertiaume, & Dawson, 2006; Kuschner, Bodner, & Minshew, 2009). Tuttavia, risultati conflittuali sono spesso emersi in letteratura (vedi Van der Hallen, Evers, Brewaeys, Van den Noortgate, & Wagemans, 2015) e mostrano come i partecipanti con differenti disturbi dello sviluppo possono elaborare sia informazioni locali che globali, a seconda delle richieste del compito e del dominio cognitivo coinvolto, ma in modi differenti e atipici (Dukette & Stiles, 2001). Questi risultati prevengono possibili generalizzazioni e necessitano di essere ulteriormente esplorati. Al contrario, gli stili di elaborazione globale-locale non sono mai stati studiati in bambini con altri disturbi del neurosviluppo, come il disturbo dell’apprendimento nonverbale (NLD), nonostante evidenze abbiano suggerito che questi aspetti possano essere rilevanti anche nell’NLD (Chow & Skuy, 1999). Per tale ragione, confronti tra differenti disturbi del neurosviluppo e attraverso l’uso di diversi compiti vengono suggeriti come il metodo migliore per analizzare queste abilità ed evidenziare similitudini o differenze nell’uso degli stili di elaborazione (D’Souza, Booth, Connolly, Happé, & Karmiloff-Smith, 2016). L'obiettivo principale della presente tesi di Dottorato è quello di migliorare la nostra comprensione del ruolo dell’elaborazione visuospaziale globale-locale nel profilo neuropsicologico di specifici disturbi del neurosviluppo, attraverso la comparazione di diversi disturbi e l’uso di prove differenti. Sono state indagate le prestazioni di partecipanti con ASD senza disabilità intellettiva (ID) o NLD in diversi domini di abilità visuospaziali, confrontandoli tra loro e con bambini aventi altri disturbi del neurosviluppo, come la dislessia o il deficit di attenzione/iperattività (ADHD). L’assessment si è concentrato sull’indagine della velocità di elaborazione visuospaziale, delle abilità visuo-percettive, visuo-costruttive e di memoria di lavoro visuospaziale (VSWM). È stata inoltre indagata l’interazione tra le performance in questi domini e l'elaborazione globale-locale. Sulla base del paradigma modificato di disegno con cubi (BDT) (Caron et al., 2006), sono stati elaborati nuovi compiti e stimoli per valutare le abilità visuospaziali menzionate. In particolare, sono stati condotti quattro studi. Lo Studio I ha indagato gli stili di elaborazione visuospaziale globale-locale in due gruppi di partecipanti con ASD senza ID - con e senza un picco visuospaziale (-P e -NP) - confrontandoli con individui a sviluppo tipico (TD). I risultati hanno permesso di chiarire il profilo visuospaziale dei due gruppi di partecipanti con ASD, dimostrando l’importanza di tenere in considerazione fattori specifici (come i domini di abilità visuospaziali esaminati e le abilità di ragionamento percettivo dei partecipanti). I partecipanti con ASD-NP hanno ottenuto scarsi risultati in tutti i domini, mostrando inferiori capacità di integrazione spaziale nel dominio visuo-percettivo e una ridotta sensibilità alla coerenza percettiva nella VSWM, mentre il gruppo ASD-P ha utilizzato entrambe le strategie di elaborazione globale e locale in modo efficace in base al compito e un bias locale è emerso solo nel compito visuo-costruttivo. In accordo con D'Souza et al. (2016), i nostri risultati sostengono la convinzione che etichettare gli individui con ASD come "local processors" sia restrittivo. Infatti, essi possono utilizzare entrambi gli stili di elaborazione locale e globale a seconda delle richieste del compito, del dominio visuospaziale coinvolto e del loro funzionamento cognitivo di tipo visuospaziale. Lo studio II (Capitolo 3) ha indagato l'elaborazione visuospaziale globale-locale nei bambini con sintomi di NLD confrontandoli con bambini con sintomi di dislessia e con TD. I risultati hanno mostrato un’accuratezza inferiore per i bambini con sintomi di NLD nel compito visuo-costruttivo, mentre i bambini con sintomi di dislessia hanno mostrato lievi difficoltà nel compito visuo-costruttivo e una chiara lentezza in quello viuso-percettivo. Inoltre, i bambini con sintomi di NLD si sono mostrati meno in grado di beneficiare dei diversi livelli di coerenza degli stimoli, probabilmente come conseguenza dei loro processi visuospaziali meno flessibili ed efficienti (Mammarella & Cornoldi, 2005). In particolare, il meccanismo di dominanza globale (Navon, 1977) ha reso più complicato per il gruppo con sintomi di NLD il passaggio dall’elaborazione globale a quella locale, necessario per completare correttamente il compito visuo-costruttivo. Dopo aver esaminato l’elaborazione visuospaziale globale-locale separatamente per ASD senza ID e NLD, lo scopo dello Studio III (Capitolo 4) era quello di effettuare un confronto tra disturbi, evidenziando somiglianze e differenze tra tre profili clinici - ASD senza ID, NLD e ADHD - rispetto ai TD. I nostri risultati hanno rivelato diversi profili visuospaziali per i gruppi considerati e suggerito l'utilità di manipolare la coerenza degli stimoli per l’indagine di tali abilità. Per il gruppo con NLD è emerso un deficit marcato in tutti i domini visuospaziali, a conferma che le difficoltà in tale dominio costituiscono sintomi fondamentali e distintivi di questo disturbo (Cornoldi, Mammarella & Fine, 2016, Semrud-Clikeman, Walkowiak, Wilkinson e Christopher, 2010). Inoltre, per il dominio visuo-percettivo è emersa la difficoltà di integrare le configurazioni locali in un insieme coerente. Per il gruppo con ADHD si è evidenziato un profilo eterogeneo, i partecipanti con tale diagnosi hanno mostrato, in linea con gli studi precedenti, un deficit nel dominio di velocità di elaborazione visuospaziale e nella VSWM (Martinussen, Hayden, Hogg-Johnson & Tannock, 2005, Weigard & Huang-Pollock, 2017). Inoltre, questi partecipanti hanno presentato alcune difficoltà nelle abilità viso-costruttive quando dovevano ricostruire configurazioni globali, mentre sono emerse abilità visuo-percettive in norma. Diversamente, i partecipanti con ASD hanno mostrato prestazioni in norma in tutti i domini esaminati, utilizzando efficacemente processi visuospaziali globali e locali, con l'unica eccezione del compito visuo-costruttivo in cui questo gruppo ha mostrato tempi di risposta più lenti e una sensibilità ridotta alla coerenza percettiva (Caron et al., 2006; Shah & Frith, 1993). Infine, considerato che i profili di individui con NLD e con autismo ad alto funzionamento o sindrome di Asperger (DSM-IV TR, American Psychiatric Association [APA], 2000) sono spesso confusi, nello Studio IV (Capitolo 5) è stato proposto un ulteriore confronto tra ASD e NLD. Le abilità visuo-costruttive e la VSWM sono state studiate in un sottogruppo di partecipanti con ASD senza ID e senza picco visuospaziale (ASD-NP) e in partecipanti con NLD. Lo scopo era quello di analizzare se il gruppo con ASD-NP - sebbene non rappresentativo dell'intera popolazione con ASD senza ID – condividesse o meno caratteristiche con il gruppo NLD. Ancora una volta, i nostri risultati hanno permesso di differenziare il profilo visuospaziale dei bambini con NLD da quello dei bambini con ASD. Il primo gruppo ha mostrato prestazioni deficitarie in tutti i domini esaminati sia per il livello di elaborazione locale sia per quello globale. Il gruppo con ASD ha mostrato invece un profilo più eterogeneo, con prestazioni in norma nella VSWM e nel disegno di una figura complessa, tempi di risposta più lenti nella condizione segmentata della prova visuo-costruttiva e uno stile di disegno locale e frammentato nel disegno a memoria di una figura complessa. Anche qui, il bias locale ha influenzato le prestazioni dei partecipanti con ASD in compiti che richiedevano competenze visuo-costruttive e nello specifico di combinare le parti per formare un unico insieme (Simic, Khan, & Rovet, 2013). Infine, le conclusioni generali derivate dai principali risultati dei quattro studi e le loro implicazioni cliniche ed educative sono state evidenziate nel capitolo conclusivo della presente tesi. Per concludere, l'analisi delle capacità visuospaziali e l'elaborazione globale-locale in individui con disturbi del neurosviluppo offrono una visione cruciale per l'analisi dei punti di forza e di debolezza dei profili clinici esaminati e per la loro diagnosi differenziale. C'è ancora molto spazio per ulteriori ricerche sulle capacità visuospaziali e sul funzionamento neuropsicologico generale dei bambini con diversi disturbi del neurosviluppo. La presente tesi ha avuto l’obiettivo di sollevare e chiarire alcuni punti, ma altre domande restano aperte e richiederanno ulteriori studi.
Stryk, Therrien Magda Vladimira. "Cross-age learning in primary and junior grades and the self-concept." Thesis, University of Ottawa (Canada), 1998. http://hdl.handle.net/10393/4523.
Stryk, Therrien Magda. "Cross age learning in primary and junior grades and the self-concept." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36742.pdf.
Oshri, Ilan. "Cross-project learning : a study based on the Israeli electronics defence industry." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/3643/.
Tilley-Lubbs, Gresilda A. "Crossing the Border Through Service-Learning: The Power of Cross-Cultural Relationships." Diss., Virginia Tech, 2003. http://scholar.lib.vt.edu/theses/available/etd-07272003-010818.
Shport, Irina A. 1975. "Cross-Linguistic Perception and Learning of Japanese Lexical Prosody by English Listeners." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/12087.
The focus of this dissertation is on how language experience shapes perception of a non-native prosodic contrast. In Tokyo Japanese, fundamental frequency (F0) peak and fall are acoustic cues to lexically contrastive pitch patterns, in which a word may be accented on a particular syllable or unaccented (e.g., tsúru 'a crane', tsurú 'a vine', tsuru 'to fish'). In English, lexical stress is obligatory, and it may be reinforced by F0 in higher-level prosodic groupings. Here I investigate whether English listeners can attend to F0 peaks as well as falls in contrastive pitch patterns and whether training can facilitate the learning of prosodic categories. In a series of categorization and discrimination experiments, where F0 peak and fall were manipulated in one-word utterances, the judgments of prominence by naïve English listeners and native Japanese listeners were compared. The results indicated that while English listeners had phonetic sensitivity to F0 fall in a same-different discrimination task, they could not consistently use the F0 fall to categorize F0 patterns. The effects of F0 peak location and F0 fall on prominence judgments were always larger for Japanese listeners than for English listeners. Furthermore, the interaction between these acoustic cues affected perception of the contrast by Japanese, but not English, listeners. This result suggests that native, but not non-native, listeners have complex and integrated processing of these cues. The training experiment assessed improvement in categorization of Japanese pitch patterns with exposure and feedback. The results suggested that training improved identification of the accented patterns, which also generalized to new words and new contexts. Identification of the unaccented pattern, on the other hand, showed no improvement. Error analysis indicated that native English listeners did not learn to attend specifically to the lack of the F0 fall. To conclude, language experience influences perception of prosodic categories. Although there is some sensitivity to F0 fall in non-native listeners, they rely mostly on F0 peak location in language-like tasks such as categorization of pitch patterns. Learning of new prosodic categories is possible. However, not all categories are learned equally well, which suggests that first language attentional biases affect second language acquisition in the prosodic domain.
Committee in charge: Susan Guion Anderson, Chairperson; Melissa A. Redford, Member; Vsevolod Kapatsinki, Member; Kaori Idemaru, Outside Member
Yang, Baoyao. "Distribution alignment for unsupervised domain adaptation: cross-domain feature learning and synthesis." HKBU Institutional Repository, 2018. https://repository.hkbu.edu.hk/etd_oa/556.
Jiang, Qianqian, and Junyin Qiu. "Nursing Students' Learning Experience Under Cross-cultural Background : A descriptive literature review." Thesis, Högskolan i Gävle, Avdelningen för vårdvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30326.
Kridler, Jamie Branam, Elizabeth F. Lowe, and Mary R. Langenbrunner. "University, Medical School, School System Partnership Creates Cross Disciplinary Service-Learning Opportunities." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5876.
van, Wincoop Sven. "Analysis of Learning from IncidentsProcesses in Swedish and DutchHealthcare Systems : A Mixed Methods Study for Cross-Border Learning." Thesis, KTH, Skolan för kemi, bioteknologi och hälsa (CBH), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-302464.
I många vårdorganisationer upprepar sig incidenter eftersom organisationer tenderar att misslyckas med att lära sig från incidenter. Att lära från incidenter (LFI) inom hälso- och sjukvården är en process genom vilket vårdpersonal och organisationen som helhet försöker förstå incidenter som har ägt rum. LFI-processen består av fem huvudsteg: datainsamling, utredning och analys, planering av åtgärder, implementering av åtgärder, och utvärderingar. För att minska upprepande av incidenter är det viktigt att LFIprocesser förbättras. Det här examensarbetet är en jämförande studie av LFI-processerna i holländska och svenska sjukvårdssystem. Gränsöverskridande jämförelser mellan LFI-system kan stödja ömsesidigt lärande och därmed leda till förbättringar av vårdorganisationernas lärande. Studien består av en analys av svensk och holländsk lagstiftning, nationella inspektioner och sjukhusens lärande från incidensprocesser. Lagstiftningen analyserades genom en (juridisk) dokumentationsstudie. Sjukvårdsinspektionernas praxis i LFI analyserades med en kombination av dokumentationsstudier och genom att göra intervjuer med en holländsk inspektör, en svensk inspektör och en svensk utvecklingsstrateg. För analys av sjukhusens LFI-processer genomfördes en enkätstudie och intervjustudie med 14 holländska och 11 svenska sjukhus. Analysen genomfördes med ett kvalitetsindikatorer som är baserade på en litteraturstudie. De viktigaste skillnaderna mellan hur de två länderna lär sig av incidenter är inom datainsamling och incidentutredning. I Nederländerna används många olika rapporteringssystem och utredningsmetoder för händelser. Sverige har mer enhetlighet i dessa frågor. Dessutom har Sverige ett nationellt system för att dela lärdomar mellan sjukhusen, vilket kan gynna lärningsprocessen på nationell nivå. Nederländerna har för närvarande inget liknande system. Sverige och Nederländerna har liknande styrkor och svagheter i LFI. Båda länderna har tillgängliga datainsamlingssystem och det tar inte mycket tid att rapportera incidenter. Det finns betydliga skillnader mellan incidenter och händelser som har medfört allvarliga vårdskador i båda länderna. Detta gäller kvaliteten på utredningar, planering av åtgärder och implementering av årgärder. Implementerings- och utvärderingsfaserna anses ha lägsta kvalitet, baserat på analys av kvalitetsindikatorerna. Holländsk och svensk lagstiftning och tillsynen av inspektionerna täcker dessa två sista faser endast i begränsad utsträckning. Krav på incidenter formuleras också endast i begränsad omfattning (förutom datainsamling), vilket kan förklara skillnaden i kvalitet jämfört med händelser som har medfört en allvarlig vårdskada. Det finns likheter mellan räckvidden av lagstiftningen och inspektionen, och LFIprocesserna på sjukhus i både länder. Det finns därför anledning att tro att sjukhus vanligtvis inte utmärker sig högre än vad som krävs enligt lagstiftningen eller av hälsooch sjukvårdsinspektionerna.
Preczewski, Stanley C. "Measuring self-directedness for continuing learning : a cross-sectional survey approach using the ODDI continuing learning inventory (OCLI) /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9840027.
Tan, Po Li. "Approaches to learning and learning values: an investigation of adult learners in Malaysia." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16295/1/Po_Li_Tan_Thesis.pdf.
Tan, Po Li. "Approaches to learning and learning values: an investigation of adult learners in Malaysia." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16295/.
Lee, Michael Medical Sciences Faculty of Medicine UNSW. "Neural mechanisms involved in cross-limb transfer of strength and ballistic motor learning." Publisher:University of New South Wales. Medical Sciences, 2008. http://handle.unsw.edu.au/1959.4/41279.
"Transborder: a cross border learning place." 2003. http://library.cuhk.edu.hk/record=b5892273.
"Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2002-2003, design report."
Includes bibliographical references.
Chapter 01 --- THE PHENOMENON
Chapter 02 --- THE DESIRE TO CROSS OVER
Chapter 03 --- THE DESIRE TO LEARN
Chapter 04 --- TRANSBORDER
Liu, Kai-Meng, and 劉凱蒙. "Cross-Boundary Learning of Professional Planner." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/71738941604085027416.
國立中山大學
企業管理學系研究所
102
This research starts with the life-stories of three professional planners, and raised the question that how do planners learn. With narrative for research method and the viewpoint of becoming for theory view, the researcher begins to discuss about the learning process of three planners. Firstly, this research finds that planners are working in a multi-boundary habitat. Planners work together with, for instance, lighting, designer, stage staff, and artist. Based on this, the research finally gets two findings: 1.connection as learning 2.culture translation as learning. Instead of traditional opinion that learning is knowledge acquisition, learning in this research is defined as a process of becoming others. In this way, connection and culture translation are recognized as self-creation and self-recreation.
Xu, Jun-Yao, and 許峻耀. "Active Learning with Cross Domain Transfer." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/ae94s8.
國立高雄師範大學
數學系
107
Machine learning technologies has attracted a lot of attention, it is becoming pop- ular and be widely applied in most recent years. In the real world applications, we can get a huge amount of data, but these data are unlabeled data. However, many classic classication algorithms we often used cannot be used directly. Since learning a good classier usually need large quantities of labels information, but get labels information is usually dicult or expensive (need time and money). Even if we just labeled some of the training data, the time and money cost of labeling data is unimaginable. Therefore, we used active learning, an algorithm that can reduces the training set and labeling cost as much as possible. And combine transfer learning to solve the weaknesses of active learning algorithms: initial selection. Moreover, we also try to improve the performance of active learning in the beginning. In this paper, we propose a simple active learning framework with cross domain transfer, which using labeled data from a dierent (but related) tasks to improve the perfor- mance of an active learner. We use some commonly used transfer learning data sets to conrm our method analysis. Moreover, the results of experiment verify the eectiveness of the method we proposed.
WANG, KANG LIN, and 王康林. "Application-Aware Cross Domains Selective Transfer Learning." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/85625280198869806497.
國立臺灣大學
電信工程學研究所
102
Traditionally, recommender systems make recommendations based on a single domain (e.g., movie or book domain) only. Recently, several cross-domain recommendation models have been proposed. Some of them proposed to leverage the common latent factors in the rating patterns of users-to-items co-clustering between domains and proposed to transfer the knowledge of such common latent factors to enhance the overall recommendation performance. However, these models often restrain themselves to transfer all the common knowledge between domains. Furthermore, these models often include all the domains in theirs participating domain set without selecting and evaluating the effect of including such domain into the transfer learning task. In this thesis, we propose a novel selective transfer learning model for the cross-multiple domains recommendation problem. This model not only can discover and apply the cross-multiple domains rating patterns to enhance the performance of recommendation on each of the participating domain, but also can select the most beneficial and efficient common knowledge then transfer the knowledge to each of the participating domain to improve the recommendation performance. In addition, we define a domain property index to evaluate the benefit of including each domain into the transfer learning task. Hence, this framework is able to discover and leverage the most influential common and cross-multiple domains rating patterns, and select an efficient participating domain set to enhance the recommendation performance. Extensive experiments on several real world datasets indicate that the proposed framework outperforms state-of-the-art methods for cross-domain recommendation task.
Tsai, Hui-Yu, and 蔡輝昱. "Cross-Culture Learning of Adventure Education Students." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/78231403514821522336.
國立體育大學
休閒產業經營學系
103
The purpose of this study is to inquire into adventure education students’ cross-cultural learning process. It aims to understand students’ cross-cultural learning motivation, application process, and learning process. (Learning process includes, but is not limited to something such as lifestyles that may influence students’ learning efficiency.) The study uses qualitative research methods and is conducted under semi-structured interviews. It gathers information from three interviewees who have been to U.S National Outdoor Leadership School (NOLS). The result is as follows. Students’ learning motivation are greatly influenced by institutions' words of mouth and their prestige. In addition, whether programs’ web pages provide comprehensive and clear information about the courses they are offering can also be factors that determine students’ motivation and decision to the programs. More importantly, if students’ could gain first hand advice from their mentors, professors, or friends' experience, it could boost their intention to explore the field. According to the three interviewees, there are two possible ways to decrease risks that may be involved in the programs such as NOLS. For instance, a knowledgeable and experienced instructor with extensive technical skills regards to the field and an appropriate instructors/students ratio can decrease the risks that may accompany with the courses. Low instructors/students ratio not only benefits the control of risk management, but also sustains the quality of learning itself and increases each student's practice opportunities. Students would get more attention from their instructors. The two suggestions may also help in planning courses and making proper arrangements. Part of the learning process is about letting students introspect their living styles. According to the interviewees, they all mentioned that it requires time for one to adapt and learn different diets and cooking methods. Besides that, helping students develop good communication skills, properly express their opinions or thoughts, and respect others' opinions and decisions would let students learn early about how to be a part of a group and how to be with others. The most important thing is to always keep positive thinking with oneself, and base one’s intention on goodwill.