Relevant bibliographies by topics / Input enhancement

Academic literature on the topic 'Input enhancement'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Input enhancement"

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Aldukhayel, Dukhayel. "Online comments as input enhancement." EuroCALL Review 29, no. 2 (November 26, 2021): 44–54. http://dx.doi.org/10.4995/eurocall.2021.14212.

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Chapelle (2003) proposed three general types of input enhancement that help L2 learners “acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning” (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle’s different types of input enhancement “can be and have been operationalized through help options” primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations (p. 79). As understood from Cárdenas-Claros and Gruba’s classification of help options, input enhancement can only be accomplished through one process: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitate both listening comprehension of the videos and vocabulary learning and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.
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Smith, Michael Sharwood. "Input Enhancement in Instructed SLA." Studies in Second Language Acquisition 15, no. 2 (June 1993): 165–79. http://dx.doi.org/10.1017/s0272263100011943.

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The concept of input to the language learner is examined with reference to some current theorizing about language processing and the idea of modular systems of knowledge. The question of what this can tell us about the actions taken by teachers and textbook writers is addressed specifically with regard to manipulating, or “enhancing,” the input ideally so that it will affect learner knowledge and thereby learner behavior. The logic of the argumentation is that, in exposing the learner to the second language, we are engaging a whole battery of different processing mechanisms. Input enhancement research and the conclusions drawn from it have to be set within the context of a modular view of language and language learning.
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Safdari, Maryam. "Input Flooding, Input Enhancement and Writing Performance: Effects and Percepts." International Journal of Instruction 12, no. 4 (October 1, 2019): 281–96. http://dx.doi.org/10.29333/iji.2019.12418a.

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Choi, Sungmook. "Captions, input enhancement, and collocation acquisition." Secondary English Education 13, no. 4 (November 30, 2020): 3–20. http://dx.doi.org/10.20487/kasee.13.4.202011.03.

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WHITE, L., N. SPADA, P. M. LIGHTBOWN, and L. RANTA. "Input Enhancement and L2 Question Formation." Applied Linguistics 12, no. 4 (December 1, 1991): 416–32. http://dx.doi.org/10.1093/applin/12.4.416.

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Benati, Alessandro. "Input manipulation, enhancement and processing: Theoretical views and empirical research." Studies in Second Language Learning and Teaching 6, no. 1 (March 31, 2016): 65–88. http://dx.doi.org/10.14746/ssllt.2016.6.1.4.

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Researchers in the field of instructed second language acquisition have been examining the issue of how learners interact with input by conducting research measuring particular kinds of instructional interventions (input-oriented and meaning-based). These interventions include such things as input flood, textual enhancement and processing instruction. Although the findings are not completely conclusive on whether these instructional interventions have an impact on acquisition, it is clear that we have witnessed a shift in the field from the original question “Does instruction make a difference?” to the more specific question “Does manipulating input make a difference?” In this article, the key classroom-based research conducted to measure the relative effects of different types of enhancement and manipulation is reviewed. Three main research foci are considered: (a) research measuring the effects of saturating the input with the target form (input flood), (b) research measuring the effects of different types of textual enhancements to draw learners’ attention to the target form, and (c) research measuring input restructuring to improve interpretation and processing of target forms or structures (processing instruction).
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Mitra Zuana, Muhammad Mujtaba. "IMPROVING STUDENTS’ DIRECT AND INDIRECT SPEECH MASTERY IN NEWS ITEM TEXT THROUGH USING INPUT ENHANCEMENT TECHNIQUE." Jurnal Pendidikan 22, no. 1 (March 24, 2021): 71–82. http://dx.doi.org/10.33830/jp.v22i1.846.2021.

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The goal of this research is to find out whether input enhancement technique is effective in improving students’ direct and indirect speech mastery in news item text. This research is quantitative experimental research with pretest and posttest control group design. The data of this research is the students’ direct and indirect speech mastery in new item text. The data collection technique is by administering tests, using pretest-posttest design. The data analysis technique uses t-test formula. The result indicates that there was no difference between control and experimental group in initial abiity before the input-enchancemen-technique was treated. Whereas by using input enhancement technique there was significant difference between students taught direct and indirect speech mastery using input enhancement technique and those taught direct and indirect speech mastery in news item text without using input enhancement technique. Thus, it could be concluded that the use of input enhancement technique was effective in improving students’ direct and indirect speech mastery in news item text. Penelitian ini dilakukan untuk mengetahui apakah penggunaan teknik peningkatan input efektif dapat meningkatkan penguasaan tuturan siswa secara langsung dan tidak langsung pada teks item berita. Penelitian ini merupakan penelitian eksperimental kuantitatif dengan desain control group pretest and posttest. Data dalam penelitian ini adalah penguasaan tuturan langsung dan tidak langsung siswa pada teks item berita. Teknik pengumpulan data dengan pemberian tes, pretest dan posttest. Teknik analisis data menggunakan rumus uji-t. Hasil penelitian menunjukkan bahwa tidak ada perbedaan antara kelompok kontrol dan kelompok eksperimen dalam hal kemampuan awal sebelum dilakukan perlakuan teknik input-enhancemen. Sedangkan dengan menggunakan teknik peningkatan input terdapat perbedaan yang signifikan antara hasil belajar siswa dalam hal penguasaan tuturan langsung dan tidak langsung menggunakan teknik peningkatan input dengan hasil belajar siswa dalam hal penguasaan tuturan langsung dan tidak langsung dalam teks item berita tanpa menggunakan teknik peningkatan input. Dengan demikian, dapat disimpulkan bahwa penggunaan teknik peningkatan input efektif dalam meningkatkan penguasaan tuturan siswa secara langsung dan tidak langsung pada teks item berita.
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Rashtchi, M., and F. Etebari. "Learning the English Passive Voice: A Comparative Study on Input Flooding and Input Enhancement Techniques." International Linguistics Research 1, no. 1 (May 18, 2018): p67. http://dx.doi.org/10.30560/ilr.v1n1p67.

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The purpose of this study was to compare the effect of input flooding and input enhancement on grammar knowledge of passive voice among Iranian EFL learners. Preliminary English Test (PET) was administered to 75 learners who were in six intact classes in a language institute in Tehran. Sixty female low-intermediate learners whose scores fell within the range of ±1 standard deviation were selected. These classes were then randomly assigned to receive two different treatments. Three classes in the experimental group one (Input Enhancement Group) were exposed to passive structures through input enhancement guidelines, and the three classes in the experimental group two (Input Flooding Group) received the same materials drawing on the guidelines in line with input flooding procedures. It should be noted that the 15 discarded participants were present in the classes, but their scores were not considered in the data analysis. The reason for selecting six classes was the limited number of students in each class. However, the classes were taught by the same teacher to control teacher variable. The results of the pretest showed that the groups were homogeneous regarding their knowledge about the English passive voice. After the treatment, the participants sat for the posttest, which was identical to the pretest to measure their gain of the passive structures. The results indicated that both input flooding and input enhancement significantly affected the grammar knowledge of the passive voice. However, there was no statistically significant difference between the effects of input flooding and input enhancement in improving the knowledge of passive voice of the participants.
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Izumi, Shinichi. "OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS." Studies in Second Language Acquisition 24, no. 4 (October 28, 2002): 541–77. http://dx.doi.org/10.1017/s0272263102004023.

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This study investigates the potentially facilitative effects of internal and external attention-drawing devices—output and visual input enhancement—on the acquisition of English relativization by adult English as a second language (ESL) learners. Specifically, the study addresses: (a) whether the act of producing output promotes noticing of formal elements in the target language (TL) input and affects subsequent learning of the form; and (b) whether such output- induced noticing and learning, if any, would be the same as that effected by visual input enhancement designed to draw learners' attention to problematic form features in the input. These questions were examined in a controlled experimental study in which the requirements of output and exposure to enhanced input were systematically varied. A computer-assisted reconstruction and reading task was used as the vehicle of presentation of the target input materials. The major findings are: (a) Those engaged in output-input activities outperformed those exposed to the same input for the sole purpose of comprehension in learning gains; (b) those who received visual input enhancement failed to show measurable gains in learning, despite the documented positive impact of enhancement on the noticing of the target form items in the input; and (c) in view of the above, no support was found for the hypothesis that the effect of input enhancement was comparable to that of output. The subsequent discussion centers on reexamining the construct of noticing and argues for the need to consider levels and types of processing in order to account for how sensory detection can lead to learning.
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Kelso and TH Brown. "Differential conditioning of associative synaptic enhancement in hippocampal brain slices." Science 232, no. 4746 (April 4, 1986): 85–87. http://dx.doi.org/10.1126/science.3952501.

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An electrophysiological stimulation paradigm similar to one that produces Pavlovian conditioning was applied to synaptic inputs to pyramidal neurons of hippocampal brain slices. Persistent synaptic enhancement was induced in one of two weak synaptic inputs by pairing high-frequency electrical stimulation of the weak input with stimulation of a third, stronger input to the same region. Forward (temporally overlapping) but not backward (temporally separate) pairings caused this enhancement. Thus hippocampal synapses in vitro can undergo the conditional and selective type of associative modification that could provide the substrate for some of the mnemonic functions in which the hippocampus is thought to participate.
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Dissertations / Theses on the topic "Input enhancement"

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Agiasophiti, Zoe. "An empirical psycholinguistic investigation of input processing and input enhancement in L1 English." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1454.

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Input Enhancement (IE) and Processing Instruction (PI) manipulate input in different ways in order to draw learners‟ attention to the target linguistic form. For IE the objective is to make input salient to make it more likely to become processed (Sharwood Smith, 1991; 1993). For PI the aim is to force learners to process the target form in order to decode the meaning of the sentence (VanPatten, 1996; 2004). Studies in PI and IE have shown positive effects for instruction, with explicit and more obtrusive types of PI and IE instruction being more effective than less explicit and less obtrusive (Norris and Ortega, 2000; Doughty, 2003; Lee and Huang, 2008). Despite promising results, the validity of PI and IE studies has been questioned because of small sample sizes and short time lapses before the administration of the delayed post-test (Norris and Ortega, 2000; Doughty, 2003; Lee and Huang, 2008). In addition, the theoretical underpinnings of PI (and to some extent IE studies [see Sharwood Smith and Trenkic, 2001] have been criticised for being vague and adopting outdated psycholinguistic theories (Carroll, 2004; DeKeyser et al. 2002; Collentine, 2004). The present study examines the L2 acquisition of German V2 and case marking and investigates if and to what extent PI, IE, the combination of the two compared to no targeted instruction are effective in the acquisition of the target form in the short and long term. A hundred and thirty one secondary school English learners of German were randomly assigned to four groups, namely: +IE –PI, -IE+PI, +IE +PI, -IE –PI and received a two day instruction. An online pre-test, immediate post-test and delayed post-test including error correction, comprehension, production and interpretation tasks were administered. The +IE+PI group performed significantly better than the other groups in both immediate and delayed post-tests, according to the following hierarchy: +IE+PI>PI>IE>C. The results are discussed in the light of the theories traditionally thought to underpin PI and IE, and Modular Online Growth and Use of Language (MOGUL) is used to provide a more sophisticated and coherent interpretation of the results obtained (Sharwood Smith and Truscott, 2004, 2005; Truscott and Sharwood Smith, 2004; Sharwood Smith and Truscott, in prep.). The present study‟s findings provide support that combining PI and IE is more effective as a teaching intervention than the sole application of the two and/or no instruction. PI can successfully alter learners‟ strategies when processing German OVS sentences by forcing them to pay attention to word order and case marking. IE is successful in drawing learners‟ attention to the target linguistic form, although gains are short lived. However, it remains to be seen whether the benefits of the combined method, which are maintained to some extent in the delayed post-test, are still present in the longer term.
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Yoo, Heejong. "Low-Power Audio Input Enhancement for Portable Devices." Diss., Georgia Institute of Technology, 2005. http://hdl.handle.net/1853/6821.

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With the development of VLSI and wireless communication technology, portable devices such as personal digital assistants (PDAs), pocket PCs, and mobile phones have gained a lot of popularity. Many such devices incorporate a speech recognition engine, enabling users to interact with the devices using voice-driven commands and text-to-speech synthesis. The power consumption of DSP microprocessors has been consistently decreasing by half about every 18 months, following Gene's law. The capacity of signal processing, however, is still significantly constrained by the limited power budget of these portable devices. In addition, analog-to-digital (A/D) converters can also limit the signal processing of portable devices. Many systems require very high-resolution and high-performance A/D converters, which often consume a large fraction of the limited power budget of portable devices. The proposed research develops a low-power audio signal enhancement system that combines programmable analog signal processing and traditional digital signal processing. By utilizing analog signal processing based on floating-gate transistor technology, the power consumption of the overall system as well as the complexity of the A/D converters can be reduced significantly. The system can be used as a front end of portable devices in which enhancement of audio signal quality plays a critical role in automatic speech recognition systems on portable devices. The proposed system performs background audio noise suppression in a continuous-time domain using analog computing elements and acoustic echo cancellation in a discrete-time domain using an FPGA.
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Larsen, Lars Jacob Ege. "The Acquisition of Inflectional Verb Morphology Through Input Enhancement." Ohio University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1040070794.

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Dufresne-Martini, Thérèse. "The viability of input enhancement in second language teaching, an exploratory study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ36687.pdf.

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White, Joanna. "An input enhancement study with ESL children, effects on the acquisition of possessive determiners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0021/NQ44663.pdf.

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White, Joanna. "An input enhancement study with ESL children : effects of the acquisition of possessive determiners." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35428.

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In this classroom-based study, the effects of input enhancement on the acquisition of a linguistic feature known to be problematic to francophone children learning English. were investigated. The research questions were: (1) Can L2 learners benefit from typographically enhanced input in their acquisition of third person singular possessive determiners? (2) Is typographically enhanced input more effective than unenhanced input? (3) Is typographically enhanced input more effective when combined with a book flood?
To investigate these questions, three treatment conditions were implemented with Grade 6 ESL learners. Groups E and E+ received a typographically enhanced input flood. This did not include explicit reference to the learners' L1 nor was a pedagogical rule presented at any time. In addition to the typographically enhanced input, Group E+ was exposed to extensive reading and listening activities. To ensure that all groups in the study were exposed to written input containing the target features, Group U read unenhanced versions of the texts read by the other two groups. A pretest, immediate and delayed posttest design was used in this quasi-experimental study.
Results indicated that all three instructional treatments improved the learners' acquisition of the target forms and that those in Group E+ received the greatest apparent benefits. At the immediate posttest, learners in Group E+ outperformed those in the other two groups on written tasks designed to measure their ability to recognize correct instances of the target forms. Learners in Group E+ also outperformed the others on an oral production task. On the delayed posttest five weeks later, however, Groups E and U had caught up with Group E+, and most of the between-group differences had disappeared.
The finding that all learners had significantly increased in their accuracy and development of possessive determiners immediately following instruction suggests that the target forms were equally salient to the learners in the three groups. That all learners continued to improve but did not reach advanced developmental stages, however, suggests that the salience of these features in the input may not have been sufficiently explicit. The results are discussed in terms of the potential need for more explicit instruction in the acquisition of third person singular possessive determiners. This may be particularly important because of substantial differences in the way in which gender is marked in English and French.
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Russell, Victoria. "The effects of processing instruction, structured input, and visual input enhancement on the acquisition of the subjunctive in adjectival clauses by intermediate-level distance learners of Spanish." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003189.

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Sorensen, Khalid Lief. "Operational Performance Enhancement of Human Operated Flexible Systems." Diss., Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24773.

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Recent decades have been witness to explosive leaps in manufacturing productivity. Advances in communication technology, computing speed, control theory, and sensing technology have been significant contributors toward the increased productivity and efficiency that industry has exhibited. The continued growth of technological equipment and engineering knowledge challenges engineers to fully utilize these advancements in more sophisticated and useful automation systems. One such application involves enhancing bridge and gantry crane operation. These systems are used throughout the globe, and are critical aspects of industrial productivity. Consequently, improving the operational effectiveness of cranes can be extremely valuable. Effective control of cranes can be largely attributed to two distinct, but related aspects crane manipulation: 1) the expertise of operators, which are responsible for issuing commands to the structures, and 2) the dynamic properties of cranes, which influence how the structures respond to issued commands. Accordingly, the operational efficiency of cranes can be influenced by changing both the way that operators issue commands to cranes, and also how the crane responds to issued commands. This thesis is concerned with dynamic control theory of flexible machines, and human/machine interaction, especially as these areas relate to industrial crane control. In the area of dynamic control, this thesis investigates control strategies that are specifically suited for use on systems that possess common actuator nonlinearities, like saturation, rate limiting, dead-zone, backlash, and finite-state actuation. In the area of human/machine interaction, this thesis investigates the effects of different crane interface devices on the operational efficiency of cranes.
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Kim, Youngkyu. "Effects of input elaboration and enhancement on second language vocabulary acquisition through reading by Korean learners of English." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=764745621&SrchMode=1&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233283020&clientId=23440.

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Kleinman, Eva. "The effects of input enhancement and metalinguistic/collaborative awareness on the acquisition of plural-s : an ESL classroom experiment." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79783.

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This study evaluated the effects of input enhancement techniques and metalinguistic/collaborative awareness on the acquisition of the plural -s morpheme. Additionally, the durability of these interventions on the target linguistic feature was examined. The two treatment groups and the comparison group consisted of 101 grade 5 students enrolled in a French-language school board in the Montreal area. A pretest-posttest design was used to assess participants before and after the treatments. A series of 8 oral and written treatment activities focusing on plural -s were specifically created for the study, which lasted 4 weeks. The findings demonstrate that both groups showed durable, definite intervention effects for written production. The metalinguistic/collaborative group significantly outperformed the input enhancement group in oral production, indicating that input enhancement in conjunction with metalinguistic awareness is effective. Nonetheless, the learning effect for oral production was found to be robust for both groups, 5 months after the end of the treatment period, as well as for a small subsample selected from each group 10 months later.
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Books on the topic "Input enhancement"

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Wong, Wynne. Input enhancement: From theory and research to the classroom. Boston: McGraw-Hill, 2005.

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Hughes, Darran John. Investigation of techniques for inteligibility enhancement of dysarthric speech. Dublin: University College Dublin, 1998.

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Hazrativand, Parisa. Typographical Input Enhancement From Focus on Form Perspective. LAP LAMBERT Academic Publishing, 2013.

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Wong, Wynne. Input Enhancement: From Theory and Research to the Classroom (The Mcgraw-Hill Second Language Professional Series. Monographs in Second Language Learning and Teaching). McGraw-Hill Humanities/Social Sciences/Languages, 2004.

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Goering, Sara. Mothers and Others. Edited by Leslie Francis. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199981878.013.14.

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Motherhood is a transformative experience for many women, bringing new dependency and the direct experience of the relational self. Relational autonomy theory understands how input from others is part of the capacity to make autonomous choices. With such interconnection, however, come vulnerability and particularly the risk of identity trapped by others’ outdated or problematic expectations. At the same time, children with strong bonds with their mothers may also develop their own expanded relational connections that distribute the opportunities and responsibilities for creating the child’s identity. Recognition and enhancement of these relational structures and norms can, in turn, help mothers avoid the feeling that motherhood requires complete self-sacrifice of their own interests and identities. The chapter concludes by exploring approaches to relational support of childrearing and how they might be structured effectively and fairly.
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Lower, Stephen L. The development of visual interface enhancements for player input to the JTLS wargame. 1987.

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Metcalf, Michael, John Reid, and Malcolm Cohen. Minor Fortran 2018 features. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198811893.003.0023.

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Numerous minor changes to the standard are described. In particular, there are a number of new intrinsic procedures, and some existing ones have been modified. The performance of a do concurrent construct may be improved by the programmer declaring objects to be shared or private. Enhancements to the input/output features have been made. Additions to the import statement allow better control of host association, and assumed-rank dummy arguments have been added.
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Cerminaro, Ronnie. Life Enhancement : Feel Happier, Be Productive, Attract Success and Enjoy Yourself: Change Your Perspective by Changing Your Inputs. Independently Published, 2021.

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Book chapters on the topic "Input enhancement"

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Vanpatten, Bill. "2. Processing Matters in Input Enhancement." In Input Matters in SLA, edited by Thorsten Piske and Martha Young-Scholten, 47–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847691118-005.

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Kattan, Ahmed, Michael Kampouridis, and Alexandros Agapitos. "Generalisation Enhancement via Input Space Transformation: A GP Approach." In Lecture Notes in Computer Science, 61–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-44303-3_6.

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McBride-Chang, Catherine, Yvonne Y. Y. Chow, and Xiuli Tong. "Early Literacy at Home: General Environmental Factors and Specific Parent Input." In Literacy Development and Enhancement Across Orthographies and Cultures, 97–109. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0834-6_7.

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Montero Perez, Maribel, Frederik Cornillie, Marie-Paule Senecaut, Stefan De Wannemacker, and Piet Desmet. "Mobile Vocabulary Learning: Activities Allowing for Interaction through Input Enhancement." In Communications in Computer and Information Science, 15–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20074-8_2.

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Jahan, Akhter, and Subramaniam Govindasamy. "Are Tertiary EFL Learners Ready for Input Enhancement Technique in Bangladesh?" In The Routledge Handbook of English Language Education in Bangladesh, 82–95. First. | New York, NY: Routledge, 2021. | Series: The Routledge International Handbook Series: Routledge, 2020. http://dx.doi.org/10.4324/9780429356803-6.

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Pietrzykowska, Agnieszka. "The Influence of Visual Input Enhancement on the Acquisition of English Embedded Questions." In Second Language Learning and Teaching, 3–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20141-7_1.

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Berent, Gerald P., and Ronald R. Kelly. "5. The Efficacy of Visual Input Enhancement in Teaching Deaf Learners of L2 English." In Understanding Second Language Process, edited by ZhaoHong Han, 80–105. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781847690159-007.

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Kamimura, Ryotaro. "Information Enhancement Learning: Local Enhanced Information to Detect the Importance of Input Variables in Competitive Learning." In Engineering Applications of Neural Networks, 86–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03969-0_9.

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Zhang, Xin, Jinsong He, Hao Ma, Zhixun Ma, and Xiaohai Ge. "Composite-Bisection Predictive Control to Stabilize the Three Phase Inverter Cascaded with Input EMI Filter in the SPS." In Stability Enhancement Methods of Inverters Based on Lyapunov Function, Predictive Control, and Reinforcement Learning, 127–50. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7191-4_7.

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Zhang, Xin, Jinsong He, Hao Ma, Zhixun Ma, and Xiaohai Ge. "Stability Constraining Dichotomy Solution Based Model Predictive Control for the Three Phase Inverter Cascaded with Input EMI Filter in the MEA." In Stability Enhancement Methods of Inverters Based on Lyapunov Function, Predictive Control, and Reinforcement Learning, 101–25. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-7191-4_6.

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Conference papers on the topic "Input enhancement"

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Carrillo, Juan M., J. Francisco Duque-Carrillo, and Guido Torelli. "Transconductance enhancement in bulk-driven input stages." In 2008 15th IEEE International Conference on Electronics, Circuits and Systems - (ICECS 2008). IEEE, 2008. http://dx.doi.org/10.1109/icecs.2008.4674779.

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Du, Huandi, Xiaojun Wang, Lili Li, and Peng Chen. "Multi-input fusion underwater image enhancement technology." In International Conference on Computer Science and Communication Technology (ICCSCT 2022), edited by Yingfa Lu and Changbo Cheng. SPIE, 2022. http://dx.doi.org/10.1117/12.2662522.

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Lee, Jaimin. "Enhancement of detonation properties by electric energy input." In Shock compression of condensed matter. AIP, 2000. http://dx.doi.org/10.1063/1.1307253.

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Aldrich, An, Lee, and Lee. "Improved input representation for enhancement of neural network performance." In International Joint Conference on Neural Networks. IEEE, 1989. http://dx.doi.org/10.1109/ijcnn.1989.118300.

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Pandey, Mukesh, Rajendra Kumar Bharti, and Ashutosh Kumar Bhatt. "A Study of Color Enhancement Techniques for Input Images." In 2017 2nd International Conference on Computational Systems and Information Technology for Sustainable Solution (CSITSS). IEEE, 2017. http://dx.doi.org/10.1109/csitss.2017.8447690.

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Xu, Ziyi, Maximilian Strake, and Tim Fingscheidt. "Does a PESQNet (Loss) Require a Clean Reference Input? The Original PESQ Does, But ACR Listening Tests Don’t." In 2022 International Workshop on Acoustic Signal Enhancement (IWAENC). IEEE, 2022. http://dx.doi.org/10.1109/iwaenc53105.2022.9914717.

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Mellincovsky, Martin, and Saad Tapuchi. "Input stage enhancement of a switched-capacitor switched inductor circuit." In 2012 IEEE 27th Convention of Electrical & Electronics Engineers in Israel (IEEEI 2012). IEEE, 2012. http://dx.doi.org/10.1109/eeei.2012.6377038.

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Anh, N. T., D. Van Hertem, and J. Driesen. "Transient stability enhancement by TCSC controllers using remote input signals." In 9th IET International Conference on AC and DC Power Transmission (ACDC 2010). IET, 2010. http://dx.doi.org/10.1049/cp.2010.1010.

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Rajagopal, Sreekul R., Karleyda Sandoval, and Albert T. Rosenberger. "Multimode input for dissipative sensing enhancement in whispering-gallery microresonators." In Optical and Quantum Sensing and Precision Metrology, edited by Selim M. Shahriar and Jacob Scheuer. SPIE, 2021. http://dx.doi.org/10.1117/12.2586673.

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Paulo, Robert, David Ihle, Christoph Tzschoppe, Robert Wolf, Paolo Valerio Testa, and Frank Ellinger. "Input transmission line adjustment for efficiency enhancement in Doherty amplifiers." In 2015 SBMO/IEEE MTT-S International Microwave and Optoelectronics Conference (IMOC). IEEE, 2015. http://dx.doi.org/10.1109/imoc.2015.7369112.

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Reports on the topic "Input enhancement"

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Zhang, Yongping, Wen Cheng, and Xudong Jia. Enhancement of Multimodal Traffic Safety in High-Quality Transit Areas. Mineta Transportation Institute, February 2021. http://dx.doi.org/10.31979/mti.2021.1920.

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Numerous extant studies are dedicated to enhancing the safety of active transportation modes, but very few studies are devoted to safety analysis surrounding transit stations, which serve as an important modal interface for pedestrians and bicyclists. This study bridges the gap by developing joint models based on the multivariate conditionally autoregressive (MCAR) priors with a distance-oriented neighboring weight matrix. For this purpose, transit-station-centered data in Los Angeles County were used for model development. Feature selection relying on both random forest and correlation analyses was employed, which leads to different covariate inputs to each of the two jointed models, resulting in increased model flexibility. Utilizing an Integrated Nested Laplace Approximation (INLA) algorithm and various evaluation criteria, the results demonstrate that models with a correlation effect between pedestrians and bicyclists perform much better than the models without such an effect. The joint models also aid in identifying significant covariates contributing to the safety of each of the two active transportation modes. The research results can furnish transportation professionals with additional insights to create safer access to transit and thus promote active transportation.
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Quinn, Brian, Jordan Bates, Michael Parker, and Sally Shoop. A detailed approach to autonomous vehicle control through Ros and Pixhawk controllers. Engineer Research and Development Center (U.S.), November 2021. http://dx.doi.org/10.21079/11681/42460.

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A Polaris MRZR military utility vehicle was used as a testing platform to develop a novel, low cost yet feature-rich, approach to adding remote operation and autonomous driving capability to a military vehicle. The main concept of operation adapts steering and throttle output from a low cost commercially available Pixhawk autopilot controller and translates the signal into the necessary inputs for the Robot Operating System (ROS) based drive by wire system integrated into the MRZR. With minimal modification these enhancements could be applied to any vehicle with similar ROS integration. This paper details the methods and testing approach used to develop this autonomous driving capability.
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Solaun, Kepa, Chiquita Resomardono, Katharina Hess, Helena Antich, Gerard Alleng, and Adrián Flores. State of the Climate Report: Suriname: Summary for Policy Makers. Inter-American Development Bank, July 2021. http://dx.doi.org/10.18235/0003415.

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Several factors contribute to Surinames particular vulnerability to the effects of climate change. It is dependent on fossil fuels, has forests liable to decay, fragile ecosystems, and its low-lying coastal area accounts for 87% of the population and most of the countrys economic activity. Many sectors are at risk of suffering losses and damage caused by gradual changes and extreme events related to climate change. For Suriname to develop sustainably, it should incorporate climate change and its effects into its decision-making process based on scientific- evidence. The State of the Climate Report analyzes Surinames historical climate (1990-2014) and provides climate projections for three time horizons (2020-2044, 2045-2069, 2070-2094) through two emissions scenarios (intermediate/ SSP2-4.5 and severe/ SSP5-8.5). The analysis focuses on changes in sea level, temperature, precipitation, relative humidity, and winds for the seven subnational locations of Paramaribo, Albina, Bigi Pan MUMA, Brokopondo, Kwamalasamutu, Tafelberg Natural Reserve, and Upper Tapanahony. The Report also analyzes climate risk for the countrys ten districts by examining the factors which increase their exposure and vulnerability on the four most important sectors affected by climate change: infrastructure, agriculture, water, and forestry, as well as examining the effects across the sectors. The State of the Climate provides essential inputs for Suriname to develop and update its climate change policies and targets. These policies and targets should serve as enablers for an adequate mainstreaming of climate change adaptation and resilience enhancement into day-to-day government operations.
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