Relevant bibliographies by topics / Interpretive bias

Academic literature on the topic 'Interpretive bias'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Interpretive bias"

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Whitton, Alexis E., Jessica R. Grisham, Julie D. Henry, and Hector D. Palada. "Interpretive Bias Modification for Disgust." Journal of Experimental Psychopathology 4, no. 4 (July 21, 2013): 341–59. http://dx.doi.org/10.5127/jep.030812.

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O'Connell, Neil E., Benedict M. Wand, and Ben Goldacre. "Interpretive Bias in Acupuncture Research?" Evaluation & the Health Professions 32, no. 4 (November 26, 2009): 393–409. http://dx.doi.org/10.1177/0163278709353394.

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Salemink, Elske, Marcel van den Hout, and Merel Kindt. "Trained interpretive bias and anxiety." Behaviour Research and Therapy 45, no. 2 (February 2007): 329–40. http://dx.doi.org/10.1016/j.brat.2006.03.011.

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김은경, BangHeeJeong, and 양재원. "Induced Interpretive Bias and Heartbeat Perception." Korean Journal of Health Psychology 24, no. 1 (March 2019): 1–16. http://dx.doi.org/10.17315/kjhp.2019.24.1.001.

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Salemink, Elske, and Marcel van den Hout. "Trained interpretive bias survives mood change." Journal of Behavior Therapy and Experimental Psychiatry 41, no. 3 (September 2010): 310–15. http://dx.doi.org/10.1016/j.jbtep.2010.02.010.

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Vinograd, Meghan, Alexander Williams, Michael Sun, Lyuba Bobova, Kate B. Wolitzky-Taylor, Suzanne Vrshek-Schallhorn, Susan Mineka, Richard E. Zinbarg, and Michelle G. Craske. "Neuroticism and Interpretive Bias as Risk Factors for Anxiety and Depression." Clinical Psychological Science 8, no. 4 (May 8, 2020): 641–56. http://dx.doi.org/10.1177/2167702620906145.

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Neuroticism has been associated with depression and anxiety both cross-sectionally and longitudinally. Interpretive bias has been associated with depression and anxiety, primarily in cross-sectional and bias induction studies. The purpose of the current study was to examine the role of interpretive bias as a prospective risk factor and a mediator of the relation between neuroticism and depressive and anxious symptoms in young adults assessed longitudinally. Neuroticism significantly predicted a broad general-distress dimension but not intermediate fears and anhedonia-apprehension dimensions or a narrow social-fears dimension. Neuroticism also significantly predicted negative interpretive bias for social scenarios. Negative interpretive bias for social scenarios did not significantly predict dimension scores, nor did it mediate the relation between neuroticism and general distress or social fears. These results suggest that although neuroticism relates to negative interpretive bias, its risk for symptoms of depression and anxiety is at most weakly conferred through negative interpretive bias.
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Salemink, Elske, Marcel van den Hout, and Merel Kindt. "How Does Cognitive Bias Modification Affect Anxiety? Mediation Analyses and Experimental Data." Behavioural and Cognitive Psychotherapy 38, no. 1 (December 8, 2009): 59–66. http://dx.doi.org/10.1017/s1352465809990543.

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Background: There is overwhelming evidence that anxiety is associated with the tendency to interpret information negatively. The causal relationship between this interpretive bias and anxiety has been examined by modifying interpretive bias and examining effects on anxiety. A crucial assumption is that the effect of the procedure on anxiety is mediated by change in interpretive bias rather than being a direct effect of the procedure. Surprisingly, this had not previously been tested. Aim: The aim is to test whether altered interpretive bias, following Cognitive Bias Modification of Interpretations (CBM-I), affected anxiety. Method: Mediational path analyses were conducted to test the hypothesis that changes in anxiety are due to changes in interpretive bias. A separate experiment was conducted to test which elements of the procedure could be responsible for a direct mood effect. Results: Results from mediation analyses suggested that changes in trait anxiety, after performing CBM-I, were indeed caused by an altered interpretive bias, whilst changes in state anxiety appear to be caused by the procedure itself. The subsequent experiment showed that state anxiety effects could be due to exposure to valenced materials. Conclusions: Changed state anxiety observed after CBM-I is not a valid indicator of a causal relationship. The finding that CBM-I affected interpretive bias, which in turn affected trait anxiety, supports the assumption of a causal relationship between interpretive bias and trait anxiety. This is promising in light of possible clinical implications.
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Kaptchuk, T. J. "Effect of interpretive bias on research evidence." BMJ 326, no. 7404 (June 26, 2003): 1453–55. http://dx.doi.org/10.1136/bmj.326.7404.1453.

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Walsh, James J., Maria A. McNally, Ancy Skariah, Ayesha A. Butt, and Michael W. Eysenck. "Interpretive bias, repressive coping, and trait anxiety." Anxiety, Stress, & Coping 28, no. 6 (February 26, 2015): 617–33. http://dx.doi.org/10.1080/10615806.2015.1007047.

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Walker, Elaine, and Eugene Emory. "Commentary: Interpretive Bias and Behavioral Genetic Research." Child Development 56, no. 3 (June 1985): 775. http://dx.doi.org/10.2307/1129766.

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Dissertations / Theses on the topic "Interpretive bias"

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Brodrick, Paul Matthew. "Cognitive bias in generalised anxiety disorder and its relationship with the effect od SSRI treatment." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270352.

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Jeffrey, Sian. "Attentional and interpretive bias manipulation : transfer of training effects between sub-types of cognitive bias." University of Western Australia. School of Psychology, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0234.

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[Truncated abstract] It is well established that anxiety vulnerability is characterised by two biased patterns of selective information processing (Mathews & MacLeod, 1986; Mogg & Bradley, 1998). First anxiety is associated with an attentional bias, reflecting the selective allocation of attention to threatening stimuli in the environment (Mathews & MacLeod, 1985; MacLeod, Mathews & Tata, 1986; MacLeod & Cohen, 1993). Second anxiety is associated with an interpretive bias, reflecting a disproportionate tendency to resolve ambiguity in a threatening manner (Mogg et al., 1994). These characteristics are shown by normal individual high in trait anxiety (Mathews, Richards & Eysenck, 1989; Mogg, Bradley & Hallowell, 1994; Mathews & MacLeod, 1994), and by examining clinically anxious patients who repeatedly report elevated trait anxiety levels (MacLeod, Mathews & Tata, 1986; Mogg & Bradley, 1998). '...' Two alternative hypotheses regarding this relationship are proposed. One hypothesis is that attentional and interpretive biases are concurrent expressions of a single underlying biased selectivity mechanism that characterises anxiety vulnerability (the Common Mechanism account). In contrast, a quite different hypothesis is that attentional and interpretive biases are independent cognitive anomalies that represent separate pathways to anxiety vulnerability (the Independent Mechanisms account). The present research program was designed to empirically test the predictions that differentiate the Common Mechanism and Independent Mechanisms accounts. The general methodological approach that was adopted was to employ bias manipulation tasks from the literature that have been developed and validated to directly modify one class of processing bias (i.e. attentional bias or interpretive bias). The effect of these direct bias manipulation tasks on a measure of the same class of processing bias or the other class of processing bias was then examined. The Common Mechanism and Independent Mechanisms accounts of the relationship between attentional and interpretive bias generate differing predictions concerning the impact of directly manipulating one class of processing bias upon a measure of the other class of processing bias. The central difference between the alternate accounts is their predictions regarding cross-bias transfer, that is the transfer of training effects from direct manipulation of one class of processing bias to a measure of the other class of processing bias. Whereas the Common Mechanism account predicts that such cross-bias transfer will occur, the Independent Mechanisms account does not predict such transfer. A series of seven studies is reported in this thesis. There was some difficulty achieving successful bias modification using bias manipulation approaches established in the literature; however when such manipulation was achieved no cross-bias transfer was observed. Therefore the obtained pattern of results was consistent with the Independent Mechanisms (IM) account, and inconsistent with the Common Mechanism (CM) account. A more detailed version of the IM account is developed to more fully accommodate the specific results obtained in this thesis.
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Wilson, Edward. "Investigating the causal contribution of interpretive bias to anxiety vulnerability." University of Western Australia. School of Psychology, 2005. http://theses.library.uwa.edu.au/adt-WU2005.0086.

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[Truncated abstract] It has frequently been reported that individuals with elevated anxiety vulnerability impose threat-congruent interpretations upon emotionally ambiguous stimuli. A common hypothesis is that such threat-congruent interpretations contribute causally to the intensity and frequency of the anxiety elevations experienced by vulnerable individuals. However, no direct evidence has been provided to support this hypothesis. Empirically evaluating this theoretical position was the goal of the series of empirical studies described in this thesis. The approach employed here involved first, systematically and specifically manipulating interpretive bias, and second, assessing the consequences of such manipulations for anxiety vulnerability as assessed by individual differences in the intensity of emotional reaction to a subsequent stressor. This research was conducted in two phases. The studies in Phase 1 were designed to permit the development of training tasks, capable of inducing group differences in interpretive bias. The employed approach to such interpretive training involved the modification of priming tasks previously used to assess interpretive bias. In each trial of such priming tasks, homograph primes with both threatening and non-threatening meanings are first presented, followed by targets which, on different trials, are related to their threatening or to their non-threatening meanings. Participants are required to respond to identify each target, using the prime as a cue. In order to create interpretive training tasks capable of manipulating interpretive bias, contingencies were introduced into such priming task methodologies, such that the targets were related to differentially valenced prime meanings for different groups of participants. For the threat training group, the targets presented during training were always related to the threatening meanings of the 2 homograph primes, making it advantageous for these participants to interpret the primes in a threat-congruent fashion, with the intention of inducing a threat-congruent interpretive bias. For the non-threat training group, the targets in training were always related to the non-threatening meanings of the ambiguous primes, making it advantageous to interpret the primes in a non-threat-congruent fashion, with the intention of thus encouraging a non-threat-congruent interpretive bias. The success of these training procedures in modifying interpretive bias was then assessed in subsequent, non-contingent versions of these priming procedures
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Bristow, Katherine. "An exploration into the efficacy of home-based interpretive bias modification programmes on emotional pathology." Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/65621/.

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This research portfolio sought to examine and extend current evidence around the potential for home-based Cognitive Bias Modification (CBM) training to retrain interpretive biases and improve emotional pathology. To this aim, 12 published studies exploring this potential in depression and anxiety were systematically reviewed. Overall, evidence for clearer training effects appeared to follow studies for which CBM targeted depressive interpretive biases, which typically adopted a different delivery modality for the training. Studies exploring CBM utility in anxiety-based presentations were less homogenous in their clinical focus. A common confound in this research appeared to be lack of between-group differences due to unanticipated improvements in control groups. An empirical study is then presented, which explored the efficacy of a home-based CBM package targeting worry in an older adult sample reporting generalised anxiety symptomology. Six individuals participated in this nonconcurrent multiple baseline study involving a seven-day CBM training phase and follow-up. The study identified a moderate response to CBM, in which half the sample showed evidence of training improvements in daily well-being measures. Overall changes in diagnostic scores of generalised anxiety symptomology indicated statistically reliable but not clinically meaningful progress. Performance data provided key insight into potential moderating factors affecting CBM efficacy, such as anxiety-related interference of engagement with the training. Despite the study’s originality in terms of both the sample’s age cohort and clinical presentation, the results largely coincide with the 12 reviewed studies. The portfolio concludes with recommendations for future research, with advice to extend the age range of study samples to include appropriate lifespan representation.
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Raykos, Bronwyn C. "Attentional and interpretive biases : independent dimensions of individual difference or expressions of a common selective processing mechanism?" University of Western Australia. School of Psychology, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0018.

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[Truncated abstract] Attentional and interpretive biases are important dimensions of individual difference that have been implicated in the etiology and maintenance of a range of clinical problems. Yet there has been no systematic investigation into the relationship between these dimensions of individual difference. The current research program tested predictions derived from two competing theoretical accounts of the relationship between attentional and interpretive biases. The Common Mechanism Account proposes that cognitive biases represent concurrent manifestations of a single underlying selective processing mechanism. The Independent Mechanism account proposes that independent mechanisms underlie each bias. . . An apparent contradiction is that the manipulation of one bias served to also modify the other bias, despite the observation that the magnitude of the resulting change in both biases was uncorrelated. Neither the Common Mechanism nor the Independent Pathways accounts can adequately explain this pattern of results. A new account is proposed, in which attentional and interpretive biases are viewed as representing mechanisms that are related but that are not the same. Theoretical and applied implications of these findings are discussed, including the possibility that the two biases each may best predict emotional reactions to quite different stressful events and that training programs designed to attenuate allocation of attentional resources to threat may serve to reduce both attentional and interpretive selectivity in emotionally vulnerable individuals.
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Belli, Stefano Roberto. ""Why bother? It's gonna hurt me" : the role of interpersonal cognitive biases in the development of anxiety and depression." Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:49351aab-b4c6-49c8-8376-c5dc0ca096f3.

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Child and adolescent mood and anxiety symptoms are common and debilitating, with long-term effects on well-being. Research presented in this thesis examines interpersonal cognitive factors in the emergence of anxious and depressive symptoms in late childhood through to early adulthood. The thesis considers this issue using three main approaches. For the first, data are presented showing that biases in the appraisals of social situations are the aspects of interpersonal cognition most closely associated with emotional symptoms. For the second, longitudinal twin data are used to examine genetic and environmental origins of these interpersonal cognitive biases and their temporal prediction of symptoms across a 2-year period. Data show that interpersonal cognitive factors are strongly influenced by non-shared environmental factors, and moreover, predict symptoms across time. The final section of the thesis comprises four studies using Cognitive Bias Modification of Interpretations (CBM-I) training methodology to show that both positive and negative interpretive biases for interpersonal information can be induced in adolescents. Positive biases are shown to persist for at least 24 hours after training, and induced positive and negative biases are shown to differentially predict anxious responses to an experimental stressor. Evidence is also provided to suggest that effects following training positive interpretive biases may transfer to other cognitive measures, namely appraisals of ambiguous emotional faces. Finally, data tentatively show that CBM-I training may be useful in reducing negative interpretations of interpersonal information made by 11-year-old children undergoing the transition to secondary school. In summary, studies in this thesis support the contribution of cognitive biases to mood and anxiety symptoms in childhood and adolescence. They further extend this knowledge by suggesting that these reflect individual-specific (non-shared) environmental risks to predict symptoms across time. These biases may also be amenable to change through training interventions, with some - albeit weak - effects on other cognitive outcomes.
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Mobini, Sirous. "Effects of cognitive bias modification and computer-aided cognitive-behaviour therapy on modifying attentional and interpretive biases and anticipatory social anxiety." Thesis, University of East Anglia, 2010. https://ueaeprints.uea.ac.uk/20541/.

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Lynn, Debra A. "Sex differences in anxiety during adolescence : evidence from rodents and humans." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3152.

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Anxiety disorders commonly emerge during adolescence, and girls are diagnosed with these disorders more frequently than boys. Understanding why anxiety disorders emerge and why non-clinical anxiety symptoms increase during adolescence is important for understanding this sex difference and how to treat adolescent sufferers. Potential mechanisms, such as puberty or cognitive biases, can be investigated both in humans and in rodent models of anxiety. This thesis aimed to characterise sex differences and changes in anxiety-like behaviour across adolescence and into adulthood in the rat, and to examine anxiety and interpretive bias in adolescent humans. In rats, we examined performance on common tests of anxiety-like behaviour: the emergence test, open field and elevated plus-maze. Exploration on these tests increased from mid-adolescence into adulthood, and greater exploration by females was apparent from late adolescence. While the behaviours themselves remain interesting, caution on interpreting these behaviours as anxiety-related warranted and is discussed throughout the thesis. Potential effects of the ovarian cycle and testing order on EPM performance were also examined. In humans, 12-14 year old adolescents complete visual and written interpretive bias tasks, this bias being considered to be a cognitive vulnerability for anxiety. The results showed that, when imagining themselves in ambiguous scenarios, girls were more negative in their interpretations than boys. Additionally, both sexes also interpreted social scenarios more negatively than non-social scenarios. As puberty is thought to be important to the emergence of disorder during adolescence, interpretive bias could potentially mediate the puberty-anxiety relationship. While more interpretive bias work is needed in both species, the recent development of interpretive bias tasks for rodents provides an opportunity to move away from difficult to interpret tests of anxiety-like behaviour in rodents, and should allow for greater convergence of the human and rodent anxiety research.
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Kaiser, Maja. "Interpreting the Past : The 3D Impact." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91161.

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Using 3D methods in the archaeological field makes way for a number of new possibilities. However, how these methods affect the interpretation of the past is a rather unexplored subject and this thesis investigates the matter by viewing 3D usage within both fieldwork and analytic circumstances. It explains how the utilization of 3D works to minimize bias data collection, and also how open access in relation to digital 3D data creates more possibilities for the interpretation of archaeological data.
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Matthews-López, Joy Lynn. "Best practices and technical issues in cross-lingual, cross-cultural assessments an evaluation of a test adaptation /." Ohio : Ohio University, 2003. http://www.ohiolink.edu/etd/view.cgi?ohiou1082054025.

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Books on the topic "Interpretive bias"

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Interpreting epidemiologic evidence: Strategies for study design and analysis. Oxford: Oxford University Press, 2003.

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Fan yi bian ti yan jiu. Beijing Shi: Zhongguo dui wai fan yi chu ban gong si, 2000.

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Xin bian dang dai fan yi li lun. Beijing: Zhongguo dui wai fan yi chu ban gong si, 2005.

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Xin bian dang dai fan yi li lun. Beijing: Zhongguo dui wai fan yi chu ban gong si, 2005.

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Zaixi, Tan, ed. Xin bian Naida lun fan yi. Beijing Shi: Zhongguo dui wai fan yi chu ban gong si, 1999.

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Fan yi yu xian dai Han yu de bian qian (1905-1936). Beijing: Wai yu jiao xue yu yan jiu chu ban she, 2011.

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Wei ta ren zuo jia yi: Yi gao bian ji sheng ya san shi nian. Beijing: Shi jie tu shu chu ban gong si, 2011.

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Association internationale pour le développement de la communication interculturelle. Colloque. Przenikanie siȩ kultur poprzez przekład literacki =: Transfert des cultures par le biais des traductions littéraires : le XXVIe colloque de l'AIMAV. Bruxelles: AIMAV, 1999.

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20 shi ji Shanghai fan yi chu ban yu wen hua bian qian. Nanning Shi: Guangxi jiao yu chu ban she, 2000.

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Guo wai Zhongguo bian jiang min zu shi zhu yi jie. Beijing Shi: Zhong yang min zu da xue chu ban she, 2012.

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Book chapters on the topic "Interpretive bias"

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Matheson, Emily. "Attentional and Interpretive Bias." In Encyclopedia of Feeding and Eating Disorders, 38–43. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-104-6_187.

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Matheson, Emily. "Attentional and Interpretive Bias." In Encyclopedia of Feeding and Eating Disorders, 1–5. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-087-2_187-1.

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Gobert, Janice, Juelaila Raziuddin, and Kenneth R. Koedinger. "Auto-scoring Discovery and Confirmation Bias in Interpreting Data during Science Inquiry in a Microworld." In Lecture Notes in Computer Science, 770–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_109.

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Hashemi, Nader. "The Secular Bias and the Study of Religious Politics." In Overcoming Orientalism, 65–94. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190054151.003.0003.

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This chapter focuses on the problem of misunderstanding religious politics in the Arab-Islamic world. The goal is to advance an objective historical and comparative framework for interpreting this subject. Two key themes that have been central to John Esposito’s scholarship are examined: the secular bias in modernization theory and the need for a historical and contextual understanding of the many faces of political Islam. To advance this argument, Michael Walzer’s The Paradox of Liberation: Secular Revolutions and Religious Counterrevolutions will be utilized, focusing on his discussion of Algeria and political Islam. It is argued that Walzer offers a typical liberal reading of this topic that upon examination is ideologically biased and analytically distorting. Ironically, his earlier writings on religion and politics provide a more useful interpretive framework for understanding the rise of religious politics in our contemporary world.
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Boerst, Timothy A., Meghan Shaughnessy, Rosalie DeFino, Merrie Blunk, Susanna Owens Farmer, Erin Pfaff, and D'Anna Pynes. "Preparing Teachers to Formatively Assess." In Handbook of Research on Formative Assessment in Pre-K Through Elementary Classrooms, 89–116. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0323-2.ch005.

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To engage in formative assessment, preservice teachers (PSTs) need to develop skill with the practice of interpretation. The initial preparation of teachers would benefit from having a sense of the interpretation skills brought by PSTs to teacher preparation. We articulate the nature of interpreting as a teaching practice including: articulating inferences, sampling evidence, developing and applying guiding criteria, and monitoring and redressing bias and distortion. We use a teaching simulation to identify the assets of PSTs' initial interpretive skills and areas in which PSTs might need to reconsider and change. An investigation with a group of PSTs from one teacher education program suggests that many PSTs bring skills with making evidence-based interpretations about a student's process for solving a mathematics problem. However, their skills are much more limited for making interpretations about a student's understanding and have potential for bias and distortion. Implications for teacher education are discussed.
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MacLeod, Colin, Lynlee Campbell, Elizabeth Rutherford, and Edward Wilson. "The causal status of anxiety-linked attentional and interpretive bias." In Cognition, Emotion and Psychopathology, 172–89. Cambridge University Press, 2004. http://dx.doi.org/10.1017/cbo9780511521263.010.

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Baune, Bernhard T. "Interventions for social cognitive deficits." In Cognitive Dimensions of Major Depressive Disorder, 83–88. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198835554.003.0010.

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Interventions for social cognitive deficits establishes the large impact these deficits exert on psychosocial functioning in major depressive disorder. The chapter reviews a variety of impairments of social cognition and how these may influence psychosocial functioning in the key domains of social performance, emotional/empathic performance, general cognitive functioning, and quality of life. It introduces multiple treatment modalities including antidepressant medication, psychotherapeutic approaches, and procedural interventions with potential treatment efficacy on facial affect recognition, interpretation of affective pictures, theory of mind performance, and prosody. It reviews evidence indicating that many current therapies are shown to have a normalizing effect on the accuracy of interpretation and the reduction of underlying negative interpretative bias. It concludes from evaluating the literature that certain antidepressants seem to correct facial affect recognition deficits, and several psychotherapeutic approaches appear well-suited for addressing impaired theory of mind or mood-congruent interpretive biases.
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Gatta, Carla Della. "Confronting Bias and Identifying Facts: Teaching Resistance Through Shakespeare." In Teaching Social Justice Through Shakespeare, 165–73. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474455589.003.0016.

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This chapter foregrounds the essential role of critical analysis in an era when facts, feelings, opinions, news, and propaganda have become increasingly hard to disambiguate. Carla Della Gatta explains that Shakespeareans are in an excellent position to help students navigate this terrain, thanks to our field’s “lengthy, cross-cultural, and international history of determining, disputing, and reinterpreting facts,” a habit that can be put to especial use in identifying various modes of misinformation and bias. This chapter relates exercises in introductory scholarly editing and comparative theatrical/film analyses that enable students to be makers, not just consumers, of knowledge. Putting primary sources directly in students’ hands empowers them to apply rigorous analysis, solve interpretive problems, and hone their confidence in questioning established authority and venerated “facts.” The payoffs span from the understanding of Renaissance literature to informed encounters with “fake news,” biased sources, or unresearched content.
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Savitz, David A. "Selection Bias in Cohort Studies." In Interpreting Epidemiologic Evidence, 51–80. Oxford University Press, 2003. http://dx.doi.org/10.1093/acprof:oso/9780195108408.003.0004.

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Savitz, David A., and Gregory A. Wellenius. "Selection Bias in Case-Control Studies." In Interpreting Epidemiologic Evidence, 93–112. Oxford University Press, 2016. http://dx.doi.org/10.1093/acprof:oso/9780190243777.003.0008.

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Conference papers on the topic "Interpretive bias"

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Hocquette, Céline. "Can Meta-Interpretive Learning outperform Deep Reinforcement Learning of Evaluable Game strategies?" In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/909.

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World-class human players have been outperformed in a number of complex two person games such as Go by Deep Reinforcement Learning systems GO. However, several drawbacks can be identified for these systems: 1) The data efficiency is unclear given they appear to require far more training games to achieve such performance than any human player might experience in a lifetime. 2) These systems are not easily interpretable as they provide limited explanation about how decisions are made. 3) These systems do not provide transferability of the learned strategies to other games. We study in this work how an explicit logical representation can overcome these limitations and introduce a new logical system called MIGO designed for learning two player game optimal strategies. It benefits from a strong inductive bias which provides the capability to learn efficiently from a few examples of games played. Additionally, MIGO's learned rules are relatively easy to comprehend, and are demonstrated to achieve significant transfer learning.
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Osborn, Joseph C. "Operationalizing Operational Logics: Semiotic Knowledge Representations for Interactive Systems." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/759.

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All projects in AI begin by selecting or devising knowledge representations suitable for the project's functional requirements. Interactive systems (including games) have semiotic considerations on top of their functional requirements: they must be legible to users, players, and their own designers. AI working within or around interactive systems must acknowledge and support the concerns of human users. These concerns are generally phrased as inductive bias or domain knowledge and handled in an ad hoc way; I argue that it is possible and useful to represent them explicitly within a unifying approach. This work refines and extends operational logics, an interpretive framework describing how interactive systems communicate their own mechanisms to users. Making this move yields formal notations for interactive systems that are useful for humans and machines, with applications in modeling, verification, general game-playing, reverse-engineering, and automatic self-documentation.
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Goth, Will, Michael S. Sacks, and James W. Tunnell. "Interpreting fiber structure from polarization dependent optical anisotropy." In SPIE BiOS, edited by Daniel L. Farkas, Dan V. Nicolau, and Robert C. Leif. SPIE, 2017. http://dx.doi.org/10.1117/12.2252570.

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Gangula, Rama Rohit Reddy, Suma Reddy Duggenpudi, and Radhika Mamidi. "Detecting Political Bias in News Articles Using Headline Attention." In Proceedings of the 2019 ACL Workshop BlackboxNLP: Analyzing and Interpreting Neural Networks for NLP. Stroudsburg, PA, USA: Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/w19-4809.

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Dietzek, Benjamin, Tobias Meyer, Anna Medyukhina, Norbert Bergner, Christoph Krafft, Bernd F. M. Romeike, Rupert Reichart, Rolf Kalff, Michael Schmitt, and Jürgen Popp. "Interpreting CARS images of tissue within the C-H-stretching region." In SPIE BiOS, edited by Henry Hirschberg, Steen J. Madsen, E. Duco Jansen, Qingming Luo, Samarendra K. Mohanty, and Nitish V. Thakor. SPIE, 2014. http://dx.doi.org/10.1117/12.2036547.

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Smith, Matthew H. "Interpreting Mueller matrix images of tissues." In BiOS 2001 The International Symposium on Biomedical Optics, edited by Donald D. Duncan, Steven L. Jacques, and Peter C. Johnson. SPIE, 2001. http://dx.doi.org/10.1117/12.434690.

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Lukens, Claire E., Clifford S. Riebe, David L. Shuster, and Leonard S. Sklar. "GRAIN-SIZE BIAS IN DETRITAL THERMOCHROMETRY: IMPLICATIONS FOR INTERPRETING SEDIMENT PROVENANCE AND LANDSCAPE EVOLUTION." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-286278.

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Gandolfo, Nastasja. "Die Bedeutung der italienischen Kammerkantate für Maria Antonia Walpurgis von Bayern als Interpretin und Sammlerin von 1747 bis 1763." In Sammeln – Musizieren – Forschen. Zur Dresdner höfischen Musik des 18. Jahrhunderts. Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden, 2020. http://dx.doi.org/10.25366/2020.37.

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Del Rey, Miguel, Antonio Gallud, and Silvia Bronchales. "Una torre en la muralla de Biar. Consolidación y recuperación de una imagen urbana." In FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11353.

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Abstract:
A tower in the wall of Biar. Consolidation and recovery of an urban imageThe wall of Biar goes around the historical part of the city and connects it with the castle at the top of the hill. This urban wall was comprised by the city wall and a walk wall, which were protected by a battlement and a series of towers. Currently, the urban wall has been swallowed by changes in the area. Internal edifications to the city wall have progressively taken over the wall and, in its outside part, an area as wide as the towers has been occupied, which has eventually set up the front part of Torreta street. The Tower of Jesus is part of this defensive set that nowadays is almost invisible. Before its restoration, the tower was in an unfortunate state of abandonment and deterioration. Large cracks in its masonry warned of its immediate collapse. After its defensive use, it was transformed and joined to more modern neighboring buildings. Removed walls, deformed gaps and variations in the roof concealed its past as it went unnoticed and passed as another house on the street. Only the traces in its walls exposed its history. The intervention process for its recovery began with a thorough, formal, dimensional and technical study, to subsequently propose its restoration and the choice of contiguous elements that had to be eliminated to show a recognizable set. Also, a new way of walking and using it was put forward. During the intervention, several objectives were considered. In addition to the most obvious ones, such as the structural consolidation that would prevent its eventual collapse, recovering its historical image and showing the key facts that would lead to interpreting its past and discovering its secrets. Besides describing in detail the restoration process in its entirety, this text aims to present the issues that were raised during the intervention and to consider those reasons behind all the decisions that were made.
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HajNasser, Yesser. "MultiResU-Net: Neural Network for Salt Bodies Delineation and QC Manual Interpretation." In Offshore Technology Conference. OTC, 2021. http://dx.doi.org/10.4043/31169-ms.

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Abstract Accurate delineation of salt bodies is essential for the characterization of hydrocarbon accumulation and seal efficiency in offshore reservoirs. The interpretation of these subsurface features is heavily dependent on visual picking. This in turn could introduce systematic bias into the task of salt body interpretation. In this study, we introduce a novel machine learning approach of a deep neural network to mimic an experienced geophysical interpreter's intellect in interpreting salt bodies. Here, the benefits of using machine learning are demonstrated by implementing the MultiResU-Net network. The network is an improved form of the classic U-Net. It presents two key architectural improvements. First, it replaces the simple convolutional layers with inception-like blocks with varying kernel sizes to reconcile the spatial features learned from different seismic image contexts. Second, it incorporates residual convolutional layers along the skip connections between the downsampling and the upsampling paths. This aims at compensating for the disparity between the lower-level features coming from the early stages of the downsampling path and the much higher-level features coming from the upsampling path. From the primary results using the TGS Salt Identification Challenge dataset, the MultiResU-Net outperformed the classic U-Net in identifying salt bodies and showed good agreement with the ground truth. Additionally, in the case of complex salt body geometries, the MultiResU-Net predictions exhibited some intriguing differences with the ground truth interpretation. Although the network validation accuracy is about 95%, some of these occasional discrepancies between the neural network predictions and the ground truth highlighted the subjectivity of the manual interpretation. Consequently, this raises the need to incorporate these neural networks that are prone to random perturbations to QC manual geophysical interpretation. To bridge the gap between the human interpretation and the machine learning predictions, we propose a closed-loop-machine-learning workflow that aims at optimizing the training dataset by incorporating both the consistency of the neural network and the intellect of an experienced geophysical interpreter.
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Reports on the topic "Interpretive bias"

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Froot, Kenneth, and Jeffrey Frankel. Interpreting Tests of Forward Discount Bias Using Survey Data on Exchange Rate Expectations. Cambridge, MA: National Bureau of Economic Research, June 1986. http://dx.doi.org/10.3386/w1963.

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