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Academic literature on the topic 'Learned priors'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Learned priors"

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Chambers, Claire, Hugo Fernandes, and Konrad Paul Kording. "Policies or knowledge: priors differ between a perceptual and sensorimotor task." Journal of Neurophysiology 121, no. 6 (June 1, 2019): 2267–75. http://dx.doi.org/10.1152/jn.00035.2018.

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If the brain abstractly represents probability distributions as knowledge, then the modality of a decision, e.g., movement vs. perception, should not matter. If, on the other hand, learned representations are policies, they may be specific to the task where learning takes place. Here, we test this by asking whether a learned spatial prior generalizes from a sensorimotor estimation task to a two-alternative-forced choice (2-Afc) perceptual comparison task. A model and simulation-based analysis revealed that while participants learn prior distribution in the sensorimotor estimation task, measured priors are consistently broader than sensorimotor priors in the 2-Afc task. That the prior does not fully generalize suggests that sensorimotor priors are more like policies than knowledge. In disagreement with standard Bayesian thought, the modality of the decision has a strong influence on the implied prior distributions. NEW & NOTEWORTHY We do not know whether the brain represents abstract and generalizable knowledge or task-specific policies that map internal states to actions. We find that learning in a sensorimotor task does not generalize strongly to a perceptual task, suggesting that humans learned policies and did not truly acquire knowledge. Priors differ across tasks, thus casting doubt on the central tenet of many Bayesian models, that the brain’s representation of the world is built on generalizable knowledge.
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Liu, Jiaming, Yu Sun, Cihat Eldeniz, Weijie Gan, Hongyu An, and Ulugbek S. Kamilov. "RARE: Image Reconstruction Using Deep Priors Learned Without Groundtruth." IEEE Journal of Selected Topics in Signal Processing 14, no. 6 (October 2020): 1088–99. http://dx.doi.org/10.1109/jstsp.2020.2998402.

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Haker, S., G. Sapiro, and A. Tannenbaum. "Knowledge-based segmentation of SAR data with learned priors." IEEE Transactions on Image Processing 9, no. 2 (2000): 299–301. http://dx.doi.org/10.1109/83.821747.

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Abel, David, David Hershkowitz, Gabriel Barth-Maron, Stephen Brawner, Kevin O'Farrell, James MacGlashan, and Stefanie Tellex. "Goal-Based Action Priors." Proceedings of the International Conference on Automated Planning and Scheduling 25 (April 8, 2015): 306–14. http://dx.doi.org/10.1609/icaps.v25i1.13697.

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Robots that interact with people must flexibly respond to requests by planning in stochastic state spaces that are often too large to solve for optimal behavior. In this work, we develop a framework for goal and state dependent action priors that can be used to prune away irrelevant actions based on the robot’s current goal, thereby greatly accelerating planning in a variety of complex stochastic environments. Our framework allows these goal-based action priors to be specified by an expert or to be learned from prior experience in related problems. We evaluate our approach in the video game Minecraft, whose complexity makes it an effective robot simulator. We also evaluate our approach in a robot cooking domain that is executed on a two-handed manipulator robot. In both cases, goal-based action priors enhance baseline planners by dramatically reducing the time taken to find a near-optimal plan.
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Zhang, Richard, Jun-Yan Zhu, Phillip Isola, Xinyang Geng, Angela S. Lin, Tianhe Yu, and Alexei A. Efros. "Real-time user-guided image colorization with learned deep priors." ACM Transactions on Graphics 36, no. 4 (July 20, 2017): 1–11. http://dx.doi.org/10.1145/3072959.3073703.

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Roach, Neil W., Paul V. McGraw, David J. Whitaker, and James Heron. "Generalization of prior information for rapid Bayesian time estimation." Proceedings of the National Academy of Sciences 114, no. 2 (December 22, 2016): 412–17. http://dx.doi.org/10.1073/pnas.1610706114.

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To enable effective interaction with the environment, the brain combines noisy sensory information with expectations based on prior experience. There is ample evidence showing that humans can learn statistical regularities in sensory input and exploit this knowledge to improve perceptual decisions and actions. However, fundamental questions remain regarding how priors are learned and how they generalize to different sensory and behavioral contexts. In principle, maintaining a large set of highly specific priors may be inefficient and restrict the speed at which expectations can be formed and updated in response to changes in the environment. However, priors formed by generalizing across varying contexts may not be accurate. Here, we exploit rapidly induced contextual biases in duration reproduction to reveal how these competing demands are resolved during the early stages of prior acquisition. We show that observers initially form a single prior by generalizing across duration distributions coupled with distinct sensory signals. In contrast, they form multiple priors if distributions are coupled with distinct motor outputs. Together, our findings suggest that rapid prior acquisition is facilitated by generalization across experiences of different sensory inputs but organized according to how that sensory information is acted on.
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Liu, Haojie, Han Shen, Lichao Huang, Ming Lu, Tong Chen, and Zhan Ma. "Learned Video Compression via Joint Spatial-Temporal Correlation Exploration." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 07 (April 3, 2020): 11580–87. http://dx.doi.org/10.1609/aaai.v34i07.6825.

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Traditional video compression technologies have been developed over decades in pursuit of higher coding efficiency. Efficient temporal information representation plays a key role in video coding. Thus, in this paper, we propose to exploit the temporal correlation using both first-order optical flow and second-order flow prediction. We suggest an one-stage learning approach to encapsulate flow as quantized features from consecutive frames which is then entropy coded with adaptive contexts conditioned on joint spatial-temporal priors to exploit second-order correlations. Joint priors are embedded in autoregressive spatial neighbors, co-located hyper elements and temporal neighbors using ConvLSTM recurrently. We evaluate our approach for the low-delay scenario with High-Efficiency Video Coding (H.265/HEVC), H.264/AVC and another learned video compression method, following the common test settings. Our work offers the state-of-the-art performance, with consistent gains across all popular test sequences.
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Zhao, Shengrong, and Hu Liang. "Multi-frame super resolution via deep plug-and-play CNN regularization." Journal of Inverse and Ill-posed Problems 28, no. 4 (August 1, 2020): 533–55. http://dx.doi.org/10.1515/jiip-2019-0054.

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AbstractBecause of the ill-posedness of multi-frame super resolution (MSR), the regularization method plays an important role in the MSR field. Various regularization terms have been proposed to constrain the image to be estimated. However, artifacts also exist in the estimated image due to the artificial tendency in the manually designed prior model. To solve this problem, we propose a novel regularization-based MSR method with learned prior knowledge. By using the variable splitting technique, the fidelity term and regularization term are separated. The fidelity term is associated with an “{L^{2}}-{L^{2}}” form sub-problem. Meanwhile, the sub-problem respect to regularization term is a denoising problem, which can be solved by denoisers learned from a deep convolutional neural network. Different from the traditional regularization methods which employ hand-crafted image priors, in this paper the image prior model is replaced by learned prior implicitly. The two sub-problems are solved alternately and iteratively. The proposed method cannot only handle complex degradation model, but also use the learned prior knowledge to guide the reconstruction process to avoid the artifacts. Both the quantitative and qualitative results demonstrate that the proposed method gains better quality than the state-of-the-art methods.
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Baugh, Lee A., Michelle Kao, Roland S. Johansson, and J. Randall Flanagan. "Material evidence: interaction of well-learned priors and sensorimotor memory when lifting objects." Journal of Neurophysiology 108, no. 5 (September 1, 2012): 1262–69. http://dx.doi.org/10.1152/jn.00263.2012.

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Skilled object lifting requires the prediction of object weight. When lifting new objects, such prediction is based on well-learned size-weight and material-density correlations, or priors. However, if the prediction is erroneous, people quickly learn the weight of the particular object and can use this knowledge, referred to as sensorimotor memory, when lifting the object again. In the present study, we explored how sensorimotor memory, gained when lifting a given object, interacts with well-learned material-density priors when predicting the weight of a larger but otherwise similar-looking object. Different groups of participants 1st lifted 1 of 4 small objects 10 times. These included a pair of wood-filled objects and a pair of brass-filled objects where 1 of each pair was covered in a wood veneer and the other was covered in a brass veneer. All groups then lifted a larger, brass-filled object with the same covering as the small object they had lifted. For each lift, we determined the initial peak rate of change of vertical load-force rate and the load-phase duration, which provide estimates of predicted object weight. Analysis of the 10th lift of the small cube revealed no effects of surface material, indicating participants learned the appropriate forces required to lift the small cube regardless of object appearance. However, both surface material and core material of the small cube affected the 1st lift of the large block. We conclude that sensorimotor memory related to object density can contribute to weight prediction when lifting novel objects but also that long-term priors related to material properties can influence the prediction.
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Yang, Dayi, Xiaojun Wu, and Hefeng Yin. "Blind Image Deblurring via a Novel Sparse Channel Prior." Mathematics 10, no. 8 (April 9, 2022): 1238. http://dx.doi.org/10.3390/math10081238.

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Blind image deblurring (BID) is a long-standing challenging problem in low-level image processing. To achieve visually pleasing results, it is of utmost importance to select good image priors. In this work, we develop the ratio of the dark channel prior (DCP) to the bright channel prior (BCP) as an image prior for solving the BID problem. Specifically, the above two channel priors obtained from RGB images are used to construct an innovative sparse channel prior at first, and then the learned prior is incorporated into the BID tasks. The proposed sparse channel prior enhances the sparsity of the DCP. At the same time, it also shows the inverse relationship between the DCP and BCP. We employ the auxiliary variable technique to integrate the proposed sparse prior information into the iterative restoration procedure. Extensive experiments on real and synthetic blurry sets show that the proposed algorithm is efficient and competitive compared with the state-of-the-art methods and that the proposed sparse channel prior for blind deblurring is effective.
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Dissertations / Theses on the topic "Learned priors"

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Spoelman, M. (Marianne). "Prior linguistic knowledge matters:the use of the partitive case in Finnish learner language." Doctoral thesis, Oulun yliopisto, 2013. http://urn.fi/urn:isbn:9789526201146.

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Abstract The partitive (one of the fifteen Finnish cases and a typical case characterizing Finnic languages) developed from the Uralic separative locative into a grammatical case. In modern Finnish, it is one of the object, existential subject and predicative cases, representing that side of the case alternations that expresses unboundedness and negative polarity. Probably because the three case alternations differ in certain respects and clear-cut grammar rules cannot always be formulated, the use of the partitive remains a constant struggle for learners of Finnish. This study investigates the use of partitive objects, subjects and predicatives in Estonian, German and Dutch learners of Finnish as a foreign language. By comparing groups of learners from L1 backgrounds closely related and non-related to the target language (TL), it is aimed to explore the role of presence versus lack of relevant prior linguistic knowledge. The use of the partitive is namely largely similar in the closely related Estonian language. However, the purpose of the study is not only to gain valuable insights into the phenomena of L1 influence and intralingual influence but also to identify (common and L1 background-specific) stumbling blocks in the use of the partitive case, and to draw pedagogical implications based upon the findings. Research materials were selected from the Estonian, German and Dutch subcorpora of the International Corpus of Learner Finnish (ICLFI), aligned to the CEFR proficiency levels, and analyzed based on combined error-frequency analyses, involving partitive over- and underuse errors and partitive-requiring contexts (PRCs). As will be shown, the study reveals conspicuous differences between the learner corpora. In general, the Estonian learner corpus not only shows significantly fewer partitive errors than the other corpora, but also some specific error patterns attributable to subtle L1-L2 differences and, unlike the remaining corpora, a lack of overgeneralization of L2 grammar rules. The findings do not only indicate that -and how- prior linguistic knowledge matters, but also suggest that stumbling blocks could potentially be turned into stepping stones by emphasizing L1-L2 differences in the case of Estonian learners of Finnish, and by highlighting similarities and differences from within the TL in cases of learners from non-related L1 backgrounds
Tiivistelmä Itämerensuomalaisille kielille tyypillinen partitiivi on aikaa myöten kehittynyt separatiivi-nimisestä uralilaisen kantakielen paikallissijasta syntaktisia funktioita ilmaisevaksi sijamuodoksi. Nykysuomessa partitiivi on yksi objektin, eksistentiaali-subjektin ja predikaativin sijoista, jolla ilmaistaan rajaamattomuutta ja kielteisyyttä. Partitiivin käyttö aiheuttaa suomen kielen oppijoille usein ongelmia, luultavasti koska objektin, subjektin ja predikatiivin sijanvalinnassa on vaihtelua ja ratkaisevien kieliopillisten sääntöjen muodostus on toisinaan erittäin vaikeaa. Tässä tutkimuksessa tarkastelen virolaisten, saksalaisten ja hollantilaisten suomea vieraana kielenä opiskelevien partitiiviobjektin, -subjektin ja -predikatiivin käyttöä lähde- ja kohdekielen samanlaisuuden ja erilaisuuden näkökulmasta. Lähde- ja kohdekielen roolin selvittämisen lisäksi tutkimuksen tavoitteina on identifioida partitiivin (yleiset ja lähdekielikohtaiset) ongelmakohdat ja yhdistää tutkimustulokset vieraan kielen oppimiseen ja -opetukseen. Tutkimusaineistoina on virolaisten, saksalaisten ja hollantilaisten opiskelijoiden kirjoittamia tekstejä, jotka on poimittu Kansainvälisestä oppijansuomen korpuksesta (ICLFI) ja arvioitu Eurooppalaisen viitekehyksen (CEFR) kielitaitotasojen mukaan. Virhe- ja frekvenssianalyyseissä aineistoista analysoidaan muun muassa partitiivin yli- ja alikäyttövirheet ja partitiivin vaatimat kontekstit. Tutkimuksesta käy ilmi, että virolaisten oppijoiden ja ei-sukukieliä puhuvien oppijoiden tuotoksissa on silmiinpistäviä eroja. Virolaisten aineistosta löytyy yleisesti tilastollisesti vähemmän partitiivivirheitä kuin kahdesta muusta osakorpuksesta ja lisäksi myös virhekategorioita ja -rakenteita, jotka johtunevat lähdekielen vaikutuksesta. Tämän lisäksi saksalaisten ja hollantilaisten tuotoksissa on selvästi enemmän kohdekielen sääntöjen yliyleistämistä kuin virolaisten osakorpuksessa. Tutkimustulokset siis osoittavat, että lähdekieli vaikuttaa kohdekielen oppimiseen, ja sen, miten se vaikuttaa. Lisäksi tutkimustulosten avulla on mahdollista kehittää sellaisia opetuksen apuvälineitä, joilla voidaan selventää virolaisille suomenoppijoille L1:n ja L2:n partitiivin käytön eroja ja yhtäläisyyksiä ja tehostaa oppimista; ei-sukukielisten oppijoiden opetuksessa ovat puolestaan kohdekielen ja sijanvaihteluiden sisäiset tunnusmerkit tärkeitä
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Henderson, Kelsey. "THE EFFECTS OF PRIOR KNOWLEDGE ACTIVATION ON LEARNER RETENTION OF NEW CONCEPTS IN LEARNING OBJECTS." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3716.

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Establishing relationships between a learner's prior knowledge and any new concepts he or she will be expected to learn is an important instructional activity. Learning objects are often devoid of such activities in an attempt to maintain their conciseness and reusability in a variety of instructional contexts. The purpose of this study was to examine the efficacy of using questioning as a prior knowledge activation strategy in learning objects. Previous research on the use prior knowledge activation strategies supports their effectiveness in helping to improve learner retention. Approaches such as questioning, advance organizers, and group discussions are examples of techniques used in previous studies. Participants enrolled in a Navy engineering curriculum were randomly assigned to two groups (experimental and comparison). The experimental group was exposed to a prior knowledge activation component at the start of session I, while the comparison group received no treatment. Participants in both groups were tested at three different times during the course of the study– the pretest, at the start of session 1, posttest I, at the conclusion of session1, and posttest II, during session 2. The findings indicate that the prior knowledge activation strategy did not result in statistically significant differences between the levels of retention gained by the experimental and comparison groups. Due to administrative constraints experienced during the course of the study, statistical power was not achieved due to an insufficiently sized sample. Potential limitations and implications for future research directions are described.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Pienkowski, Nathan. "The Effects of Cueing Learners to a Transfer Problem Prior to Instruction." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26204.

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Prior research indicates that cueing or priming an individual prior to exposing them to a basic stimulus, either visual or verbal, will direct their perception and attention toward specific aspects of that stimulus. Furthermore, it suggests that those aspects of the stimulus that are attended or perceived may be related by the extent to which they afford the resolution of a problem, need, or state invoked by the cued phenomenon. The purpose of this study was to determine whether similar results would be found using content of a greater scale. In other words, the purpose was to determine whether the same cueing and priming results found using words and phrases would apply using entire instructional modules. Specifically, this study attempted to determine whether cuing individuals to an expected outcome performance prior to instruction would cause them to focus on those parts of the instruction needed to succeed on the outcome performance. It was hypothesized that prior cuing would result in superior performance on a transfer problem. Similarly, it was also hypothesized that, since the learner's attention would be directed toward specific parts of the instruction to the neglect of others, overall memory retention would be diminished for learners that were cued. To test these hypotheses, an experimental design was used with two overall groups: one receiving prior exposure to a transfer problem and one not. In addition, in order to avoid the possibility that any results could be generalized only to the subject matter being taught, two different subject domains were used: statistics and biology. Therefore, 115 undergraduate students were randomly assigned to one of four groups: (a) a statistics group receiving prior exposure to a transfer problem; (c) a statistics group without prior exposure to a transfer problem; (b) a biology group receiving prior exposure to a transfer problem; (d) a biology group without prior exposure to a transfer problem. Following instruction, each group received the transfer problem and recall test appropriate for the subject area covered during their instruction (statistics or biology). The resulting data was analyzed using two ANOVAs, one for retention and one for transfer. Neither ANOVA yielded significant results. Hence, the results reported in this study do not support either hypothesis.
Ph. D.
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Lu, Tingting. "Effects of Multimedia on Motivation, Learning and Performance: The Role of Prior Experience and Task Constraints." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218660147.

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Gordon, Louise. "An investigation of prior knowledge about amphibians amongst Grade 7 learners : towards the development of a resource pack." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003523.

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The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack.
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Flemban, Fadwa Yasin. "Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7620.

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Researchers and educators have always strived for creating appropriate instructional tools and resources that help students to acquire knowledge. Animated pedagogical agents (APAs) embedded within multimedia learning settings are one of the emerging technologies that provide a powerful and supportive learning environment. According to previous studies, APAs can effectively promote learning and support social interaction with learners (Johnson & Lester, 2016; Lane, 2016). However, APAs also may cause cognitive load without providing motivational benefits in some cases and distract learners during the learning process. In other words, the results of previous studies on APAs do not provide enough evidence to argue that APA may be able to decrease cognitive load, promote motivational effects, or facilitate meaningful learning. The lack of enough evidence in the research findings seems to be variable depending upon the APA’s features, the learners, and the difficulty of the learning materials (Schroeder & Adesope, 2014). By focusing on these factors, this study provided new considerations related to embedding an APA’s role that facilitates “Word Parts” for adult students who speak English as a Second Language (ESL) with concentrating on their cognition, motivation, and vocabulary acquisition. Presenting two APA’s roles (expert model and peer model) differently influenced ESL learners’ motivation, specifically their satisfaction feelings. In addition, ESL learners’ prior knowledge affected their intrinsic and extraneous cognitive load, motivation, and vocabulary acquisition. The two different APA’s roles and their effects on ESL learners’ perceptions and learning outcomes serve as a media comparison research. Further, examining APA as a model to teach ESL students vocabulary acquisition skills serves a Computer-Assisted Language Learning (CALL) research.
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Kassinger, Frances Duggan. "Examination of the Relationship Between Instructor Presence and the Learning Experience in an Asynchronous Online Environment." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/30248.

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This study identifies and assesses a more specific relationship between the online instructor presence and the online learner's experience than is currently offered in previous studies. Guided by three questions, the study asked: (a) What is the relationship between the online instructor communication style and the learning experience, as defined by the adult learner's cognitive achievement, ratings of the overall course experience, and perceptions of the instructor's performance; (b) What is the relationship between the strength (contact frequency with the learner) of that communication style (facilitating or non-facilitating) and the learning experience; and (c) What is the relationship between selected learner demographic variables (previous subject experience on the job and previous experience with the vendor's online learning environment) and the learning experience. The study included an examination of ex post facto data that depicted the interactions between 89 students and 9 instructors in 358 asynchronous, professional development class discussions. The examination revealed the presence and frequency of select instructor behaviors more acutely define the communication style and strength of the online instructor's relationship to the professional adult's online learning experience. The study's additional findings support earlier research that suggests prior learner experience relates positively to online learning outcomes. These findings contribute to the larger body of knowledge related to online instruction.
Ph. D.
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Keil, Valerie. "Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3614.

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Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade. Vygotsky's sociocultural theory along with developmentally appropriate practices constituted the theoretical framework. The overarching research question examined differences in overall reading achievement of ELLs based on the completion of formal childcare programs. A causal-comparative design was used with a cluster sample drawn from a United States federal database of 3,214 ELLs divided into 2 groups: children who participated in formal childcare (FC) programs and those with no formal childcare (NFC). Four independent-samples t tests were performed to compare reading achievement of FC and NFC participants from the fall 2010 kindergarten class (FC n = 1,348, NFC n = 1,414), spring 2011 kindergarten class (FC n = 1,485, NFC n = 1621), fall 2011 first grade class (FC n = 650, NFC n = 698), and spring 2012 first grade class (FC n = 1,482, NFC n = 1,622). Using the Bonferonni method to reduce Type I errors due to familywise analyses, the a priori alpha level decreased to 0.0125. ELL students who participated in formal preschool childcare programs achieved higher scores in reading throughout kindergarten and first grade. Based on these findings, a project was developed for family childcare providers to use to facilitate literacy development. Positive social change may result from ensuring that more children begin kindergarten and first grade with a foundation of reading skills needed for ongoing learning and academic success.
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McNally, John D. "Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3543.

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Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their curriculum through portfolios. The primary goal of this project was to design, develop and evaluate a portfolio course for adult students at a small independent university. Design emphasized adult learning theory and incorporated instructional design best practices throughout. Also significant to the design was the implementation of the Quality Matters ™ Rubric. The project focus was to intertwine the six assumptions of adult learning theory while implementing best practices and effective instructional strategies, and to conduct formative and summative evaluations. The study incorporated a pre-test - post test instrument and satisfaction questionnaire for quantitative data collection. The results of this project are positive based on the evaluation data collected during this project.
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Maselwa, Matole Reuben. "Promoting learners' conceptual understanding of electrostatics through use of practical activities in conjunction with prior knowledge of lightning : a case study." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003600.

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The research presented in this thesis is situated within an interpretivist paradigm. Within this paradigm, a qualitative case-study research approach was adopted. This seemed most appropriate in my research project since the main focus is on elicitation of prior knowledge and incorporation of such knowledge into 'hands-on' and 'minds-on' practical activities with a view to improving conceptual development. For the purposes of this research project, I designed an interactive teaching and learning unit in electrostatics as an attempt to put into practice a learner-centred approach. This approach, in my view, is in line with the new curriculum in South Africa. The emerging central theme of this thesis is the notion of active participation by learners during teaching and learning. This study was carried out over a period of two years and involved my grade 9 learners, who participated voluntarily. The research process documented in this thesis has been conceptualised into two phases. Phase one was concerned with the elicitation of learners' prior knowledge around lightning. In phase two, learners were engaged in 'hands-on' and 'minds-on' practical activities, and key concepts were identified to ensure conceptual development. The data was collected using a variety of data collection tools, namely: focus group interviews, follow-up whole-class semi-structured interviews, worksheets, videotaped lessons and photographs. The analysis of data revealed that learners come to class with prior knowledge concerning lightning. Within this prior knowledge it was found that there were both ‘scientific’ and ‘non-scientific’ concepts. The identification of key concepts during practical activities was found to be very useful in promoting learning. However, the incorporation of prior knowledge into practical activities posed a challenge and needs further research. iv This research study also highlights some insights into some of the complexities of elicitation and incorporation of learners' prior knowledge, and conceptual development in science classrooms. It also demonstrates the challenges and possibilities during teaching and learning as well as the realities of the demands of the new curriculum and OBE in South Africa, in particular, in historically disadvantaged schools
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Books on the topic "Learned priors"

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Goldberg, Pinelopi Koujianou. Goods prices and exchange rates: What have we learned? Cambridge, MA: National Bureau of Economic Research, 1996.

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Fernández, Roque B. What have populists learned from hyperinflation? Buenos Aires: C.E.M.A., 1990.

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Cho, E. K. Natural gas markets and lessons learned. New York: Nova Science Publishers, 2010.

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Office, General Accounting. Military bases: Lessons learned from prior base closure rounds : report to the Congress. Washington, D.C: The Office, 1997.

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Office, General Accounting. Military bases: Lessons learned from prior base closure rounds : report to the Congress. Washington, D.C: The Office, 1997.

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Vink, N. Deregulation of agricultural marketing in South Africa: Lessons learned. Sandton, South Africa: Free Market Foundation, 2000.

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Restorative justice in a prison community: Or everything I didn't learn in kindergarten I learned in prison. Lanham, MD: Lexington Books, 2009.

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Ontario Council of Regents for Colleges of Applied Arts and Technology. Prior Learning Assessment Advisory Committee. Prior learning assessment: Enhancing the access of adult learners to Ontario's colleges : discussion paper of the Ontario Council of Regents' Prior Learning Assessment Advisory Committee. Toronto: The Committee, 1992.

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Genesove, David. The Sugar Institute learns to organize information exchange. Cambridge, MA: National Bureau of Economic Research, 1997.

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Office, General Accounting. Lessons learned from electricity restructuring: Transition to competitive markets underway, but full benefits will take time and effort to achieve : report to the congressional requesters. Washington, D.C. (P.O. Box 37050, Washington 20013): U.S. General Accounting Office, 2002.

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Book chapters on the topic "Learned priors"

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El-Baz, Ayman, and Georgy Gimel’farb. "Medical Images Segmentation Using Learned Priors." In Multi Modality State-of-the-Art Medical Image Segmentation and Registration Methodologies, 99–117. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-8204-9_4.

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Zhou, Yunwen, Abhishek Kar, Eric Turner, Adarsh Kowdle, Chao X. Guo, Ryan C. DuToit, and Konstantine Tsotsos. "Learned Monocular Depth Priors in Visual-Inertial Initialization." In Lecture Notes in Computer Science, 552–70. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-20047-2_32.

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Coïc, Mathieu, and Juan José Burred. "Bayesian Non-negative Matrix Factorization with Learned Temporal Smoothness Priors." In Latent Variable Analysis and Signal Separation, 280–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28551-6_35.

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Jiang, Menglin, Shaoting Zhang, Yuanjie Zheng, and Dimitris N. Metaxas. "Mammographic Mass Segmentation with Online Learned Shape and Appearance Priors." In Medical Image Computing and Computer-Assisted Intervention – MICCAI 2016, 35–43. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46723-8_5.

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Mothes, Oliver, and Joachim Denzler. "One-Shot Learned Priors in Augmented Active Appearance Models for Anatomical Landmark Tracking." In Communications in Computer and Information Science, 85–104. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12209-6_5.

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Weibelzahl, Stephan, and Gerhard Weber. "Adapting to Prior Knowledge of Learners." In Lecture Notes in Computer Science, 448–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47952-x_58.

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Chen, Long, Weiwen Zhang, Yuli Wu, Martin Strauch, and Dorit Merhof. "Semi-supervised Instance Segmentation with a Learned Shape Prior." In Interpretable and Annotation-Efficient Learning for Medical Image Computing, 94–102. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61166-8_10.

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Amodio, Matthew, and Smita Krishnaswamy. "Multiple-manifold Generation with an Ensemble GAN and Learned Noise Prior." In Advances in Intelligent Data Analysis XIX, 24–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74251-5_3.

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Chobanian, Aram V. "What Have We Learned from Prior Clinical Trials of Antihypertensive Drug Therapy?" In Developments in Cardiovascular Medicine, 93–96. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4613-1505-6_7.

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Balázs, Péter, and Mihály Gara. "An Evolutionary Approach for Object-Based Image Reconstruction Using Learnt Priors." In Image Analysis, 520–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02230-2_53.

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Conference papers on the topic "Learned priors"

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Haines, Osian, Jose Martinez-Carranza, and Andrew Calway. "Visual mapping using learned structural priors." In 2013 IEEE International Conference on Robotics and Automation (ICRA). IEEE, 2013. http://dx.doi.org/10.1109/icra.2013.6630877.

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El-Baz, Ayman, and Georgy Gimel'farb. "Robust image segmentation using learned priors." In 2009 IEEE 12th International Conference on Computer Vision (ICCV). IEEE, 2009. http://dx.doi.org/10.1109/iccv.2009.5459314.

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Zhang, Wendong, Junwei Zhu, Ying Tai, Yunbo Wang, Wenqing Chu, Bingbing Ni, Chengjie Wang, and Xiaokang Yang. "Context-Aware Image Inpainting with Learned Semantic Priors." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/183.

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Recent advances in image inpainting have shown impressive results for generating plausible visual details on rather simple backgrounds. However, for complex scenes, it is still challenging to restore reasonable contents as the contextual information within the missing regions tends to be ambiguous. To tackle this problem, we introduce pretext tasks that are semantically meaningful to estimating the missing contents. In particular, we perform knowledge distillation on pretext models and adapt the features to image inpainting. The learned semantic priors ought to be partially invariant between the high-level pretext task and low-level image inpainting, which not only help to understand the global context but also provide structural guidance for the restoration of local textures. Based on the semantic priors, we further propose a context-aware image inpainting model, which adaptively integrates global semantics and local features in a unified image generator. The semantic learner and the image generator are trained in an end-to-end manner. We name the model SPL to highlight its ability to learn and leverage semantic priors. It achieves the state of the art on Places2, CelebA, and Paris StreetView datasets
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Aich, Abhishek, Akash Gupta, Rameswar Panda, Rakib Hyder, M. Salman Asif, and Amit K. Roy-Chowdhury. "Non-Adversarial Video Synthesis with Learned Priors." In 2020 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2020. http://dx.doi.org/10.1109/cvpr42600.2020.00613.

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Li, Han Yu, Michael Danielczuk, Ashwin Balakrishna, Vishal Satish, and Ken Goldberg. "Accelerating Grasp Exploration by Leveraging Learned Priors." In 2020 IEEE 16th International Conference on Automation Science and Engineering (CASE). IEEE, 2020. http://dx.doi.org/10.1109/case48305.2020.9216740.

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Mahapatra, Dwarikanath, Peter Schuffler, Frans Vos, and Joachim M. Buhmann. "Crohn's disease segmentation from MRI using learned image priors." In 2015 IEEE 12th International Symposium on Biomedical Imaging (ISBI 2015). IEEE, 2015. http://dx.doi.org/10.1109/isbi.2015.7163951.

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Aggarwal, Hemant Kumar, Merry P. Mani, and Mathews Jacob. "Model based image reconstruction using deep learned priors (MODL)." In 2018 IEEE 15th International Symposium on Biomedical Imaging (ISBI 2018). IEEE, 2018. http://dx.doi.org/10.1109/isbi.2018.8363663.

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Kim, Jun-Hyuk, Byeongho Heo, and Jong-Seok Lee. "Joint Global and Local Hierarchical Priors for Learned Image Compression." In 2022 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2022. http://dx.doi.org/10.1109/cvpr52688.2022.00590.

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Rosman, Benjamin, and Subramanian Ramamoorthy. "What good are actions? Accelerating learning using learned action priors." In 2012 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL). IEEE, 2012. http://dx.doi.org/10.1109/devlrn.2012.6400810.

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Chandra, Shekhar, Yinq Xia, Craig Engstrom, Raphael Schwarz, Lars Lauer, Stuart Crozier, Olivier Salvado, and Jurgen Fripp. "Unilateral hip joint segmentation with shape priors learned from missing data." In 2012 IEEE 9th International Symposium on Biomedical Imaging (ISBI 2012). IEEE, 2012. http://dx.doi.org/10.1109/isbi.2012.6235909.

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Reports on the topic "Learned priors"

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Ramirez, Ignacio, Federico Lecumberry, and Guillermo Sapiro. Sparse Modeling with Universal Priors and Learned Incoherent Dictionaries(PREPRINT). Fort Belvoir, VA: Defense Technical Information Center, September 2009. http://dx.doi.org/10.21236/ada513290.

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Goldberg, Pinelopi, and Michael Knetter. Goods Prices and Exchange Rates: What Have We Learned? Cambridge, MA: National Bureau of Economic Research, December 1996. http://dx.doi.org/10.3386/w5862.

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Marsha Keister and Kathryn McBride. Spent Nuclear Fuel Transportation: An Examination of Potential Lessons Learned From Prior Shipping Campaigns. Office of Scientific and Technical Information (OSTI), August 2006. http://dx.doi.org/10.2172/911651.

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M. Keister and McBride K. Spent Nuclear Fuel Trasportation: An Examination of Potential Lessons Learned From Prior Shipping Campaigns. US: Yucca Mountain Project, Las Vegas, Nevada, August 2006. http://dx.doi.org/10.2172/894818.

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Price, Roz. Links Between Energy Prices, Fuel Subsidy Reform and Instability. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/k4d.2022.023.

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Increasingly, the links between energy insecurity (including energy prices, availability, and fuel subsidy reform) and instability are being studied. These issues often become flashpoints for social mobilisation and protest. Previous research has started to explore different types of fuel-related conflict and its relationship with scarcity, abundance, and energy prices but the research is fragmented. Much of this existing research focuses on a possible link between oil and armed conflict and rebellion, rather than on fuel prices as a source of intra-state instability below the level of armed conflict. It is argued that this research gap is important as these protests often have the potential to escalate into broader political movements, and the pressures to reduce reliance on carbon-heavy fuels through increased taxation or the reduction of subsidies is increasing. This rapid review provides an overview of the evidence on the links between energy prices, subsidy reforms and the risk of instability. It first highlights these links and discusses the literature, and then provides some brief evidence on recommendations and lessons learned on managing the impact of subsidy reform processes. The review was unable to identify any indicators of risk or quantitative metrics for appraising energy-related instability, apart from the unique fuel riots database created by Natalini et al. (2020). This rapid review takes a wide view of “instability” and what that means.
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McDonagh, Marian S., Roger Chou, Jesse Wagner, Azrah Y. Ahmed, Benjamin J. Morasco, Suchitra Iyer, and Devan Kansagara. Living Systematic Reviews: Practical Considerations for the Agency for Healthcare Research and Quality Evidence-based Practice Center Program. Agency for Healthcare Research and Quality (AHRQ), March 2022. http://dx.doi.org/10.23970/ahrqepcwhitepaperlsr.

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Living systematic reviews are a relatively new approach to keeping the evidence in systematic reviews current by frequent surveillance and updating. The Agency for Healthcare Research and Quality’s Evidence-based Practice Center Program recently commissioned a systematic review of plant-based treatments for chronic pain management. This white paper describes the team’s experience in implementing the protocol that was developed a priori, and reflects on the challenges faced and lessons learned in the process of developing and maintaining a living systematic review. Challenges related to scoping, conducting searches, selecting studies, abstracting data, assessing risk of bias, conducting meta-analysis, performing narrative synthesis, assessing strength of evidence, and generating conclusions are described, as well as potential approaches to addressing these challenges.
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Näslund-Hadley, Emma, and Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003954.

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To promote access to skills development among indigenous populations, education planners require knowledge both about the regions challenges and about policies that hold promise. In this study, we map the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). Based on LAC census data and tests administered at the regional and national levels, as well as prior studies, we identify the main challenges to skills development among LACs indigenous peoples at the five life stagesinfancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. We also summarize evidence-based policies and programs that address access and achievement gaps between indigenous and nonindigenous children, youth, and adultsgaps that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.
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Sussman, Joshua, Hanna Melnick, Emily Newton, Kerry Kriener-Althen, Karen Draney, Peter Mangione, and Perman Gochyyev. How Do California Preschool Quality Ratings Relate to Children's Development? Learning Policy Institute, June 2022. http://dx.doi.org/10.54300/422.974.

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High-quality early learning has the potential to narrow disparities in children’s learning and development prior to kindergarten entry, particularly for children from families with low incomes and children who are multilingual learners. This study investigates the relationship between preschool quality and children’s learning and development from fall to spring of 1 school year through the analysis of child- and program-level data from approximately 70,000 children in California preschool programs. It suggests that attending a higher-quality-rated program is associated with greater learning and development than attending a lower-quality-rated program.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, May 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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