Relevant bibliographies by topics / Relearning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Relearning'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Relearning"

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Maynes, Charles William. "Relearning Intervention." Foreign Policy, no. 98 (1995): 96. http://dx.doi.org/10.2307/1148960.

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Jarman, Karin. "Unlearning, relearning." Self & Society 44, no. 1 (January 2, 2016): 78–80. http://dx.doi.org/10.1080/03060497.2016.1167330.

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Heins, Terry. "Relearning Childthink." Australian and New Zealand Journal of Family Therapy 9, no. 3 (September 1988): 143–49. http://dx.doi.org/10.1002/j.1467-8438.1988.tb01256.x.

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Sharma, Shubham, and Usha Lenka. "Exploring linkages between unlearning and relearning in organizations." Learning Organization 26, no. 5 (July 8, 2019): 500–517. http://dx.doi.org/10.1108/tlo-10-2018-0164.

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Purpose Learning, unlearning and relearning (LUR) has been preached as a panacea to organizations. Whereas, research on learning and unlearning has grown exponentially, relearning is still considered as an obscure concept. This paper aims to provide a new insight on organizational relearning and highlight its linkages with organizational unlearning. Design/methodology/approach This study is based upon a systematic literature review of organizational unlearning and organizational relearning. Papers expounding upon relearning were carefully analyzed vis-à-vis organizational unlearning. Findings Organizational unlearning and organizational relearning assume a vital place in developing a learning organization. However, linking the two processes in a sequence tends to arouse certain conceptual difficulties. First, it is not necessary that relearning follows this prescribed ordering sequence. It is a process that can happen without prior unlearning. Second, based on the process model and multiple definitions of unlearning, the very purpose of organizational unlearning is to acquire new knowledge (relearning in literature). Therefore, in this sense, relearning seems to become a redundant concept and a neologism. As a result, this hampers the proper contextualization of relearning. Originality/value This paper attempts to expound upon the debate of organizational relearning and its interplay with organizational unlearning. As the concept of lifelong learning and building learning organizations assumes the center stage in contemporary organizations, it is suggested that unless the conceptual issues of related to LUR are not adequately addressed, academicians will naturally find it difficult to prescribe proper course of action to practitioners.
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Fraser, Penny, and Toby Seddon. "Relearning Old Lessons." Criminal Justice Matters 47, no. 1 (March 2002): 22–23. http://dx.doi.org/10.1080/09627250208553373.

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de Jonge, Mario, and Huib K. Tabbers. "Repeated Testing, Item Selection, and Relearning." Experimental Psychology 60, no. 3 (February 1, 2013): 206–12. http://dx.doi.org/10.1027/1618-3169/a000189.

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In the present study we investigated the effect of repeated testing on item selection, retention, and delayed relearning of paired associates. Participants learned both related (easy) and unrelated (difficult) word pairs under conditions of repeated study and repeated testing. A retention test was given after both a 5-min and a 1-week interval. Following the 1-week retention test, participants received a relearning task. During the initial learning phase of the experiment, more related word pairs were successfully recalled on the practice tests compared to unrelated word pairs. Also, long-term retention benefits were found for items that were repeatedly tested compared to items that were repeatedly studied, regardless of item difficulty. The results suggest that the testing benefit following conditions of repeated testing cannot be attributed to mere item selection. Secondly, we found that delayed relearning was faster for previously restudied items compared to previously tested items. However, at the end of the relearning phase, repeated study and repeated testing 1 week prior to relearning resulted in comparable levels of recall performance. The results suggest that repeated testing can enhance delayed recall performance with little additional cost in terms of delayed relearning.
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Vikström, Pernilla, Birgitta Rosén, Ingela K. Carlsson, and Anders Björkman. "The effect of early relearning on sensory recovery 4 to 9 years after nerve repair: a report of a randomized controlled study." Journal of Hand Surgery (European Volume) 43, no. 6 (April 16, 2018): 626–30. http://dx.doi.org/10.1177/1753193418767024.

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Twenty patients randomized to early sensory relearning (nine patients) or traditional relearning (11 patients) were assessed regarding sensory recovery 4 to 9 years after median or ulnar nerve repair. Outcomes were assessed with the Rosen score, questionnaires, and self-reported single-item questions regarding function and activity. The patients with early sensory relearning had significantly better sensory recovery in the sensory domain of the Rosen score, specifically, discriminative touch or tactile gnosis and dexterity. They had significantly less self-reported problems in gripping, clumsiness, and fine motor skills. No differences were found in questionnaires between the two groups. We conclude that early sensory relearning improves long-term sensory recovery following nerve repair. Level of evidence: I
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PARK, HYEON-SOOK. "Korean adoptees in Sweden: Have they lost their first language completely?" Applied Psycholinguistics 36, no. 4 (January 20, 2014): 773–97. http://dx.doi.org/10.1017/s0142716413000507.

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ABSTRACTTwo current issues in research on first language (L1) attrition among adoptees are explored: whether adoptees have lost their L1 completely and whether relearning can help them recover their L1 if it is not completely lost. These issues are investigated by examining whether Swedish monolingual Korean adoptees’ preexisting knowledge of L1 Korean has an impact on their relearning of Korean as adults. The results suggest that Korean adoptees’ early L1 experience has left traces of the language and that these traces can have an effect on their phonetic perception when relearning the language. The finding that reexposed adoptees performed better than native Swedish learners indicates that the greatest impact on retrieving L1 knowledge comes from relearning. Given the lack of the statistically significant findings, the results demonstrate possibilities but remain open to discussion.
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Yoo, David K., and Arnold Pan. "Relearning the American Pacific." Amerasia Journal 37, no. 3 (January 2011): vi—viii. http://dx.doi.org/10.17953/amer.37.3.m373317323047v43.

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Geiss, Christian, and Hannes Taubenbock. "Object-Based Postclassification Relearning." IEEE Geoscience and Remote Sensing Letters 12, no. 11 (November 2015): 2336–40. http://dx.doi.org/10.1109/lgrs.2015.2477436.

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Dissertations / Theses on the topic "Relearning"

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Atkins, Paul William Bamkin. "Models of memory and relearning." Thesis, University of Cambridge, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390255.

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Oliveira, Antonio Manuel. "Relearning architecture : sense, time, place and technology." Thesis, Manchester Metropolitan University, 2018. http://e-space.mmu.ac.uk/620215/.

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This research reflects the vision of the architect starting from an interpretation of some philosophical principles, which guide the structure of this thesis, related to the actual issue of architectonic creation, and has as a case study architect Álvaro Siza Vieira, applied to and explained by the project of Quinta da Malagueira, in Évora. I will be researching a specific period, line of thinking, school of architecture and architecture project, and the in-between modern and post-modern thinking, inbetween a regime and democracy, in-between modernity and tradition, global and individual, abstract and imagery, and also the present, the past and the future. The in-between is the route that has not yet been submitted to rigid and intellectualised principles and has not yet been brought into academia. This thesis analyses the role of the architect in contemporary society, considering the questions put in its various sectors, its relationship with the constructed world, and the implications in the structure of the present architecture with its new methodological strategies. In this context, it will try to understand the interactions between the built world, the natural, the humane, technology and space-time dialectics, achieving through this interaction, an instrumental re-reading of the whole process. So, using studies not only at a local (background) level but also in the scope of contemporaneous architectural intervention, this study will suggest an instrumental re-reading and re-learning which will favour the first creative act. Based on these phenomenological values, in this thesis a genetic connection between the architect Álvaro Siza Vieira's project 'Quinta da Malagueira' in Évora (Portugal), Siza in the context of the 'Porto School' and the work of Le Corbusier is traced. From an examination of this period (after the 1974 revolution in Portugal), poised between the Modern Movement and Post- Modernism, but with its own specific space-time, this thesis will also present an understanding of the present situation, and (acknowledging existing variety), will propose a different direction for architectonic creation, which embodies continuity and rupture, accumulation of experience and knowledge and also new ways of thinking. In order to understand how space can transgress the connection between spatiality and temporality it becomes necessary to understand the essential starting point. At a moment when society understands space and is understood in space, the author asserts the importance of new perspectives for society based on some other paradigm, in order to determine the role of individual action, and the artistic framing and ranging of both the architect and architecture.
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Mayberry, Emily Jane. "Exploring conceptual knowledge and name relearning in semantic dementia." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/exploring-conceptual-knowledge-and-name-relearning-in-semantic-dementia(f82024ef-eb65-48b3-93b7-da4f13662315).html.

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This thesis investigated the role of the anterior temporal lobes (ATLs) in conceptual knowledge and name relearning by studying people with semantic dementia (SD). People with SD have atrophy focussed on the ATLs and they exhibit a pan-modal semantic impairment (e.g., Hodges, Patterson, Oxbury, & Funnell, 1992). Recent evidence suggests that modality-invariant concept representations are built up in the ATLs and that these modality-invariant representations are crucial for abstracting away from the surface features of items in order to generalise conceptual information based on their core semantic similarity (e.g., Lambon Ralph & Patterson, 2008). In order to test this, two of the studies described in this thesis (Chapters 2 and 3) assessed semantic generalisation in people with SD. These studies showed that people with SD are less able to generalise conceptual information on the basis of the deeper semantic structure of concepts but instead are increasingly influenced by the superficial similarity of the items. These studies support the hypothesis that the modality-invariant representations formed in the ATLs are crucial for semantic-based generalisation. Previous SD relearning studies have reported relatively good learning but a lack of generalisation to untrained items, tasks, and/or contexts (i.e., under-generalisation). This has been interpreted based on the Complementary Learning Systems (CLS) (McClelland, McNaughton, & O'Reilly, 1995) to suggest that the neocortical semantic system no longer makes a meaningful contribution to relearning but instead relearning is primarily dependent upon the sparse representational medial temporal lobe (MTL) learning system. The studies described in two of the thesis chapters (Chapters 4 and 5) investigated the role of the underlying systems further and found that the neocortical semantic system does still contribute to relearning in SD (although its contribution is disordered and based on the degraded concept representations in the ATL) but there is a shift in the division of labour such that the MTL system takes over more of the work. Finally, in order to clarify the outcomes of relearning in SD, Chapter 6 reviewed all of the previous SD relearning studies and confirmed that people with SD are able to relearn the specific information that they study but that this relearning is rigid. The review and a subsequent re-analysis of the data from Chapters 4 and 5 also showed that relearning in SD can have negative side-effects as well as positive effects.
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D'Cruz, Brendan. "Reinforcement learning in intelligent control : a biologically-inspired approach to the relearning problem." Thesis, University of Plymouth, 1998. http://hdl.handle.net/10026.1/2240.

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The increasingly complex demands placed on control systems have resulted in a need for intelligent control, an approach that attempts to meet these demands by emulating the capabilities found in biological systems. The need to exploit existing knowledge is a desirable feature of any intelligent control system, and this leads to the relearning problem. The problem arises when a control system is required to effectively learn new knowledge whilst exploiting still useful knowledge from past experiences. This thesis describes the adaptive critic system using reinforcement learning, a computational framework that can effectively address many of the demands in intelligent control, but is less effective when it comes to addressing the relearning problem. The thesis argues that biological mechanisms of reinforcement learning (and relearning) may provide inspiration for developing artificial intelligent control mechanisms that can better address the relearning problem. A conceptual model of biological reinforcement learning and relearning is presented, and the thesis shows how inspiration derived from this model can be used to modify the adaptive critic. The performance of the modified adaptive critic system on the relearning problem is investigated based on simulations of the pole balancing problem, and this is compared to the performance of the original adaptive critic system. The thesis presents an analysis of the results from these simulations, and discusses the significance of these results in terms of addressing the relearning problem.
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Janes, Jessica L. "Successive Relearning Improves Performance on a High-Stakes Exam in a Difficult Biopsychology Course." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1555593773001858.

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Romero, Hugo Armando Peña. "Estratégias de estudo de músicos com Distonia focal : análise de três entrevistas e auto relato." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/151418.

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Distonia focal é uma desordem neurológica do movimento que pode ser altamente incapacitante afetando de maneira importante a vida, carreira professional e práticas interpretativas dos músicos. Segundo pesquisas a distonia focal pode manifestar-se em até 1% dos músicos. O objetivo principal da presente pesquisa foi investigar as estratégias de estudo utilizadas por três músicos profissionais com distonia focal (dois flautistas e um violinista). Adicionalmente se realizou um auto relato, no qual o autor (que também sofre da doença) descreve e analisa seu processo, focalizando-se nos mesmos aspectos investigados nas entrevistas. Os resultados obtidos foram confrontados com a literatura sobre o tema, a experiência pessoal do autor e com as respostas proporcionadas por um músico, neurologista e especialista em distonia focal (por meio de uma outra entrevista). A coleta de dados dos participantes foi realizada através de entrevistas semiestruturadas. Os resultados obtidos apontam que o uso das estratégias de estudo é variado e individualizado conforme: as características particulares de cada caso, gravidade da doença, instrumento interpretado, o processo pessoal com a doença, as expectativas pessoais, etc. Porém, a pesquisa destaca a importância da terapia física para desenvolver novas habilidades motoras interpretativas e também a utilização de terapia psicológica para reduzir os níveis de ansiedade no estabelecimento de uma nova relação com o instrumento. Dentre as estratégias musicais encontradas para lidar com a doença estão: adequações no repertorio de estudo, práticas musicais paralelas e modificações no instrumento.
Focal dystonia is a neurological movement disorder that can be highly incapable, affecting life, professional career and music performing. According to studies, up to 1% of musicians can be affected. The principal objective of this research was to explore the study methodologies used by three professional musicians with focal dystonia. Additionally a selfreport developed by the author (who also is affected by disease) narrates and analyze his personal process focusing on the same aspects that are investigated in the interviews. Data was collected from participants using semi-structured interviews. The results were compared with academic publications, personal experience of the author and with answers given by a musician, neurologist and specialist in focal dystonia, (collected in another interview). Part of the data is the Self- report, where the author presents its personal process with focal dystonia, based on self-observation, motor re-learning and Alexander Technique. The results obtained highlighted that the use of methodological studies diverse and personalized, according to particular characteristics of each case (the state of the disease, the instrument played by the musician, the personal process, recovery expectations, etc.). However, in general, the following aspects were founded: physical therapy, for constructing new motor patterns and psychological therapy to reduce the levels of anxiety and begin to establish a new relationship with the instrument. Among musical methodologies to face disease the following are included: adjustments in the musical repertory, parallel musical practice and instrument modifications.
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Clark, Tony. "Bridging the gap : the relationship between intensive IELTS writing preparation in China and Japan and 'relearning' academic conventions." Thesis, University of Bristol, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.768189.

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Garcias, Frédéric. "Apprentissage, désapprentissage et réapprentissage organisationnels : Le cas d'une activité d'ingénierie de grands projets complexes." Thesis, Paris, ENMP, 2014. http://www.theses.fr/2014ENMP0090/document.

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Si l'apprentissage organisationnel est un thème central des théories de l'organisation, l'oubli organisationnel a été beaucoup moins étudié. Dans un environnement en mutation, les risques d'obsolescence des savoirs et des capacités retiennent prioritairement l'attention des entreprises et des chercheurs. Cette thèse entend montrer que de nombreuses transformations contemporaines des entreprises (de leur organisation comme de leurs ressources) invitent à reconsidérer les risques associés à la continuité de leurs capacités d'action. Dans le cadre d'une recherche menée en collaboration avec un centre d'ingénierie spécialisé dans la réalisation de grands projets industriels complexes, nous avons montré que des difficultés opérationnelles liées à un contexte de forte croissance de la charge de travail et des effectifs révélaient en fait un problème plus profond. Une longue période d'absence de projets et un profond renouvellement générationnel des équipes d'ingénieurs avaient en effet rendu nécessaire une phase de réapprentissage collectif. Mais les travaux de recherche existants sur l'oubli organisationnel ne permettent que très partiellement de penser et gérer ce type de situation. À travers notre cas d'étude, nous montrons que dans une activité d'ingénierie, le diagnostic de l'oubli organisationnel doit moins reposer sur une analyse de la performance que sur une attention aux signaux envoyés par les ressources humaines ainsi qu'aux temps et aux modes de constitution des capacités d'action. Ce changement de posture nous permet, dans un premier temps de qualifier une situation de « mur d'apprentissage » comme paroxystique des phases de réapprentissage. Nous mettons ensuite en évidence le caractère pluriel et hétérogène des sources de l'oubli organisationnel, qui complique les opérations de diagnostic et d'orientation de l'action. Nous nous efforçons enfin d'appréhender les conditions macro- et micro-organisationnelles qui permettent de franchir ce « mur »
Although organizational learning is a central topic in organization theory, organizational forgetting has been much less studied. In a changing environment, researchers and practicioners have primarly focused on the risk of knowledge and skills obsolescence. This thesis starts from the idea that the transformations undergone by many companies make it necessary to tackle the risks related to the maintenance of their capabilities. As part of a collaborative research with an engineering department in charge of steering large and complex industrial projects, we have shown that operational difficulties, in a context of rapid growth of workload and staff, revealed a deeper problem. Indeed, a deep generational renewal of teams along with a long period without new projects, generated a need for a collective relearning process. However, existing research on organizational forgetting is silent on how to think and manage this kind of situations. Through our case study, we show that, in engineering environments, diagnosing organizational forgetting requires paying attention to human signals and to capability building processes and length. First, it enables us to describe a situation of "learning wall" as a paroxysmal phase of relearning. We then highlight the plural and heterogeneous sources of organizational forgetting, which complicate diagnosis and action. Finally, we strive to identify the macro- and micro- organizational conditions that bridge this learning wall
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Muralidharan, Abirami. "Detecting Attempted Hand Movements from EEGs of Chronic-Stroke Survivors for Therapeutic Applications." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1283528739.

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Andruškaitė, Vaida. "Žmonėms, sergantiems galvos smegenų insultu, judesių mokymo programos taikymas rankos funkcijų atstatymui." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060608_110434-65252.

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Disorders of brain bloodstream, the most serious of which is stroke, take the third place of death causes. Restoration of limb functions for the patients after the brain stroke requires much time and efforts. As a result, this experiment involved the motor relearning programme of Carr J. and Shepherd R. as an adaptive physical activity along with the traditional kinesitherapy. The main focus of the motor relearning programme is training and learning as the patient actively participates in the treatment process. The aim of the paper is to evaluate the effect of the motor relearning programme on the people after the brain stroke to restore limb functions. The tasks of the paper are the following: 1. To evaluate the functional limb condition of patients after the brain stroke before the application of treatment methods. 2. To evaluate the functional limb condition after the application of treatment methods. 3. To evaluate the efficiency of the motor relearning programme. 4. To determine the influence of age on the alterations of limb functions for the patients after the brain stroke. The quantitative experiment was performed in the neurological department of Šiauliai Hospital. Experimental group was composed of 60 patients with affected upper extremity. The adaptive physical activity was applied to the present patients in order to restore the functions of their affected upper extremities along with the traditional kinesitherapy. 60 patients composed auditorial group and the... [to full text]
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Books on the topic "Relearning"

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Quackenbush, Thomas R. Relearning to see. Berkeley, Calif: North Atlantic Books, 1997.

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Fry, Nan. Relearning the dark. Washington, D.C: Washington Writers' Pub. House, 1991.

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Carr, Janet. A motor relearning programme for stroke. 2nd ed. London: Heinemann Physiotherapy, 1987.

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Carr, Janet. A motor relearning programme for stroke. 2nd ed. Oxford: Butterworth-Heinemann, 1987.

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How we grieve: Relearning the world. New York: Oxford University Press, 2010.

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Attig, Thomas. How we grieve: Relearning the world. 2nd ed. New York: Oxford University Press, 2010.

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Get over it!: Relearning guidance practices. Manchester, MI: Wilderness Adventure Books, 2012.

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How we grieve: Relearning the world. New York: Oxford University Press, 1996.

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B, Shepherd Roberta, ed. A motor relearning programme for stroke. 2nd ed. Oxford: Heinemann Medical Books, 1987.

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Attig, Thomas. How we grieve: Relearning the world. New York: Oxford University Press, 2011.

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Book chapters on the topic "Relearning"

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Bolleter, Julian. "Relearning Lessons." In The Ghost Cities of Australia, 111–17. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89896-4_6.

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Higgott, Richard. "Relearning multilateralism." In States, Civilisations and the Reset of World Order, 95–108. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175087-9.

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Kelly, Ursula A. "Relearning as Remembrance." In Productive Remembering and Social Agency, 75–87. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-347-8_6.

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Vlasov, Maxim, and Zsuzsanna Vincze. "Relearning with Permaculture." In Strongly Sustainable Societies, 249–67. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in sustainability: Routledge, 2018. http://dx.doi.org/10.4324/9781351173643-14.

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Schrooten, Ann F., and Barry P. Markovitz. "Relearning to Listen." In Shared Struggles, 135–39. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68020-6_27.

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Pulcini, Elena. "Actors: Relearning to Fear." In Care of the World, 137–61. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4482-0_7.

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Tlostanova, Madina. "Unlearning and Relearning Design." In Design in Crisis, 163–80. Abingdon, Oxon ; New York : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003021469-8.

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Bhawuk, Dharm P. S. "lajjA: Learning, Unlearning and Relearning." In The Bright Side of Shame, 35–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13409-9_3.

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Ishii, Naohiro, Yuta Hoki, Yuki Okada, and Yongguang Bao. "Nearest Neighbor Classification by Relearning." In Intelligent Data Engineering and Automated Learning - IDEAL 2009, 42–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04394-9_6.

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Kleyn, Tatyana, and Tim Porter. "Language Learning, Unlearning, and Relearning." In Living, Learning, and Languaging Across Borders, 88–109. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429340178-5.

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Conference papers on the topic "Relearning"

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Thomas, Philippe, Marie-Christine Suhner, and William Derigent. "Relearning procedure to adapt pollutant prediction neural model: Choice of relearning algorithm." In 2019 International Joint Conference on Neural Networks (IJCNN). IEEE, 2019. http://dx.doi.org/10.1109/ijcnn.2019.8852193.

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Cikajlo, I. "Development of swing phase relearning device." In BIOMEDICINE 2003, edited by Z. Matjačić and T. Bajd. Southampton, UK: WIT Press, 2003. http://dx.doi.org/10.2495/bio030351.

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Bo Jiang, Ning Wang, and Xiongxiong He. "Asynchronous particle swarm optimizer with relearning strategy." In IECON 2011 - 37th Annual Conference of IEEE Industrial Electronics. IEEE, 2011. http://dx.doi.org/10.1109/iecon.2011.6119675.

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Raghunath, Sushravya, Srinivasan Rajagopalan, Ronald A. Karwoski, Brian J. Bartholmai, and Richard A. Robb. "Active relearning for robust supervised classification of pulmonary emphysema." In SPIE Medical Imaging, edited by Bram van Ginneken and Carol L. Novak. SPIE, 2012. http://dx.doi.org/10.1117/12.911648.

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Narayanan, Vishnu K., and Carl D. Crane. "Active relearning for robust on-road vehicle detection and tracking." In 2013 13th International Conference on Control, Automaton and Systems (ICCAS). IEEE, 2013. http://dx.doi.org/10.1109/iccas.2013.6703875.

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Chang, Xiaoyu, Xin Huang, and Jiayi Li. "A novel self-relearning approach for Landsat image change detection." In Multispectral Image Processing and Analysis. SPIE, 2020. http://dx.doi.org/10.1117/12.2538192.

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Abdolmaleki, Abbas, Bob Price, Nuno Lau, Luis Paulo Reis, and Gerhard Neumann. "Contextual Covariance Matrix Adaptation Evolutionary Strategies." 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.2017/191.

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Abstract:
Many stochastic search algorithms are designed to optimize a fixed objective function to learn a task, i.e., if the objective function changes slightly, for example, due to a change in the situation or context of the task, relearning is required to adapt to the new context. For instance, if we want to learn a kicking movement for a soccer robot, we have to relearn the movement for different ball locations. Such relearning is undesired as it is highly inefficient and many applications require a fast adaptation to a new context/situation. Therefore, we investigate contextual stochastic search algorithms that can learn multiple, similar tasks simultaneously. Current contextual stochastic search methods are based on policy search algorithms and suffer from premature convergence and the need for parameter tuning. In this paper, we extend the well known CMA-ES algorithm to the contextual setting and illustrate its performance on several contextual tasks. Our new algorithm, called contextual CMA-ES, leverages from contextual learning while it preserves all the features of standard CMA-ES such as stability, avoidance of premature convergence, step size control and a minimal amount of parameter tuning.
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Hirayama, Takahiro, Masahiro Jibiki, and Ved P. Kafle. "Regressor Relearning Architecture Adapting to Traffic Trend Changes in NFV Platforms." In 2020 6th IEEE International Conference on Network Softwarization (NetSoft). IEEE, 2020. http://dx.doi.org/10.1109/netsoft48620.2020.9165449.

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Xin Huang and Qikai Lu. "A novel relearning approach for remote sensing image classification post-processing." In IGARSS 2014 - 2014 IEEE International Geoscience and Remote Sensing Symposium. IEEE, 2014. http://dx.doi.org/10.1109/igarss.2014.6947250.

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Jing, Yuhan, Qi Qi, Jingyu Wang, Tongtong Feng, and Jianxin Liao. "ALSR: An Adaptive Label Screening and Relearning Approach for Anomaly Detection." In 2019 IEEE Symposium on Computers and Communications (ISCC). IEEE, 2019. http://dx.doi.org/10.1109/iscc47284.2019.8969661.

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Reports on the topic "Relearning"

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Wallace, Marcie A., and Martha J. Farah. Savings In Relearning Face-Name Associations as Evidence for Covert Recognition in Prosopagnosia. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada246262.

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