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Books on the topic 'Self-organizing map'

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Published: 4 June 2021
Last updated: 25 May 2024

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1

Klaus, Obermayer, and Sejnowski Terrence J, eds. Self-organizing map formation: Foundations of neural computation. Cambridge, Mass: MIT Press, 2001.

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2

Sahai, A. K. An objective study of Indian summer monsoon variability using the self organizing map algorithms. Pune: Indian Institute of Tropical Meteorology, 2006.

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3

United States. National Aeronautics and Space Administration., ed. Control of the NASA Langley 16-foot transonic tunnel with the self-organizing feature map. [Washington, DC: National Aeronautics and Space Administration, 1998.

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4

United States. National Aeronautics and Space Administration., ed. Control of the NASA Langley 16-foot transonic tunnel with the self-organizing feature map. [Washington, DC: National Aeronautics and Space Administration, 1998.

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5

United States. National Aeronautics and Space Administration., ed. Control of the NASA Langley 16-foot transonic tunnel with the self-organizing feature map. [Washington, DC: National Aeronautics and Space Administration, 1998.

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6

United States. National Aeronautics and Space Administration., ed. CONTROL OF THE NASA LANGLY 16-FOOT TRANSONIC TUNNEL WITH THE SELF-ORGANIZING FEATURE MAP... NASA/TM-98-206722... FEB. 25, 1998. [S.l: s.n., 1999.

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7

Kohonen, Teuvo. Self-organizing maps. Berlin: Springer, 1995.

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8

Kohonen, Teuvo. Self-organizing maps. 2nd ed. Berlin: Springer, 1997.

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9

Self-organizing maps. 3rd ed. Berlin: Springer, 2001.

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10

Tokutaka, Heizō. Jiko soshikika mappu to sono ōyō. Tōkyō-to Chiyoda-ku: Maruzen Kabushiki Kaisha, 2012.

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11

J, Deboeck Guido, and Kohonen Teuvo, eds. Visual explorations in finance: With self-organizing maps. New York: Springer, 1998.

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12

Heikkonen, Jukka. Subsymbolic representations, self-organizing maps, and object motion learning. Lappeenranta, Finland: Lappeenranta University of Technology, 1994.

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13

Grebneva, Valentina. "A self-organizing person." Psychology of interaction in higher education. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1865830.

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The monograph examines the features of psychological interaction in higher education, based on the systemic principles of the functioning of social phenomena. From the point of view of a person-centered approach, concepts, principles and methods are revealed, defined: the structure, patterns, conditions and mechanisms of interaction in the "man — university" system. The idea of a new image of a "self-organizing person" is put forward. Theoretically, two self-organizing models, invariant to each other, are substantiated: a person and an educational environment. The results of an empirical study of the synergy effect of two models are presented, the system-forming factor of which is the mental health of teachers and students, as well as the psychological safety of the educational environment of the university. It is intended for students of psychological and pedagogical areas of training and specialties. It is of interest to scientists, university teachers interested in the problems of psychological safety of the educational environment, the preservation of mental health and ensuring socio-psychological well-being in the field of higher education.
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14

Mian xiang di tu zi dong zong he de kong jian xin xi zhi neng chu li. Beijing: Ke xue chu ban she, 2008.

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15

Hulle, Marc M. Van. Faithful representations and topographic maps: From distortion-to informationa-based self-organization. New York: Wiley, 2000.

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16

1966-, Caponetto R., Fortuna L. 1953-, and Frasca Mattia, eds. Advanced topics on cellular self-organizing nets and chaotic nonlinear dynamics to model and control complex systems. Singapore: World Scientific, 2008.

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17

Estévez, Pablo A. Advances in Self-Organizing Maps: 9th International Workshop, WSOM 2012 Santiago, Chile, December 12-14, 2012 Proceedings. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013.

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18

(Editor), Klaus Obermayer, and Terrence J. Sejnowski (Editor), eds. Self-Organizing Map Formation: Foundations of Neural Computation (Computational Neuroscience). The MIT Press, 2001.

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19

Self-Organizing Neural Maps: The Retinotectal Map and Mechanisms of Neural Development. Elsevier, 2020. http://dx.doi.org/10.1016/c2018-0-04121-3.

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20

Leow, Peter. Self-Organizing Map Demystified: Unravel the Myths and Power of SOM in Machine Learning. Independently Published, 2017.

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21

Schmidt, John T. Self-Organizing Neural Maps : the Retinotectal Map and Mechanisms of Neural Development: From Retina to Tectum. Elsevier Science & Technology, 2019.

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22

Schmidt, John T. Self-Organizing Neural Maps : the Retinotectal Map and Mechanisms of Neural Development: From Retina to Tectum. Elsevier Science & Technology Books, 2019.

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23

Kohonen, Teuvo. Self-Organizing Maps. 3rd ed. Springer, 2000.

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24

Deboeck, Guido, and Teuvo Kohonen. Visual Explorations in Finance: With Self-Organizing Maps. Springer, 2013.

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25

Ball, Hashir. Self Care Journal: Sailor All the Sailing on a Single Map to-Do List Notebook, Invest 5 Minutes Daily to Physical, Mental and Emotional Health Planner, to Do Tracker Notebook Record Book with Check List Organizing, College Ruled 110 Pages Undated Quotes O. Independently Published, 2021.

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26

Kohonen Maps. Elsevier Science, 1999.

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27

Kaski, Samuel, and E. Oja. Kohonen Maps. Elsevier Science & Technology Books, 1999.

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28

(Editor), Guido Deboeck, and Teuvo Kohonen (Editor), eds. Visual Explorations in Finance: With Self-Organizing Maps (Springer Finance). Springer, 1998.

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29

Self-organising maps: Applications in geographic information science. Chichester, England: Wiley, 2008.

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30

Agarwal, Pragya, and Andre Skupin. Self-Organising Maps. Wiley & Sons, Incorporated, John, 2008.

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31

(Editor), Pragya Agarwal, and Andre Skupin (Editor), eds. Self-Organising Maps: Applications in Geographic Information Science. John Wiley & Sons, 2008.

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32

Agarwal, Pragya, and Andre Skupin. Self-Organising Maps: Applications in Geographic Information Science. Wiley & Sons, Incorporated, John, 2008.

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33

Hulle, Marc M. Van. Faithful Representations and Topographic Maps: From Distortion- to Information-Based Self-Organization. Wiley-Interscience, 2000.

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34

Butz, Martin V., and Esther F. Kutter. Multisensory Interactions. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739692.003.0010.

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This chapter shows that multiple sensory information sources can generally be integrated in a similar fashion. However, seeing that different modalities are grounded in different frames of reference, integrations will focus on space or on identities. Body-relative spaces integrate information about the body and the surrounding space in body-relative frames of reference, integrating the available information across modalities in an approximately optimal manner. Simple topological neural population encodings are well-suited to generate estimates about stimulus locations and to map several frames of reference onto each other. Self-organizing neural networks are introduced as the basic computation mechanism that enables the learning of such mappings. Multisensory object recognition, on the other hand, is realized most effectively in an object-specific frame of reference – essentially abstracting away from body-relative frames of reference. Cognitive maps, that is, maps of the environment are learned by connecting locations over space and time. The hippocampus strongly supports the learning of cognitive maps, as it supports the generation of new episodic memories, suggesting a strong relation between these two computational tasks. In conclusion, multisensory integration yields internal predictive structures about spaces and object identities, which are well-suited to plan, decide on, and control environmental interactions.
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35

Faithful representations and topographic maps. New York: John Wiley & Sons, 2000.

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36

Estévez, Pablo A., José C. Príncipe, and Pablo Zegers. Advances in Self-Organizing Maps: 9th International Workshop, WSOM 2012 Santiago, Chile, December 12-14, 2012 Proceedings. Springer, 2012.

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37

Systemanalyse auf Basis von Kohonenkarten: Dargesstellt am Beispiel eines Kapitalmarktmodells (European university studies. Series V, Economics and management). Peter Lang, 1998.

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38

Watkins, James. Developmental biodynamics. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0003.

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From a dynamical systems perspective, coordination of human movement emerges from the intrinsic self-organizing properties of the dynamical system consisting of the individual, the task, and the environment. The movement pattern that emerges depends upon the state of the system components which impose constraints on the types of movement that may emerge. These constraints arise from the anthropometry and functional ability of the individual (individual constraints), the requirements of the task (task constraints), and the prevailing environmental conditions (environmental constraints). Abnormal movement due to cerebral palsy, disease, or injury is likely to be due to abnormal individual constraints in the form of abnormal energy resources. Therapy directed at normalizing the abnormal energy resources is likely to be more effective than therapy directed at normalizing the abnormal kinematics.
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39

Reinarz, Jonathan, Laurence Totelin, Iona McCleery, Elaine Leong, Lisa Wynne Smith, Jonathan Reinarz, Todd Meyers, and Claudia Stein, eds. A Cultural History of Medicine in the Age of Empire. Bloomsbury Publishing Plc, 2021. http://dx.doi.org/10.5040/9781474206709.

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Historians describe the ‘long 19th century’ as an age of empire, characterized by expansion and industrialization. The period witnessed the evolution of Western medicine into something uniquely ‘modern’, rooted in the shift to industrial capitalism and encroachment of government monitoring to state health, as well as the colonial mindset that drove overseas travel and encounters with unfamiliar populations, climates and disease. More than ever before, food, drugs, people and sickness circumvented the globe, crossing borders and prompting enormous changes in the way people made sense of health and illness. Novel technologies, from vaccination to x-rays, and ways of organizing medicine and its delivery, increased the reach of medicine and augmented the power of the state and colonizers. Equally, the new medicine answered governments’ growing recognition that health had acquired cultural value and meaning for their domestic populations. Spanning the period from 1800 to 1920, this volume surveys the spatial, experiential, visual and material cultures that shaped authority, mind and body, disease theories and the growing integration of human and animal health. These essays focus on the centrality of the state and hospitals, the growing importance of controlled laboratory experimentation, statistical methods, medical specialization, as well as the impact of war and peace on sick and injured bodies marked by notions of gender, race and class. While documenting the rise of new medical paradigms, this volume also charts the ways in which patients and populations have mediated, contested and shaped medical encounters, as well as the meanings of health and illness. Together these chapters map the contours of recent trends and trajectories in the cultural history of medicine and set an agenda for the self-reflexive critique of medicine’s past in the future.
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40

Di Paolo, Ezequiel A., Thomas Buhrmann, and Xabier E. Barandiaran. Representational pull, enactive escape velocity. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198786849.003.0002.

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Two different paths have been taken by researchers who argue that embodiment is crucial for understanding the mind. The first path is embodied functionalism, essentially the claim that traditional cognitivism needs to take into account the lessons of cognitive linguistics, dynamical systems explanations, and autonomous robotics seriously, so as to include bodily structures and processes in accounts of cognition. However, what it means to be a cognitive system remains unchanged and ruled by the computer metaphor. The other path rejects this metaphor and proposes that the self-organizing living body is constitutive of what it is to be a mind. This path, represented by enactivism, is not committed to a representational view of the mind, but rather understands it as an emergent, relational, world-involving phenomenon. The sensorimotor approach to perception may be interpreted in these terms; however, this approach requires a nonrepresentational account of sensorimotor mastery and a theory of agency.
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41

Jackson, John L. Obama, Black Religion, and the Reverend Wright Controversy. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036453.003.0011.

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This chapter examines the controversy surrounding Obama's former, prophetic pastor Reverend Jeremiah A. Wright Jr. as it relates to Black identity. The controversy surrounding the comments of Rev. Wright can be traced to black religion's unsolicited interjection into the American public discourse on diversity during an unprecedented presidential campaign, when white America had begun to feel a measure of self-satisfaction about its capacity to transcend historic white supremacy and elect a black man to the high office of the U.S. presidency for the first time in American history. Public questions were raised about Obama's church and faith as well as the patriotism of Rev. Wright and the racial inclusiveness of black religion. Perhaps the controversy would have been less pronounced had black religion's public, “civil,” face been foregrounded. But it came by way of the culturally specific space of the Black Church, not just a context for movement organizing and racial unity, but the setting for challenging moral hypocrisy in an oppressive society.
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42

Raines, James C., ed. Evidence-Based Practice in School Mental Health. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190886578.001.0001.

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Schools have become the default mental health providers for children and adolescents, but they are often poorly equipped to meet the mental health needs of their students. The introduction tackles how to make students eligible for school-based services using the Individuals with Disabilities Education Act or Section 504 of the Rehabilitation Act. Using the new DSM-5 as an organizing principle, this book then addresses the 12 most common mental disorders of childhood and adolescence, ages 3–18. While there are many books that address child and adolescent psychopathology, this book focuses on how to help students with mental disorders in pre-K–12 schools. Each chapter addresses the prevalence of a disorder in school-age populations, appropriate diagnostic criteria, differential diagnosis, comorbid disorders, rapid assessment instruments available, school-based interventions using multitiered systems of support, and easy-to-follow suggestions for progress monitoring. Unique to this book, each chapter has detailed suggestions for how school-based clinicians can collaborate with teachers, parents, and community providers to address the needs of youth with mental health problems so that school, home, and community work together. Each chapter ends with a list of extensive web resources and a real-life case example drawn from the clinical practice of the authors. The final chapter addresses two newly proposed diagnoses for self-harm in the DSM-5 and brings a cautious and sensible approach to assessing and helping students who may be at risk for serious self-injury or suicide.
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