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Artykuły w czasopismach na temat "Assistive Writing Tools"
Hussein, Sara, i Ahmed A. Khalifa. "Artificial intelligence (AI) and ChatGPT involvement in orthopaedic research activities, the good, the bad, and the Ugly". Egyptian Orthopaedic Journal 58, nr 3 (2023): 149–51. http://dx.doi.org/10.4103/eoj.eoj_86_23.
Pełny tekst źródłaOberstein, Jill S. "Assistive Technology: Classroom Tools for Reading, Writing and Math". BIOPHILIA 1, nr 2 (2002): 2_22_2. http://dx.doi.org/10.14813/ibra.1.2_22_2.
Pełny tekst źródłaWai Wai, Lim, Yeo Kee Jiar i Lina Handayani. "A systematic review on interventions for children with dyslexia". International Journal of Evaluation and Research in Education (IJERE) 12, nr 3 (1.09.2023): 1674. http://dx.doi.org/10.11591/ijere.v12i3.25099.
Pełny tekst źródłaJozwik, Sara, George Peterson Karlan i Tara Kaczorowski. "Effects of POWER Strategy Instruction for Students Supported by Assistive Technology". Journal of International Special Needs Education 23, nr 2 (4.10.2018): 45–56. http://dx.doi.org/10.9782/18-0001.
Pełny tekst źródłaDunn, Michael. "Students At-Risk of having Dysgraphia: Applying Assistive Technology Tools to help with Pre Writing". Journal of Educational Policies and Current Practices 1, nr 2 (22.02.2015): 99–111. http://dx.doi.org/10.15340/2147336612844.
Pełny tekst źródłaJacobs, Michael. "Effectiveness of Word Prediction Software WORDQ: “...Predict it, Hear it, Choose it, Review it, Correct it, Write it now...”". Kairaranga 16, nr 2 (1.07.2015): 55–64. http://dx.doi.org/10.54322/kairaranga.v16i2.260.
Pełny tekst źródłaAlnasser, Suliman M. N. "EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia". SAGE Open 12, nr 3 (lipiec 2022): 215824402211230. http://dx.doi.org/10.1177/21582440221123021.
Pełny tekst źródłaTam, Cynthia, Janice Archer, Jennifer Mays i Gretchen Skidmore. "Measuring the Outcomes of Word Cueing Technology". Canadian Journal of Occupational Therapy 72, nr 5 (grudzień 2005): 301–8. http://dx.doi.org/10.1177/000841740507200507.
Pełny tekst źródłaPrabha A, Jothi, Bhargavi R i Ramesh Ragala. "Prediction of dyslexia using support vector machine in distributed environment". International Journal of Engineering & Technology 7, nr 4 (6.10.2018): 2795. http://dx.doi.org/10.14419/ijet.v7i4.17222.
Pełny tekst źródłaWindy Anggara, Aprillian. "SISTEM INFORMASI PENDATAAN ALAT BANTU BAGI PENYANDANG DISABILITAS PADA DINAS SOSIAL ACEH". Jurnal Indonesia : Manajemen Informatika dan Komunikasi 1, nr 2 (30.12.2020): 55–62. http://dx.doi.org/10.35870/jimik.v1i2.20.
Pełny tekst źródłaRozprawy doktorskie na temat "Assistive Writing Tools"
Xu, Jitao. "Writing in two languages : Neural machine translation as an assistive bilingual writing tool". Electronic Thesis or Diss., université Paris-Saclay, 2022. http://www.theses.fr/2022UPASG078.
Pełny tekst źródłaIn an increasingly global world, more situations appear where people need to express themselves in a foreign language or multiple languages. However, for many people, writing in a foreign language is not an easy task. Machine translation tools can help generate texts in multiple languages. With the tangible progress in neural machine translation (NMT), translation technologies are delivering usable translations in a growing number of contexts. However, it is not yet realistic for NMT systems to produce error-free translations. Therefore, users with a good command of a given foreign language may find assistance from computer-aided translation technologies. In case of difficulties, users writing in a foreign language can access external resources such as dictionaries, terminologies, or bilingual concordancers. However, consulting these resources causes an interruption in the writing process and starts another cognitive activity. To make the process smoother, it is possible to extend writing assistant systems to support bilingual text composition. However, existing studies mainly focused on generating texts in a foreign language. We suggest that showing corresponding texts in the user's mother tongue can also help users to verify the composed texts with synchronized bitexts. In this thesis, we study techniques to build bilingual writing assistant systems that allow free composition in both languages and display synchronized monolingual texts in the two languages. We introduce two types of simulated interactive systems. The first solution allows users to compose mixed-language texts, which are then translated into their monolingual counterparts. We propose a dual decoder Transformer model comprising a shared encoder and two decoders to simultaneously produce texts in two languages. We also explore the dual decoder model for various other tasks, such as multi-target translation, bidirectional translation, generating translation variants, and multilingual subtitling. The second design aims to extend commercial online translation systems by letting users freely alternate between the two languages, changing the texting input box at their will. In this scenario, the technical challenge is to keep the two input texts synchronized while taking the users' inputs into account, again with the goal of authoring two equally good versions of the text. For this, we introduce a general bilingual synchronization task and implement and experiment with autoregressive and non-autoregressive synchronization systems. We also investigate bilingual synchronization models on specific downstream tasks, such as parallel corpus cleaning and NMT with translation memories, to study the generalization ability of the proposed models
Olsson, Jonna, i Johanna Mathisson. "Finns det möjlighet att delta? : en studie om hur lärare genom assisterande teknik kan öka delaktigheten i skolan för elever i läs- och skrivsvårigheter". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96777.
Pełny tekst źródłaSharan, Nisha. "Computer: A tool for assisting students having dyslexia". Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-105153.
Pełny tekst źródłaKsiążki na temat "Assistive Writing Tools"
Lim, Song Hwee. Taiwan Cinema as Soft Power. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197503379.001.0001.
Pełny tekst źródłaCzęści książek na temat "Assistive Writing Tools"
Poobrasert, Onintra, i Alongkorn Wongteeratana. "Assistive Technology: Writing Tool to Support Students with Learning Disabilities". W Lecture Notes in Computer Science, 346–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31534-3_52.
Pełny tekst źródłaIchii, Reina, Aya Ono i Junny Ebenhaezer. "Reflective Writing as a Learning Tool: Assisting Undergraduate Business Students from Diverse Backgrounds to Participate in a Globalised Marketplace". W Transformations in Tertiary Education, 101–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_9.
Pełny tekst źródła"Chapter 1: Assistive Technology for Writing: Tools for Struggling Writers". W Writing and Digital Media, 9–20. BRILL, 2006. http://dx.doi.org/10.1163/9781849508209_003.
Pełny tekst źródłaDunn, Michael. "Helping Struggling Writers". W Assistive Technology Research, Practice, and Theory, 44–56. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5015-2.ch004.
Pełny tekst źródłaMichailidou, Sofia, i Eleni Koustriava. "Training a Child with Blindness on the Basic Use of Computer with the Aim of Internet Socialization; an Intervention Program". W Assistive Technology: Shaping a Sustainable and Inclusive World. IOS Press, 2023. http://dx.doi.org/10.3233/shti230643.
Pełny tekst źródłaSelvakumar, P., Sivaraja Muthusamy, D. Satishkumar, P. Vigneshkumar, C. Selvamurugan i P. Satheesh Kumar. "AI-Powered Tools". W Advances in Computational Intelligence and Robotics, 20–42. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2615-2.ch002.
Pełny tekst źródłaLee, Sangmin-Michelle. "L2 learners’ strategies for using machine translation as a personalized writing assisting tool". W Smart CALL: Personalization, Contextualization, & Socialization, 184–206. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291012-9.
Pełny tekst źródłaCalamo, Marco, Francesca De Luzi, Mattia Macrì, Tommaso Mencattini i Massimo Mecella. "CICERO: A GPT2-Based Writing Assistant to Investigate the Effectiveness of Specialized LLMs’ Applications in e-Justice". W Frontiers in Artificial Intelligence and Applications. IOS Press, 2023. http://dx.doi.org/10.3233/faia230641.
Pełny tekst źródłaStreszczenia konferencji na temat "Assistive Writing Tools"
Stefan, Ioana andreea, Antoniu Stefan, Neil Judd, Ancuta Gheorghe i Lawrence Howard. "DIGITAL ACCESSIBILITY IN LEARNING-INTENSIVE ENVIRONMENTS". W eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-008.
Pełny tekst źródłaIacobescu, Gabriela Eugenia, i Nikolay Velichkov Pavlov. "TESI MODEL – ASSISTIVE COMMUNICATION TOOL FOR PEOPLE WITH READING, WRITING AND VERBAL COMMUNICATION DIFFICULTIES". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0790.
Pełny tekst źródłaMojica, Jose W., Akihiko Kumagai i Steven Marsh. "Vibration Suppression Drafting Arm for Tremor Patients". W ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65217.
Pełny tekst źródłaPokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.
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