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Artykuły w czasopismach na temat "L'Apprentissage Automatique Automatisé"
Lazli, Lilia, i Mohamed Tayeb Laskri. "A New Data Fusion Method for Hybrid MMC/RNA Learning : Application to Automatic Speech Recognition". Revue Africaine de la Recherche en Informatique et Mathématiques Appliquées Volume 3, Special Issue... (2.09.2005). http://dx.doi.org/10.46298/arima.1842.
Pełny tekst źródłaRozprawy doktorskie na temat "L'Apprentissage Automatique Automatisé"
Albakour, Subhy. "Stream-automl : automated machine learning overimbalanced data streams for bipartite ranking problems". Electronic Thesis or Diss., Institut polytechnique de Paris, 2024. http://www.theses.fr/2024IPPAT015.
Pełny tekst źródłaDespite its popularity in the scientific literature, stream learning has yet to substantiate its practical utility in industrial applications. Characterized by the incessant influx of high-velocity, voluminous, and dynamically changing data, online marketing seems to be the favorite candidate for stream learning to make its entry into the industry. In this context, state-of-theart stream learning is of little utility, as it mainly focuses on classification, while bipartite ranking constitutes better modeling of the problem of online marketing. Recently, the combination of stream learning and AutoML, i.e., Stream-AutoML, has been drawing more attention from the scientific community. This work investigates the applicability of Stream-AutoML to bipartite ranking problems when data is imbalanced. We commence by developing a framework to execute and evaluate Stream-AutoML pipelines of stream learning models. Then we propose a framework for computing AUC-ROC incrementally, as well as introducing exponential decay to serve as a forgetting mechanism. We also propose a framework for concept drift detection using AUC-ROC, for which we develop six statistical tests for differences in AUC-ROC with theoretical bounds of type I and type II errors. Finally, we propose four data generators that enrich the tool kit to evaluate concept drift detectors under controlled environments. Results have shown that the proposed methods reduce the resources allocated for evaluation considerably and detect concept drifts with very small false positives. These contributions prepare the field for Stream-AutoML to solve bipartite ranking problems, which can be then exploited in online marketing applications. Optimized implementations of the proposed methods were developed and have already been adopted in the online marketing product of IDAaaS
Gallego, Jorge. "L'Apprentissage ventilatoire". Grenoble 2 : ANRT, 1988. http://catalogue.bnf.fr/ark:/12148/cb37613756v.
Pełny tekst źródłaPerez, Laura Haide. "Génération automatique de phrases pour l'apprentissage des langues". Thesis, Université de Lorraine, 2013. http://www.theses.fr/2013LORR0062/document.
Pełny tekst źródłaIn this work, we explore how Natural Language Generation (NLG) techniques can be used to address the task of (semi-)automatically generating language learning material and activities in Camputer-Assisted Language Learning (CALL). In particular, we show how a grammar-based Surface Realiser (SR) can be usefully exploited for the automatic creation of grammar exercises. Our surface realiser uses a wide-coverage reversible grammar namely SemTAG, which is a Feature-Based Tree Adjoining Grammar (FB-TAG) equipped with a unification-based compositional semantics. More precisely, the FB-TAG grammar integrates a flat and underspecified representation of First Order Logic (FOL) formulae. In the first part of the thesis, we study the task of surface realisation from flat semantic formulae and we propose an optimised FB-TAG-based realisation algorithm that supports the generation of longer sentences given a large scale grammar and lexicon. The approach followed to optimise TAG-based surface realisation from flat semantics draws on the fact that an FB-TAG can be translated into a Feature-Based Regular Tree Grammar (FB-RTG) describing its derivation trees. The derivation tree language of TAG constitutes a simpler language than the derived tree language, and thus, generation approaches based on derivation trees have been already proposed. Our approach departs from previous ones in that our FB-RTG encoding accounts for feature structures present in the original FB-TAG having thus important consequences regarding over-generation and preservation of the syntax-semantics interface. The concrete derivation tree generation algorithm that we propose is an Earley-style algorithm integrating a set of well-known optimisation techniques: tabulation, sharing-packing, and semantic-based indexing. In the second part of the thesis, we explore how our SemTAG-based surface realiser can be put to work for the (semi-)automatic generation of grammar exercises. Usually, teachers manually edit exercises and their solutions, and classify them according to the degree of dificulty or expected learner level. A strand of research in (Natural Language Processing (NLP) for CALL addresses the (semi-)automatic generation of exercises. Mostly, this work draws on texts extracted from the Web, use machine learning and text analysis techniques (e.g. parsing, POS tagging, etc.). These approaches expose the learner to sentences that have a potentially complex syntax and diverse vocabulary. In contrast, the approach we propose in this thesis addresses the (semi-)automatic generation of grammar exercises of the type found in grammar textbooks. In other words, it deals with the generation of exercises whose syntax and vocabulary are tailored to specific pedagogical goals and topics. Because the grammar-based generation approach associates natural language sentences with a rich linguistic description, it permits defining a syntactic and morpho-syntactic constraints specification language for the selection of stem sentences in compliance with a given pedagogical goal. Further, it allows for the post processing of the generated stem sentences to build grammar exercise items. We show how Fill-in-the-blank, Shuffle and Reformulation grammar exercises can be automatically produced. The approach has been integrated in the Interactive French Learning Game (I-FLEG) serious game for learning French and has been evaluated both based in the interactions with online players and in collaboration with a language teacher
Guinebert, Mathieu. "Détection automatique des interactions entre apprenants dans les jeux sérieux multi-joueurs dédiés à l'apprentissage". Electronic Thesis or Diss., Sorbonne université, 2019. http://www.theses.fr/2019SORUS130.
Pełny tekst źródłaThis thesis is supervised by Mathieu Muratet, Amel Yessad and Vanda Luengo (thesis director). The goal of this work is to allow the automatic detection of peer interactions that could emerge from a multi-player learning game scenario before any use of it. The peer interactions contribute to the motivation and involvement of learners in their learning process. The work undertaken in this thesis propose models and analysis tools to allow game designers to obtain information on the peer interactions that could emerge from their game without requiring players’ traces. Thus, the designers could rely on that information to modify their scenarios to match with their needs towards peer interactions. In order to fulfill this goal, we brought three main contributions. The first contribution is an ontology thanks to which it becomes possible to model multi-player learning games scenarios with various granularity levels. The interactions are often abstractly defined; the second contribution aims to help their formalization thanks to low-level features. Interactions formalized in a such a way become automatically detectable. The third contribution is a set of algorithm dedicated to the analysis of the modeled scenario in order to detect the various interactions that could emerge from it. The ontology has been tested on various serious games scenarios. The two other contributions have been put to the test through an experimentation carried out on a game created in the scope of this thesis
Millan, Mégane. "L'apprentissage profond pour l'évaluation et le retour d'information lors de l'apprentissage de gestes". Thesis, Sorbonne université, 2020. http://www.theses.fr/2020SORUS057.
Pełny tekst źródłaLearning a new sport or manual work is complex. Indeed, many gestures have to be assimilated in order to reach a good level of skill. However, learning these gestures cannot be done alone. Indeed, it is necessary to see the gesture execution with an expert eye in order to indicate corrections for improvement. However, experts, whether in sports or in manual works, are not always available to analyze and evaluate a novice’s gesture. In order to help experts in this task of analysis, it is possible to develop virtual coaches. Depending on the field, the virtual coach will have more or less skills, but an evaluation according to precise criteria is always mandatory. Providing feedback on mistakes is also essential for the learning of a novice. In this thesis, different solutions for developing the most effective virtual coaches are proposed. First of all, and as mentioned above, it is necessary to evaluate the gestures. From this point of view, a first part consisted in understanding the stakes of automatic gesture analysis, in order to develop an automatic evaluation algorithm that is as efficient as possible. Subsequently, two algorithms for automatic quality evaluation are proposed. These two algorithms, based on deep learning, were then tested on two different gestures databases in order to evaluate their genericity. Once the evaluation has been carried out, it is necessary to provide relevant feedback to the learner on his errors. In order to maintain continuity in the work carried out, this feedback is also based on neural networks and deep learning. A method has been developed based on neural network explanability methods. It allows to go back to the moments of the gestures when errors were made according to the evaluation model. Finally, coupled with semantic segmentation, this method makes it possible to indicate to learners which part of the gesture was badly performed, and to provide them with statistics and a learning curve
Mejri, Lassaâd. "Une démarche basée sur l'apprentissage automatique pour l'aide a l'évaluation et à la génération de scenarios d'accidents : application à l'analyse de sécurité des systèmes de transport automatisés". Valenciennes, 1995. https://ged.uphf.fr/nuxeo/site/esupversions/25d8a55d-404e-4c70-9361-b6f2a051d706.
Pełny tekst źródłaPayre, William. "Conduite complètement automatisée : acceptabilité, confiance et apprentissage de la reprise de contrôle manuel". Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080115/document.
Pełny tekst źródłaFully automated cars could possibly be on the road in the decades to come. They will allow drivers to be driven by an informatics system in their own vehicle. Such an innovation could lead to a revolution that would change the driver’s status and its activities during the trips, but also the infrastructure, freight, some professions, etc. Nowadays, these vehicles are not available for sale yet, and it is difficult to forecast accurately when they will be, and also what their features will be. Considering this, one of the aims of the present thesis is to examine to what extend fully automated driving will be accepted. Even though the driver is driven by its vehicle, he could have to resume manual control in different circumstances. Indeed, this maneuver could be performed in an emergency or in an anticipated situation while he could be engaged in a non driving-related activity. Performing a manual control recovery could be more or less difficult according to the situation and the experience with the fully automated system. The way this maneuver could be learned by drivers has been examined, testing the impact of different kinds of training on performance and safety (response time and control recovery quality). Acceptability, trust, drivers’ attitudes, intentions to use the fully automated driving system and the impact of these variables on behaviors inside the vehicle have been assessed
Pélissier, Chrysta. "Fonctionnalités et méthodologie de conception d'un module de type ressource : application dans un environnement informatique d'aide à l'apprentissage de la lecture". Phd thesis, Université Blaise Pascal - Clermont-Ferrand II, 2002. http://tel.archives-ouvertes.fr/tel-00661571.
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