Literatura científica selecionada sobre o tema "Apprentissage par représentation"
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Artigos de revistas sobre o assunto "Apprentissage par représentation"
Tendon, Julie. "L’APPORT DES NEUROSCIENCES POUR FAVORISER LES APPRENTISSAGES CHEZ LES 15-20 ANS PRÉSENTANT DES DIFFICULTÉS D’APPRENTISSAGE". Cortica 2, n.º 1 (20 de março de 2023): 51–78. http://dx.doi.org/10.26034/cortica.2023.3798.
Texto completo da fonteFontanabona, Jacky. "Mieux comprendre comment un élève donne du sens aux cartes." Cahiers de géographie du Québec 43, n.º 120 (12 de abril de 2005): 517–38. http://dx.doi.org/10.7202/022853ar.
Texto completo da fonteCasanova-Robin, Hélène. "La rhétorique de la légitimité". Rhetorica 32, n.º 4 (2014): 348–61. http://dx.doi.org/10.1525/rh.2014.32.4.348.
Texto completo da fonteTrottet, Soline, Valérie Amireault e Salomé Gómez Pérez. "L’entrée dans la culture québécoise par la théâtralisation d’une légende : regards sur un projet interculturel pour futurs enseignants de français langue étrangère au Mexique". La Revue de l’AQEFLS 31, n.º 1 (6 de julho de 2022): 108–22. http://dx.doi.org/10.7202/1090359ar.
Texto completo da fonteLe Bas, C. "Diffusion de l’innovation à l’intérieur de la firme et apprentissage par la pratique Une reformulation du modèle d’E. Mansfield". Recherches économiques de Louvain 53, n.º 2 (junho de 1987): 157–66. http://dx.doi.org/10.1017/s0770451800083111.
Texto completo da fontePotapushkina-Delfosse, Marie. "La créativité gestuelle et linguistique des élèves débutant l’apprentissage de l’anglais à l’école primaire". Voix Plurielles 13, n.º 1 (14 de maio de 2016): 76–85. http://dx.doi.org/10.26522/vp.v13i1.1371.
Texto completo da fonteMurillo Puyal, Julio. "statut de l'oralité dans l'enseignement-apprentissage des langues". Langues & Parole 2 (30 de novembro de 2016): 13–74. http://dx.doi.org/10.5565/rev/languesparole.21.
Texto completo da fonteSalmi, Abdellah. "Contact de Langues dans le Roman Marocain Contemporain : Représentation et Réception Augmentée en Classe du Français au Cycle d’Ingénieurs". European Scientific Journal, ESJ 19, n.º 8 (30 de março de 2023): 69. http://dx.doi.org/10.19044/esj.2023.v19n8p69.
Texto completo da fonteCavaillé, Jean-Pierre. "Antonio Rocco, Alcibiade enfant à l’école. Clandestinité, irréligion et sodomie". Tangence, n.º 81 (24 de abril de 2007): 15–38. http://dx.doi.org/10.7202/014959ar.
Texto completo da fonteBENAMMAR-GUENDOUZ, Naima, e Fatna CHERIF HOSNI. "Repenser l’interculturel dans l’enseignement/apprentissage du FLE". ALTRALANG Journal 1, n.º 02 (31 de dezembro de 2019): 52–64. http://dx.doi.org/10.52919/altralang.v1i02.23.
Texto completo da fonteTeses / dissertações sobre o assunto "Apprentissage par représentation"
Poussevin, Mickael. "Apprentissage de représentation pour des données générées par des utilisateurs". Thesis, Paris 6, 2015. http://www.theses.fr/2015PA066040/document.
Texto completo da fonteIn this thesis, we study how representation learning methods can be applied to user-generated data. Our contributions cover three different applications but share a common denominator: the extraction of relevant user representations. Our first application is the item recommendation task, where recommender systems build user and item profiles out of past ratings reflecting user preferences and item characteristics. Nowadays, textual information is often together with ratings available and we propose to use it to enrich the profiles extracted from the ratings. Our hope is to extract from the textual content shared opinions and preferences. The models we propose provide another opportunity: predicting the text a user would write on an item. Our second application is sentiment analysis and, in particular, polarity classification. Our idea is that recommender systems can be used for such a task. Recommender systems and traditional polarity classifiers operate on different time scales. We propose two hybridizations of these models: the former has better classification performance, the latter highlights a vocabulary of surprise in the texts of the reviews. The third and final application we consider is urban mobility. It takes place beyond the frontiers of the Internet, in the physical world. Using authentication logs of the subway users, logging the time and station at which users take the subway, we show that it is possible to extract robust temporal profiles
Poussevin, Mickael. "Apprentissage de représentation pour des données générées par des utilisateurs". Electronic Thesis or Diss., Paris 6, 2015. https://accesdistant.sorbonne-universite.fr/login?url=https://theses-intra.sorbonne-universite.fr/2015PA066040.pdf.
Texto completo da fonteIn this thesis, we study how representation learning methods can be applied to user-generated data. Our contributions cover three different applications but share a common denominator: the extraction of relevant user representations. Our first application is the item recommendation task, where recommender systems build user and item profiles out of past ratings reflecting user preferences and item characteristics. Nowadays, textual information is often together with ratings available and we propose to use it to enrich the profiles extracted from the ratings. Our hope is to extract from the textual content shared opinions and preferences. The models we propose provide another opportunity: predicting the text a user would write on an item. Our second application is sentiment analysis and, in particular, polarity classification. Our idea is that recommender systems can be used for such a task. Recommender systems and traditional polarity classifiers operate on different time scales. We propose two hybridizations of these models: the former has better classification performance, the latter highlights a vocabulary of surprise in the texts of the reviews. The third and final application we consider is urban mobility. It takes place beyond the frontiers of the Internet, in the physical world. Using authentication logs of the subway users, logging the time and station at which users take the subway, we show that it is possible to extract robust temporal profiles
Tremblay, Guillaume. "Optimisation d'ensembles de classifieurs non paramétriques avec apprentissage par représentation partielle de l'information". Mémoire, École de technologie supérieure, 2004. http://espace.etsmtl.ca/716/1/TREMBLAY_Guillaume.pdf.
Texto completo da fonteScherrer, Bruno. "Apprentissage de représentation et auto-organisation modulaire pour un agent autonome". Phd thesis, Université Henri Poincaré - Nancy I, 2003. http://tel.archives-ouvertes.fr/tel-00003377.
Texto completo da fonteNous avons considéré trois problèmes de complexité croissante et montré qu'ils admettaient des solutions algorithmiques connexionnistes : 1) L'apprentissage par renforcement dans un petit espace d'états : nous nous appuyons sur un algorithme de la littérature pour construire un réseau connexionniste ; les paramètres du problème sont stockés par les poids des unités et des connexions et le calcul du plan est le résultat d'une activité distribuée dans le réseau. 2) L'apprentissage d'une représentation pour approximer un problème d'apprentissage par renforcement ayant un grand espace d'états : nous automatisons le procédé consistant à construire une partition de l'espace d'états pour approximer un problème de grande taille. 3) L'auto-organisation en modules spécialisés pour approximer plusieurs problèmes d'apprentissage par renforcement ayant un grand espace d'états : nous proposons d'exploiter le principe "diviser pour régner" et montrons comment plusieurs tâches peuvent être réparties efficacement sur un petit nombre de modules fonctionnels spécialisés.
Filippi, Sarah. "Stratégies optimistes en apprentissage par renforcement". Phd thesis, Ecole nationale supérieure des telecommunications - ENST, 2010. http://tel.archives-ouvertes.fr/tel-00551401.
Texto completo da fontePingand, Philippe. "Etude d'un environnement permettant l'acquisition de connaissance par apprentissage : application à l'analyse structurelle des protéines". Montpellier 2, 1990. http://www.theses.fr/1990MON20028.
Texto completo da fonteRobbes, Bruno. "Du mythe de l'autorité naturelle à l'autorité éducative de l'enseignant : des savoirs à construire entre représentation et action". Paris 10, 2007. http://www.theses.fr/2007PA100049.
Texto completo da fonteThe paradigm of educative authority dealt with in this thesis is trying to reanalyse a question which teachers come up against : how can they use their authority ? Agreeing about a new definition of educative authority, based on its socio-psychogenesis and its etymology, is essential. Clinic interviews led to clear up unconscious meanings of authority, according to personal stories. Clarifying interviews enabled to reveal acting knowledge used by the very same teachers when practising authority in specified situations. Verbal interventions are overshadowing in the transmission of messages, but knowledge linked to the body often turns to be more efficient. Eventually, links are being created between the aware meaning of actions and some of their unconscious significances. Thus, teachers’ authority is not “natural” but it is the result of a construction of knowledge within action
Mountassir, Mahjoub El. "Surveillance d'intégrité des structures par apprentissage statistique : application aux structures tubulaires". Electronic Thesis or Diss., Université de Lorraine, 2019. http://docnum.univ-lorraine.fr/ulprive/DDOC_T_2019_0047_EL_MOUNTASSIR.pdf.
Texto completo da fonteTo ensure better working conditions of civil and engineering structures, inspections must be made on a regular basis. However, these inspections could be labor-intensive and cost-consuming. In this context, structural health monitoring (SHM) systems using permanently attached transducers were proposed to ensure continuous damage diagnostic of these structures. In SHM, damage detection is generally based on comparison between the healthy state signals and the current signals. Nevertheless, the environmental and operational conditions will have an effect on the healthy state signals. If these effects are not taken into account they would result in false indication of damage (false alarm). In this thesis, classical machine learning methods used for damage detection have been applied in the case of pipelines. The effects of some measurements parameters on the robustness of these methods have been investigated. Afterthat, two approaches were proposed for damage diagnostic depending on the database of reference signals. If this database contains large variation of these EOCs, a sparse estimation of the current signal is calculated. Then, the estimation error is used as an indication of the presence of damage. Otherwise, if this database is acquired at limited range of EOCs, moving window PCA can be applied to update the model of the healthy state provided that the EOCs show slow and continuous variation. In both approaches, damage localization was ensured using a sliding window over the damaged pipe signal
Gaudiello, Ilaria. "Learning robotics, with robotics, by robotics : a study on three paradigms of educational robotics, under the issues of robot representation, robot acceptance, and robot impact on learning". Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080081.
Texto completo da fonteThrough a psychological perspective, the thesis concerns the three ER learning paradigms that are distinguished upon the different hardware, software, and correspondent modes of interaction allowed by the robot. Learning robotics was investigated under the issue of robot representation. By robot representation, we mean its ontological and pedagogical status and how such status change when users learn robotics. In order to answer this question, we carried out an experimental study based on pre- and post-inquiries, involving 79 participants. Learning with robotics was investigated under the issue of robot’s functional and social acceptance. Here, the underlying research questions were as follows: do students trust in robot’s functional and social savvy? Is trust in functional savvy a pre-requisite for trust in social savvy? Which individuals and contextual factors are more likely to influence this trust? In order to answer these questions, we have carried an experimental study with 56 participants and an iCub robot. Trust in the robot has been considered as a main indicator of acceptance in situations of perceptual and socio-cognitive uncertainty and was measured by participants’ conformation to answers given by iCub. Learning by robotics was investigated under the issue of robot’s impact on learning. The research questions were the following: to what extent the combined RBI & IBSE frame has a positive impact on cognitive, affective, social and meta-cognitive dimensions of learning? Does this combined educational frame improve both domain-specific and non-domain specific knowledge and competences of students? In order to answer these questions, we have carried a one-year RBI & IBSE experimental study in the frame of RObeeZ, a research made through the FP7 EU project Pri-Sci-Net. The longitudinal experiments involved 26 pupils and 2 teachers from a suburb parisian primary school
Magnan, Jean-Christophe. "Représentations graphiques de fonctions et processus décisionnels Markoviens factorisés". Thesis, Paris 6, 2016. http://www.theses.fr/2016PA066042/document.
Texto completo da fonteIn decision theoretic planning, the factored framework (Factored Markovian Decision Process, FMDP) has produced several efficient algorithms in order to resolve large sequential decision making under uncertainty problems. The efficiency of this algorithms relies on data structures such as decision trees or algebraïc decision diagrams (ADDs). These planification technics are exploited in Reinforcement Learning by the architecture SDyna in order to resolve large and unknown problems. However, state-of-the-art learning and planning algorithms used in SDyna require the problem to be specified uniquely using binary variables and/or to use improvable data structure in term of compactness. In this book, we present our research works that seek to elaborate and to use a new data structure more efficient and less restrictive, and to integrate it in a new instance of the SDyna architecture. In a first part, we present the state-of-the-art modeling tools used in the algorithms that tackle large sequential decision making under uncertainty problems. We detail the modeling using decision trees and ADDs. Then we introduce the Ordered and Reduced Graphical Representation of Function, a new data structure that we propose in this thesis to deal with the various problems concerning the ADDs. We demonstrate that ORGRFs improve on ADDs to model large problems. In a second part, we go over the resolution of large sequential decision under uncertainty problems using Dynamic Programming. After the introduction of the main algorithms, we see in details the factored alternative. We indicate the improvable points of these factored versions. We describe our new algorithm that improve on these points and exploit the ORGRFs previously introduced. In a last part, we speak about the use of FMDPs in Reinforcement Learning. Then we introduce a new algorithm to learn the new datastrcture we propose. Thanks to this new algorithm, a new instance of the SDyna architecture is proposed, based on the ORGRFs : the SPIMDDI instance. We test its efficiency on several standard problems from the litterature. Finally, we present some works around this new instance. We detail a new algorithm for efficient exploration-exploitation compromise management, aiming to simplify F-RMax. Then we speak about an application of SPIMDDI to the managements of units in a strategic real time video game
Livros sobre o assunto "Apprentissage par représentation"
Ontario. Esquisse de cours 12e année: Sciences de l'activité physique pse4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Encontre o texto completo da fonteOntario. Esquisse de cours 12e année: Technologie de l'information en affaires btx4e cours préemploi. Vanier, Ont: CFORP, 2002.
Encontre o texto completo da fonteOntario. Esquisse de cours 12e année: Études informatiques ics4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Encontre o texto completo da fonteOntario. Esquisse de cours 12e année: Mathématiques de la technologie au collège mct4c cours précollégial. Vanier, Ont: CFORP, 2002.
Encontre o texto completo da fonteOntario. Esquisse de cours 12e année: Sciences snc4m cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Encontre o texto completo da fonteOntario. Esquisse de cours 12e année: English eae4e cours préemploi. Vanier, Ont: CFORP, 2002.
Encontre o texto completo da fonteOntario. Esquisse de cours 12e année: Le Canada et le monde: une analyse géographique cgw4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Encontre o texto completo da fonteOntario. Esquisse de cours 12e année: Environnement et gestion des ressources cgr4e cours préemploi. Vanier, Ont: CFORP, 2002.
Encontre o texto completo da fonteOntario. Esquisse de cours 12e année: Histoire de l'Occident et du monde chy4c cours précollégial. Vanier, Ont: CFORP, 2002.
Encontre o texto completo da fonteOntario. Esquisse de cours 12e année: Géographie mondiale: le milieu humain cgu4u cours préuniversitaire. Vanier, Ont: CFORP, 2002.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Apprentissage par représentation"
Duvignau, Karine, e Claudine Garcia-Debanc. "Un apprentissage du lexique verbal par proximité sémantique : quand la représentation lexicale facilite la tâche d’écriture". In Les apprentissages lexicaux, 17–41. Presses universitaires du Septentrion, 2008. http://dx.doi.org/10.4000/books.septentrion.14522.
Texto completo da fonteQUISEFIT, Laurent. "Realia coréens". In A propos des realia, 225–36. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4736.
Texto completo da fonteLopez, Stéphane. "Stratégie de promotion du français de la représentation permanente de l’OIF auprès de l’Union européenne : une approche pragmatique". In Plurilinguisme, politique et citoyenneté, 201–13. Observatoire européen du plurilinguisme, 2020. http://dx.doi.org/10.3917/oep.herre.2020.01.0201.
Texto completo da fontePORQUIER, Rémy. "Des langues étrangères dans la littérature". In Echantillons représentatifs et discours didactiques, 103–14. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.6543.
Texto completo da fonteGuemkam Ouafo, Diane Armelle. "Multilinguisme camerounais, traitement computationnel et développement". In Multilinguisme, multiculturalisme et représentations identitaires, 303–12. Observatoire européen du plurilinguisme, 2021. http://dx.doi.org/10.3917/oep.goron.2021.01.0303.
Texto completo da fonteChevalier, Laurence. "Les facteurs à l’oeuvre dans le maintien de l’enseignement traditionnel de la grammaire au Japon". In Le Japon, acteur de la Francophonie, 27–40. Editions des archives contemporaines, 2016. http://dx.doi.org/10.17184/eac.5524.
Texto completo da fonteBOURNEL-BOSSON, Chae-Yeon, e Isabelle CROS. "Former les futurs enseignants de langue au numérique par l’approche réflexive (collaborative)". In Numérique et didactique des langues et cultures, 131–54. Editions des archives contemporaines, 2022. http://dx.doi.org/10.17184/eac.5758.
Texto completo da fonteABAKA, Kouassi Gérard. "Des représentations du nouchi et des attitudes envers son usage en milieu familial". In L’expansion de la norme endogène du français en francophonie, 107–22. Editions des archives contemporaines, 2023. http://dx.doi.org/10.17184/eac.7122.
Texto completo da fonteGuehi, José-Gisèle, Marie Christelle Kouame e Anani Michael Kouabenan. "Et si le français ivoirien devient medium d’enseignement-apprentissage au primaire ? Représentations des enseignants et parents d’élèves". In Les parlers urbains africains au prisme du plurilinguisme : description sociolinguistique, 215–30. Observatoire européen du plurilinguisme, 2020. http://dx.doi.org/10.3917/oep.kosso.2020.01.0215.
Texto completo da fonteKhadraoui, Errime, e Riad Messaour. "Apprentissage du FLE en Algérie : de l’analyse des représentations à la motivation des apprenants dans le milieu universitaire". In Para lá da tarefa: implicar os estudantes na aprendizagem de línguas estrangeiras no ensino superior, 208–25. Faculdade de Letras da Universidade do Porto, 2019. http://dx.doi.org/10.21747/9789898969217/paraa11.
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