Literatura científica selecionada sobre o tema "Assistive Writing Tools"
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Artigos de revistas sobre o assunto "Assistive Writing Tools"
Hussein, Sara, e Ahmed A. Khalifa. "Artificial intelligence (AI) and ChatGPT involvement in orthopaedic research activities, the good, the bad, and the Ugly". Egyptian Orthopaedic Journal 58, n.º 3 (2023): 149–51. http://dx.doi.org/10.4103/eoj.eoj_86_23.
Texto completo da fonteOberstein, Jill S. "Assistive Technology: Classroom Tools for Reading, Writing and Math". BIOPHILIA 1, n.º 2 (2002): 2_22_2. http://dx.doi.org/10.14813/ibra.1.2_22_2.
Texto completo da fonteWai Wai, Lim, Yeo Kee Jiar e Lina Handayani. "A systematic review on interventions for children with dyslexia". International Journal of Evaluation and Research in Education (IJERE) 12, n.º 3 (1 de setembro de 2023): 1674. http://dx.doi.org/10.11591/ijere.v12i3.25099.
Texto completo da fonteJozwik, Sara, George Peterson Karlan e Tara Kaczorowski. "Effects of POWER Strategy Instruction for Students Supported by Assistive Technology". Journal of International Special Needs Education 23, n.º 2 (4 de outubro de 2018): 45–56. http://dx.doi.org/10.9782/18-0001.
Texto completo da fonteDunn, Michael. "Students At-Risk of having Dysgraphia: Applying Assistive Technology Tools to help with Pre Writing". Journal of Educational Policies and Current Practices 1, n.º 2 (22 de fevereiro de 2015): 99–111. http://dx.doi.org/10.15340/2147336612844.
Texto completo da fonteJacobs, Michael. "Effectiveness of Word Prediction Software WORDQ: “...Predict it, Hear it, Choose it, Review it, Correct it, Write it now...”". Kairaranga 16, n.º 2 (1 de julho de 2015): 55–64. http://dx.doi.org/10.54322/kairaranga.v16i2.260.
Texto completo da fonteAlnasser, Suliman M. N. "EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia". SAGE Open 12, n.º 3 (julho de 2022): 215824402211230. http://dx.doi.org/10.1177/21582440221123021.
Texto completo da fonteTam, Cynthia, Janice Archer, Jennifer Mays e Gretchen Skidmore. "Measuring the Outcomes of Word Cueing Technology". Canadian Journal of Occupational Therapy 72, n.º 5 (dezembro de 2005): 301–8. http://dx.doi.org/10.1177/000841740507200507.
Texto completo da fontePrabha A, Jothi, Bhargavi R e Ramesh Ragala. "Prediction of dyslexia using support vector machine in distributed environment". International Journal of Engineering & Technology 7, n.º 4 (6 de outubro de 2018): 2795. http://dx.doi.org/10.14419/ijet.v7i4.17222.
Texto completo da fonteWindy Anggara, Aprillian. "SISTEM INFORMASI PENDATAAN ALAT BANTU BAGI PENYANDANG DISABILITAS PADA DINAS SOSIAL ACEH". Jurnal Indonesia : Manajemen Informatika dan Komunikasi 1, n.º 2 (30 de dezembro de 2020): 55–62. http://dx.doi.org/10.35870/jimik.v1i2.20.
Texto completo da fonteTeses / dissertações sobre o assunto "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.
Texto completo da fonteIn 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, e 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.
Texto completo da fonteSharan, 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.
Texto completo da fonteLivros sobre o assunto "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.
Texto completo da fonteCapítulos de livros sobre o assunto "Assistive Writing Tools"
Poobrasert, Onintra, e Alongkorn Wongteeratana. "Assistive Technology: Writing Tool to Support Students with Learning Disabilities". In 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.
Texto completo da fonteIchii, Reina, Aya Ono e Junny Ebenhaezer. "Reflective Writing as a Learning Tool: Assisting Undergraduate Business Students from Diverse Backgrounds to Participate in a Globalised Marketplace". In Transformations in Tertiary Education, 101–17. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9957-2_9.
Texto completo da fonte"Chapter 1: Assistive Technology for Writing: Tools for Struggling Writers". In Writing and Digital Media, 9–20. BRILL, 2006. http://dx.doi.org/10.1163/9781849508209_003.
Texto completo da fonteDunn, Michael. "Helping Struggling Writers". In Assistive Technology Research, Practice, and Theory, 44–56. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5015-2.ch004.
Texto completo da fonteMichailidou, Sofia, e Eleni Koustriava. "Training a Child with Blindness on the Basic Use of Computer with the Aim of Internet Socialization; an Intervention Program". In Assistive Technology: Shaping a Sustainable and Inclusive World. IOS Press, 2023. http://dx.doi.org/10.3233/shti230643.
Texto completo da fonteSelvakumar, P., Sivaraja Muthusamy, D. Satishkumar, P. Vigneshkumar, C. Selvamurugan e P. Satheesh Kumar. "AI-Powered Tools". In Advances in Computational Intelligence and Robotics, 20–42. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2615-2.ch002.
Texto completo da fonteLee, Sangmin-Michelle. "L2 learners’ strategies for using machine translation as a personalized writing assisting tool". In Smart CALL: Personalization, Contextualization, & Socialization, 184–206. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291012-9.
Texto completo da fonteCalamo, Marco, Francesca De Luzi, Mattia Macrì, Tommaso Mencattini e Massimo Mecella. "CICERO: A GPT2-Based Writing Assistant to Investigate the Effectiveness of Specialized LLMs’ Applications in e-Justice". In Frontiers in Artificial Intelligence and Applications. IOS Press, 2023. http://dx.doi.org/10.3233/faia230641.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Assistive Writing Tools"
Stefan, Ioana andreea, Antoniu Stefan, Neil Judd, Ancuta Gheorghe e Lawrence Howard. "DIGITAL ACCESSIBILITY IN LEARNING-INTENSIVE ENVIRONMENTS". In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-008.
Texto completo da fonteIacobescu, Gabriela Eugenia, e Nikolay Velichkov Pavlov. "TESI MODEL – ASSISTIVE COMMUNICATION TOOL FOR PEOPLE WITH READING, WRITING AND VERBAL COMMUNICATION DIFFICULTIES". In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0790.
Texto completo da fonteMojica, Jose W., Akihiko Kumagai e Steven Marsh. "Vibration Suppression Drafting Arm for Tremor Patients". In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65217.
Texto completo da fontePokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.
Texto completo da fonte