Дисертації з теми "Procedure learning"
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1
Koelker, Rachel Lee Ellis Janet. "Comparing a discriminative stimulus procedure to a pairing procedure conditioning neutral social stimuli to function as conditioned reinforcers /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12143.
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2
Jossen, Quentin. "Unsupervised learning procedure for nonintrusive appliance load monitoring." Doctoral thesis, Universite Libre de Bruxelles, 2013. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209369.
Повний текст джерелаАнотація:
There is a continuously growing amount of appliances and energy dependent services in households. To date, efforts have mostly focused on energy efficiency, however behavior changes are required for a more sustainable energy consumption. People therefore need to understand their consumption habits to be able to adapt them. Appliance-specific feedback is probably the most efficient way to impact behaviors, since people need to ‘see’ where their electricity goes. Smart meters, currently being extensively rolled out in Europe and in the U.S. are good potential candidates to provide end-users withenergy advice. The required functionalities must however be rapidly defined if they are expected to be integrated in the future massive roll out.
Nonintrusive appliance load monitoring aims to derive appliance-specific information from the aggregate electricity consumption. While techniques have been developed since the 80’s, those mainly address the identification of previously learned appliances, from a database. Building such a database is an intrusive and tedious process which should be avoided. Whereas most recent efforts have focused on unsupervised techniques to disambiguate energy consumption into individual appliances, they usually rely on prior information about measured appliances such as the number of appliances, the number of states in each appliance as well as the power they consume in each state. This information should ideally be learned from the data. This topic will be addressed in the present research.
This work will present a framework for unsupervised learning for nonintrusive appliance
load monitoring. It aims to discover information about appliances of a household solely from its aggregate consumption data, with neither prior information nor user intervention. The learning process can be segmented into five tasks: the detection of on/off switching, the extraction of individual load signatures, the identification of
recurrent signatures, the discovery of two-state electrical devices and, finally, the elaboration
of appliance models. The first four steps will be addressed in this paper.
The suite of algorithms proposed in this work allows to discover the set of two-states electrical loads from their aggregated consumption. This, along with the evaluation
of their operating sequences, is a prerequisite to learn appliance models from the data. Results show that loads consuming power down to some dozens of watts can be learned from the data. This should encourage future researchers to consider such an unsupervised learning.
Doctorat en Sciences de l'ingénieur
info:eu-repo/semantics/nonPublished
3
Sjöblom, Niklas. "Evolutionary algorithms in statistical learning : Automating the optimization procedure." Thesis, Umeå universitet, Institutionen för matematik och matematisk statistik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160118.
Повний текст джерелаАнотація:
Scania has been working with statistics for a long time but has invested in becoming a data driven company more recently and uses data science in almost all business functions. The algorithms developed by the data scientists need to be optimized to be fully utilized and traditionally this is a manual and time consuming process. What this thesis investigates is if and how well evolutionary algorithms can be used to automate the optimization process. The evaluation was done by implementing and analyzing four variations of genetic algorithms with different levels of complexity and tuning parameters. The algorithm subject to optimization was XGBoost, a gradient boosted tree model, applied to data that had previously been modelled in a competition. The results show that evolutionary algorithms are applicable in finding good models but also emphasizes the importance of proper data preparation.Scania har länge jobbat med statistik men har på senare år investerat i att bli ett mer datadrivet företag och använder nu data science i nästan alla avdelningar på företaget. De algoritmer som utvecklas av data scientists måste optimeras för att kunna utnyttjas till fullo och detta är traditionellt sett en manuell och tidskrävade process. Detta examensarbete utreder om och hur väl evolutionära algoritmer kan användas för att automatisera optimeringsprocessen. Utvärderingen gjordes genom att implementera och analysera fyra varianter avgenetiska algoritmer med olika grader av komplexitet och trimningsparameterar. Algoritmen som var målet för optimering var XGBoost, som är en gradient boosted trädbaserad modell. Denna applicerades på data som tidigare hade modellerats i entävling. Resultatet visar att evolutionära algoritmer är applicerbara i att hitta bra modellermen påvisar även hur fundamentalt det är att arbeta med databearbetning innan modellering.
4
Koelker, Rachel Lee. "Comparing a discriminative stimulus procedure to a pairing procedure: Conditioning neutral social stimuli to function as conditioned reinforcers." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12143/.
Повний текст джерелаАнотація:
Social stimuli that function as reinforcers for most children generally do not function as reinforcers for children diagnosed with autism. These important social stimuli include smiles, head nods, thumb-ups, and okay signs. It should be an important goal of therapy for children with autism to condition these neutral social stimuli to function as reinforcers for children diagnosed with autism. There is empirical evidence to support both a pairing procedure (classical conditioning) and a discriminative stimulus procedure to condition neutral stimuli to function as reinforcers. However, there is no clear evidence as to the superiority of effectiveness for either procedure. Despite this most textbooks and curriculum guides for children with autism state only the pairing procedure to condition neutral stimuli to function as reinforcers. Recent studies suggest that the discriminative stimulus procedure may in fact be more effective in conditioning neutral stimuli to function as reinforcers for children diagnosed with autism. The present research is a further comparison of these two procedures. Results from one participant support recent findings that suggest the discriminative stimulus procedure is more effective in conditioning neutral stimuli to function as reinforcers. But the results from the other participant show no effects from either procedure, suggesting future research into conditions necessary to condition neutral social stimuli to function as reinforcers for children with autism.
5
Yetter, Georgette. "Acceptability of a student assistance team procedure to school staff." Diss., [Lincoln, Neb. : University of Nebraska-Lincoln], 2003. http://www.unl.edu/libr/Dissertations/2003/YetterDis.pdf.
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Campbell, Fiona. "Imitative and nonimitative social learning using a two object/two action procedure." Thesis, University College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327045.
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7
McManus, Jacqueline Law Faculty of Law UNSW. "Capacity-development at work: the contribution of workplace-based learning to tax administration." Awarded by:University of New South Wales. School of Law, 2007. http://handle.unsw.edu.au/1959.4/29565.
Повний текст джерелаАнотація:
This study is concerned with workers, workplace learning and organisations. In the current climate of techno-logisation and globalisation, change is constant. Consequently, development of workers??? capacity to grow and adapt is essential for both the employability of the individual, and the economic survival of organisations. Capacity is considered essential because it encompasses more than current ability, it enables the growth of innovative approaches to work, which are required to adapt to change. Learning is central to capacity-development and so learning skills and related ???general skills??? are vital, but these skills must be developed in a specific context to be useful tools. Learning involves balancing the chaos of uncertainty and the old grooves of experience. Learning also involves personal growth. This study explores ways of helping workers develop capacity and especially learning skills, in a context of complexity, to meet the demands of their changing environment. The methodological approach taken is two fold, including both a conceptual and an empirical component. Firstly, a framework, based on conceptual innovation, is constructed to direct the design of workplace-based programs aimed at developing workers??? capacity. This is done as guidance in tailoring a program that promotes the development of an understanding of the necessary skills and knowledge in the context of the work undertaken, how to use them effectively, and the impact they have on the worker and their environment. It is contended that this framework promotes continued and sustained growth in workers??? skills and adaptability, that is, it develops capacity. Secondly, fieldwork based on a program developed for a group of tax administrators to instantiate this framework is reported. The findings show that this workplace-based program designed for the Australian Taxation Office has precipitated the development of the participant workers??? capacity, and in so doing, has shown the empirical significance of the conceptual innovation. Finally, the broader implications of developing workers??? capacity are explored. These include the need for organisational support for workers??? capacity-development, the possibility of the development of a learning culture in organisations, and the general applicability of the framework to other organisations, professions, and industries.
8
Matoug, Mohamed Ibrahim. "Procedure-knowledge expectation (PKE) model : as an assessment tool for measuring bricklayer trainees' planning skill." Thesis, University of Salford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.335464.
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Ward, Lindsey L. "Exploring facets of classroom management to promote student learning routine, procedure, and teachers' belief systems /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0193.
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Staff, Donald Michael Hyten Cloyd. "Utilizing staff training methods for developing a mathetics error correction procedure in a university classroom." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9735.
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Maxwell, Larisa Ann. "Effect of a Stimulus Shaping Procedure on Fluent Letter Sound Acquisition." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11025/.
Повний текст джерелаАнотація:
Numerous studies have evaluated and confirmed many benefits of errorless learning and fluency-based procedures. The purpose of this study was to evaluate the benefits of combining an errorless learning procedure, stimulus shaping, and fluency-based procedures to teach see/say letter sound discriminations to three preschool children. Participants were taught 6 letter sounds using a hear/point stimulus shaping procedure followed by a see/say fluency-based procedure. A second letter set was taught using only the fluency-based procedure. Results showed that combining the procedures reduced the amount of teaching time by up to 40% and the percent of errors by up to 50%. This preliminary evidence shows exceptional promise in application of this combination of procedures to teach letter sounds to preschool children.
12
Johnston, Julia M. "Implementation of "Potty Party": An Errorless Learning Procedure in the School Setting to Toilet Train Children with Autism." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1434016622.
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13
Hogsholm, Robin Wagner. "Impact of a goal setting procedure on the work performance of young adults with behavioral/emotional/learning challenges." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000402.
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GULINELLI, PIETRO. "Demonstrator of a procedure based on machine learning and use of natural language to promote breakthrough design concepts." Doctoral thesis, Università degli studi di Ferrara, 2022. http://hdl.handle.net/11392/2481835.
Повний текст джерелаАнотація:
Lo sviluppo di un approccio di progettazione distruttivo richiede prima di tutto di uscire dallo spazio delle soluzioni conosciute. Diversi metodi, come il brainstorming, possono facilitare questo lavoro, ma essi sono tuttavia spesso ostacolati da diversi fattori:
• I pregiudizi cognitivi, che non solo portano i progettisti a esplorare soluzioni erronee, ma anche ad escluderne sin dall’inizio altre opzioni apparentemente infruttuose.
• Lo spazio delle soluzioni considerate, che deve essere idealmente più vasto e vario possibile.
• L’accessibilità alla conoscenza. In un mondo dove tutto cambia e si sviluppa molto velocemente, è sempre più difficile restare al passo con tutte le novità in tutti gli ambiti.
• L’approccio dell’ottimizzazione, che viene spesso visto come un modo di innovare, almeno incrementalmente, ma che possiede un limitato potenziale distruttivo, dato che è vincolato ad uno spazio di progettazione di dimensioni finite.
Quando ci troviamo di fronte ad un nuovo bisogno, il nostro cervello è capace di associarvi principi e concetti, riconoscendo delle similarità e dunque generando nuove idee. Questa fase è generalmente molto rapida e quasi inconscia. Se queste idee sono considerate interessanti (ovvero se sopravvivono ai nostri pregiudizi cognitivi), proviamo innanzitutto ad esprimerle a parole, descrivendo generalmente un’architettura, dei principi fisici o delle proprietà dei materiali, per poi rappresentare il tutto tramite modelli più o meno dettagliati.
Questo processo di utilizzo delle parole per spiegare, condividere e confrontare verrà poi ripetuto più e più volte per avanzare nella riflessione. L’aspetto più importante risiede nella sua capacità di poter esprimere concetti molto generali e basici così come molto dettagliati e complessi, consentendo di muoversi istantaneamente da un ambito ad un altro completamente diverso.
L’obiettivo di questa tesi è di ispirarsi al modo in cui il nostro cervello genera una nuova idea e la formula attraverso il linguaggio naturale delle parole, creando un primo dimostratore di un software basato su diversi metodi di machine learning (intelligenza artificiale). Il progetto di tesi è basato sul lavoro fatto dal gruppo CES Works che è specializzato in progettazione distruttiva.The development of a breakthrough design approach firstly requires getting out from the space of known solutions. Different methods can facilitate this work, as brainstorming. Nonetheless, they are often subjected to different obstacles: • The cognitive biases, not only leading designers to explore erroneous solution paths, but also to exclude other apparently unsuccessful paths since the beginning. • The knowledge space, which must ideally be as large and varied as possible. • The accessibility to knowledge. In a world where everything changes and develops very quickly, it is increasingly difficult to follow all the developments in all fields. • The optimization approach, which is seen as a way to innovate at least incrementally, but which has a limited breakthrough potential, since it is conditioned by a design space of finite dimension. When we face with a new need, our brain is able to associate it principles and concepts, generating similarities and thus new ideas. This phase is generally very rapid, and it is almost unconscious. If these ideas are considered interesting (i.e. if they survive cognitive biases), we will first try to formulate them with words, which generally describe an architecture, physical principles or material properties, before translate them into more or less detailed models. This process of using words to explain, share and compare will be repeated again and again to move forward. The major interest lies in its ability of explaining very general and basic concepts as well as very detailed and complex ones, and of instantly moving from one field to another different one. The objective of this thesis is to be inspired by the way a brain works when it generates an idea and when its owner formulates it, in order to create a first software demonstrator based on different machine learning tools (artificial intelligence). The current thesis is based on the work carried out within the group CES WORKS, which is specialized in breakthrough design.
15
Lee, Tzu-Min. "Validation of a preliminary screening procedure for the identification of nonverbal learning disabilities (NLD) in schools a parent rating scale /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/780.
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16
Staff, Donald Michael. "Utilizing staff training methods for developing a mathetics error correction procedure in a university classroom." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9735/.
Повний текст джерелаАнотація:
The education community agrees that correcting student errors is important for learning. They do not agree on the components that define successful error correcting. Some theories suggest that detailed feedback facilitates adult learning and some suggest that less detail is needed for these learners. Gilbert (1962) applied the scientifically derived methods of Behavior Analysis when designing instruction. This study attempted to develop an efficient error correction procedure for university teachers. Throughout the semester, error correction design efforts between the teachers and the experimenter became more collaborative. While error correction procedures never showed systematic effects on student grades, later versions were viewed more favorably by both teachers and students and were more likely to be implemented accurately. Decreased teacher practice opportunities, due to low student participation, may have decreased the procedure's effectiveness.
17
Matthews, Samantha D. "INCLUDING NONTARGETED INFORMATION WHEN TEACHING MULTIPLE EXEMPLARS OF SHAPES WITH THE CONSTANT TIME DELAY PROCEDURE." UKnowledge, 2014. http://uknowledge.uky.edu/edsrc_etds/7.
Повний текст джерелаАнотація:
Five elementary age students with moderate to severe intellectual disabilities were taught shape identification. A multiple probe design across behaviors, replicated across participants, was used to determine the effectiveness of constant time delay to determine the effectiveness of Constant Time Delay to teach shapes. Nontarget information was included in praise statements. All students met criterion on target information of shape identification. All students increased their ability to identify shape words, spell shape words, tell the number of sides of the shapes when presented and tell the number of angles of shapes presented. Generalization occurred during daily walks through the school and community as well as during the probe sessions.
18
DeFulio, Anthony L. "A Comparison of Auditory and Visual Stimuli in a Delayed Matching to Sample Procedure with Adult Humans." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3349/.
Повний текст джерелаАнотація:
Five humans were exposed to a matching to sample task in which the delay (range = 0 to 32 seconds) between sample stimulus offset and comparison onset was manipulated across conditions. Auditory stimuli (1” tone) and arbitrary symbols served as sample stimuli for three (S1, S2, S3) and two (S4 and S5) subjects, respectively. Uppercase English letters (S, M, and N) served as comparison stimuli for all subjects. Results show small but systematic effects of the retention interval on accuracy and latency to selection of comparison stimuli. The results fail to show a difference between subjects exposed to auditory and visual sample stimuli. Some reasons for the failure to note a difference are discussed.
19
Fischer, Manfred M. "Learning in neural spatial interaction models: A statistical perspective." Springer, 2002. http://epub.wu.ac.at/5503/1/neural.pdf.
Повний текст джерелаАнотація:
In this paper we view learning as an unconstrained non-linear minimization
problem in which the objective function is defined by the negative log-likelihood
function and the search space by the parameter space of an origin constrained product
unit neural spatial interaction model. We consider Alopex based global search, as
opposed to local search based upon backpropagation of gradient descents, each in
combination with the bootstrapping pairs approach to solve the maximum likelihood
learning problem. Interregional telecommunication traffic flow data from Austria are
used as test bed for comparing the performance of the two learning procedures. The
study illustrates the superiority of Alopex based global search, measured in terms of
Kullback and Leibler's information criterion.
20
Easterling, Gwendolyn S. Angell Maureen E. "Effects of a constant time delay procedure and sign language instruction on sight word acquisition of elementary school children with learning disabilities." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196665.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--Illinois State University, 2004.Title from title page screen, viewed May 23, 2006. Dissertation Committee: Maureen E. Angell (chair), Barbara M. Fulk, Maribeth N. Lartz, Emily H. Watts. Includes bibliographical references (leaves 88-95) and abstract. Also available in print.
21
Mendolia, Isabella. "Deep neural networks leveraging different arrangements of molecular fingerprints to define a novel embedding for virtual screening procedure." Doctoral thesis, Università degli Studi di Palermo, 2022. https://hdl.handle.net/10447/554696.
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22
Collins, Susan Beckford. "Science in the National Curriculum from Key Stage 2 to Key Stage 3 : process, procedure and practice to counter disjunction in pupils' learning." Thesis, London South Bank University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310055.
Повний текст джерелаАнотація:
The question considered in this thesis is the extent to which the National Curriculum for science education achieved, in the first five years, one of the stated aims; 'to help children's progression ... and help secure continuity and coherence' (DESIWO, 1987b) during their transition from the primary to the secondary phase of education The issues which contributed to the disjunction in pupils' learning in science at the primary-secondary interface prior to the implementation of the National Curriculum are identified through a review of developments in science education, with an emphasis on the primary phase, during the last century. The findings of a two year investigation are presented and discussed. The study followed a sample of pupils through their final year of the primary phase and first year of the secondary phase shortly after the implementation of the National Curriculum. The report focuses on the initiatives, processes, procedures and practices introduced by one Local Education Authority (LEA) and by three primary phase schools and four secondary phase schools within the same LEA, to promote a shared view of the science curriculum among teachers in the primary and secondary phase and thus facilitate continuity and progression in pupils' learning. Later work from other researchers is considered to show that the findings of this investigation are still relevant and useful. The research used a qualitative approach to investigate the following issues as they related directly to continuity and progression in science education during the transitional phase: • In-service education and training initiatives to enhance the subject knowledge of teachers in the primary phase. • The procedures adopted for the formulation or modification of schemes of work for science in the primary and secondary phase. • Assessment procedures and practices implemented. • Liaison arrangements between primary and secondary phase teachers. • Strategies utilised by teachers in the management and organisation of pupils' learning in science at the macroscopic and microscopic levels in year 6 and year 7. The findings extend those of previous research. They show that within a sample of schools in one LEA, in all the issues studied in the research, the implementation of the National Curriculum for science education was ineffective in addressing the issues which contributed to disjunction in pupils' learning during transition. It also failed to institute a shared view of the science curriculum among teachers in the primary and secondary phase. The introduction of the National Curriculum was not in itself sufficient to overcome difficulties such as the lack of confidence in teachers (particularly in the primary phase) to teach aspects of science in which they lacked qualifications or previous experience. It was also found that other policies, particularly Local Management of Schools and the decline of the ability of Local Education Authorities to develop policies in all schools within the Authority, meant that there was no local coordination available for implementation of the National Curriculum. One major conclusion drawn from the findings of this research is that the decision to perpetuate a break in pupils' education at the point of transition through the introduction of discrete Key Stages for the primary and secondary phases of education not only impeded, but exacerbated the resolution of issues which contributed to a lack of continuity and progression in pupils' learning in science during the transitional phase.
23
Malerbo, Alana Cristine Durelli Brunini. "Procedimentos de ensino por exclusão e contraste de relações nome/textura." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/59/59134/tde-13112015-072527/.
Повний текст джерелаАнотація:
Estudos sobre o papel do responder por exclusão na aquisição de vocabulário têm se concentrado nas relações nome-objeto ou nome-figura, mas não está claro se esse processo está envolvido, e de que maneira na aprendizagem de diferentes categorias lexicais, adjetivos (propriedades do objeto), por exemplo. Este estudo teve por objetivo comparar a aprendizagem de relações nome-textura por participantes com diferentes perfis de desenvolvimento (crianças com desenvolvimento típico e indivíduos com deficiência intelectual) em dois procedimentos de ensino por exclusão. Participaram deste estudo 24 indivíduos, 12 com desenvolvimento típico (Grupo DT) e idade entre 5 e 6 anos e, 12 com deficiência intelectual com idade entre 8 a 13 anos (Grupo DI), todos com nível de desenvolvimento linguístico entre 5 e 6 anos. Os estímulos utilizados foram palavras ditadas (nomes de diferentes texturas) e estímulos táteis (objetos confeccionados com diferentes texturas, referentes aos nomes ditados). O procedimento tinha quatro fases. A primeira investigou se os participantes conheciam os nomes de texturas familiares (áspero e liso) linha de base. Na segunda fase, foram ensinadas quatro palavras desconhecidas (referentes a nomes de texturas), em duas condições. Na primeira, duas texturas (rugoso e aveludado) eram ensinadas com o uso de contraste linguístico referencial (CAC). Na segunda condição, outras duas texturas (listado e flocado) foram ensinadas em um procedimento de ensino por exclusão padrão (SAC). O critério de aprendizagem era 100% de acertos no bloco de sondas; blocos de ensino eram conduzidos até se atingir esse critério. Uma semana após cada condição, eram conduzidas sondas de manutenção dos nomes de adjetivos ensinados. Na terceira e quarta fase, sondas de manutenção geral (SMG) e sondas de generalização - SG (objetos diferentes com as mesmas texturas ensinadas) eram realizadas, bem como sondas de nomeação, apresentando-se os seis objetos com as diferentes texturas ensinadas. Ambos os grupos apresentaram desempenho similar: na Condição CAC, os participantes precisaram, em média, de um bloco de ensino para atingir o critério de aprendizagem; na Condição SAC precisaram de, em média, dois blocos. A Condição CAC favoreceu a aprendizagem das palavras novas, a partir de um número menor de blocos de ensino, porém, a exposição mínima, nas duas condições dificultou a manutenção e generalização dessa aprendizagem. Discute-se o papel do contraste linguístico referencial como dica contextual na aprendizagem de adjetivos em um procedimento de ensino por exclusão.Studies about the role of responding by exclusion in vocabulary acquisition have focused on relations object name or name-figure, but it is unclear whether this process is involved, and how the learning of different lexical categories, adjectives (properties object), for example. This study aimed to compare the learning of name-texture relations by participants with different development profiles (children with typical development and individuals with intellectual disability) in two teaching procedures for exclusion. The study included 24 subjects, 12 typically developing (DT Group) and aged between 5 and 6 years, and 12 with intellectual disabilities 8-13 years aged (DI Group), all with level of language development between 5 and 6 years. The stimuli used were dictated words (names of different textures) and tactile stimuli (objects made with different textures, referring to the dictates names). The procedure had four phases. The first investigated whether the participants knew the names of familiar textures (rough and smooth) - baseline. In the first two textures (rough and smooth) were taught using referential linguistic contrast (CAC). In the second condition, another two textures (wrinkled and velvety) were taught in procedure teaching by exclusion (SAC). The criterion for learning was 100% correct in probes block; teaching blocks were conducted to achieve this criterion. One week after each condition, maintenance probes were conducted of the names of adjectives taught. In the third and fourth phase, general maintenance probes (SMG) and generalization probes - SG (different objects with the same taught textures) were held, as well as appointment of probes, presenting the six objects with different textures taught. Both groups had similar performance: the CAC condition, participants had to, on average, a teaching block to reach the criterion of learning; SAC on condition needed on average two blocks. The Condition CAC favored the learning of new words from a smaller number of teaching blocks, however, the minimal exposure, in both conditions difficult to maintenance and generalization of this learning. It discusses the role of the reference linguistic contrast to contextual clue in learning adjectives in a teaching procedure for exclusion.
24
Rentfro, Angela Drake. "Fearful to Friendly (F2F): a Constructional Fear Treatment for Domestic Cats Using a Negative Reinforcement Shaping Procedure in a Home Setting." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149657/.
Повний текст джерелаАнотація:
Feral and fearful cats and kittens in animal shelters are not likely to be adopted as companion animals because they emit fearful or aggressive behaviors in the presence of humans. The purpose of the fearful to friendly (F2F) research was to investigate a shaping procedure to increase friendly behaviors of feral and fearful domestic cats and kittens with the goal of achieving animal shelters’ adoptability criteria. The results showed the F2F procedure was a safe and very effective procedure to quickly tame feral kittens deemed unadoptable. The day after implementing F2F, three out of four kittens approached me and accepted petting and holding without any additional training.
25
STRADA, FRANCESCO. "Augmented reality and serious games for learning: exploring potentialities, assessing effectiveness, and investigating user experience." Doctoral thesis, Politecnico di Torino, 2021. http://hdl.handle.net/11583/2942118.
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Araújo, Ana Teresa Silva Maia de. "O Logbook como procedimento de ensino e de aprendizagem: acrescentando sabor e cor ao ensino médico asséptico e branco." Universidade do Oeste Paulista, 2015. http://bdtd.unoeste.br:8080/jspui/handle/jspui/976.
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The discomfort caused by the contradictions between medical education and health work, opened the "secret door" by which usually starts the pedagogical reflection in the University: the questioning of the teaching work. Such considerations led the author of this research to experience a new archetype for the developed teaching a medical school stage at the Oeste Paulista University (UNOESTE). In essence, the experience focused on the use of the logbook to the development and learning record and wealth of first impressions about its use (observed by the teacher and verbalized by the students), associated with the interest of other teachers in their construct it raised the desire to investigate this phenomenon. Therefore this research began to be developed in the Master's program in Education of the Oeste Paulista University in order to analyze the academic and social relevance of the logbook as teaching and learning procedure and more specifically, to characterize the constituent principles of the logbook, unveiling its potential to the process of teaching and learning and identify possible weaknesses in its implementation / execution. The choice of a qualitative approach of phenomenological nature of action- research type became natural, wherein the scenario of the research was to own classroom and demonstrations were studied in the logic of the involved subjects (53 students and the mediator teacher, who is the participating researcher). The data from a questionnaire with students impressions about the phenomenon, from the analysis of produced documents by the students and from teacher observation, categorized according to content analysis from Bardin, the logbook had substantiated its significance as a “hybrid” teaching and learning procedure seated in the precepts of active methodology, teaching and learning collaborative, endowed with academic magnitude (process of teaching and learning is dialogic, contextualized, reflective, developed in a warm educational way in a relatively short time) and also social (students with real experience of the working world in health, seizing reality in a critical perspective of knowledge and events). These results qualify the logbook as an interesting methodological option for a training process that understands the medical function as a social phenomenon that seeks to safeguard the life preserving the human of life.
O desconforto gerado com as contradições entre a formação médica e o trabalho em saúde, abriu a “porta secreta” pela qual costuma se iniciar a reflexão pedagógica na Universidade: o questionamento sobre o trabalho docente. Tais reflexões levaram a autora dessa pesquisa a experenciar um novo arquétipo para o ensino desenvolvido num estágio do Curso de Medicina da Universidade do Oeste Paulista (UNOESTE). Em essência, a experiência centrou-se no uso do logbook para o desenvolvimento e registro do aprendizado e a riqueza das impressões primeiras sobre o seu uso (observadas pelo docente e verbalizadas pelos discentes), associada ao interesse de outros docentes no seu construto, suscitaram o desejo de investigar esse fenômeno. Assim, teve início a presente pesquisa desenvolvida no programa de Mestrado em Educação da Universidade do Oeste Paulista objetivando analisar a relevância acadêmica e social do logbook como procedimento de ensino e de aprendizagem e mais especificamente, de caracterizar os seus princípios constitutivos, desvelar as suas potencialidades para o processo de ensino e de aprendizagem e verificar possíveis fragilidades na sua implantação/execução. A escolha da abordagem qualitativa de cunho fenomenológico do tipo pesquisa-ação tornou-se natural, dado que o cenário da investigação foi a própria sala de aula e as manifestações foram estudadas na lógica dos sujeitos envolvidos (53 estudantes e o docente mediador, que é a pesquisadora participante). Os dados oriundos de um questionário com as impressões discentes sobre o fenômeno, da análise dos documentos produzidos pelos estudantes e da observação docente, categorizados à luz da análise de conteúdos de Bardin, consubstanciaram a significação do logbook como um procedimento de ensino e aprendizagem “híbrido”, assentado nos preceitos da metodologia ativa, colaborativa de ensino e aprendizagem, dotada de relevância acadêmica (processo de ensino e de aprendizagem dialógico, contextualizado, reflexivo, desenvolvido num clima pedagógico acolhedor, em um tempo relativamente curto) e também social (discentes com vivência real do mundo do trabalho em saúde, apreendendo a realidade numa perspectiva crítica dos conhecimentos e acontecimentos). Esses resultados o credenciam como uma opção metodológica interessante para um processo formativo que entende a função médica como um fenômeno social que busca salvaguardar a vida preservando o humano da vida.
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Liut, Daniel Armando. "Neural-Network and Fuzzy-Logic Learning and Control of Linear and Nonlinear Dynamic Systems." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29163.
Повний текст джерелаАнотація:
The goal of this thesis is to develop nontraditional strategies to provide motion control for different engineering applications. We focus our attention on three topics: 1) roll reduction of ships in a seaway; 2) response reduction of buildings under seismic excitations; 3) new training strategies and neural-network configurations.
The first topic of this research is based on a multidisciplinary simulation, which includes ship-motion simulation by means of a numerical model called LAMP, the modeling of fins and computation of the hydrodynamic forces produced by them, and a neural-network/fuzzy-logic controller. LAMP is based on a source-panel method to model the flowfield around the ship, whereas the fins are modeled by a general unsteady vortex-lattice method. The ship is considered to be a rigid body and the complete equations of motion are integrated numerically in the time domain. The motion of the ship and the complete flowfield are calculated simultaneously and interactively. The neural-network/fuzzy-logic controller can be progressively trained.
The second topic is the development of a neural-network-based approach for the control of seismic structural response. To this end, a two-dimensional linear model and a hysteretic model of a multistory building are used. To control the response of the structure a tuned mass damper is located on the roof of the building. Such devices provide a good passive reduction. Once the mass damper is properly tuned, active control is added to improve the already efficient passive controller. This is achieved by means of a neural network.
As part of the last topic, two new flexible and expeditious training strategies are developed to train the neural-network and fuzzy-logic controllers for both naval and civil engineering applications. The first strategy is based on a load-matching procedure, which seeks to adjust the controller in order to counteract the loads (forces and moments) which generate the motion that is to be reduced. A second training strategy provides training by means of an adaptive gradient search. This technique provides a wide flexibility in defining the parameters to be optimized. Also a novel neural-network approach called modal neural network is designed as a suitable controller for multiple-input multiple output control systems (MIMO).Ph. D.
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Rashid, Sumaya. "Ska det vara de, dem eller dom? : En studie om mellanstadieelevers användning av de, dem, dom i det svenska skriftspråket." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34052.
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The aim of this study is to examine if pupils in the grades 4 - 6 in one school follow Swedish written language norms. The focus on this study is on the Swedish pronouns de, dem and dom. The English equivalent of de and dem is they and them. In the Swedish language we also have the pronoun dom, that is mostly used in colloquial language. This is interesting because its known that pupils today struggle with differentiating de, dem and dom in the Swedish written language. For example, many pupils use colloquial language dom in written language. There is also an ongoing debate about this topic, which I will go more into later in this study. The reason this research is relevant, is because the last time pupils in middle school years 4 - 6 was examined was in the in the 70’s and as I said there is an ongoing debate about the Swedish pronouns de/dem/dom. One of the things that the debate is about, is whether de and dem should be replaced with the colloquial language form dom. The two questions I used to come to a conclusion are: • What pronoun functions do the pupils have difficulties with? (object, subject etc.) • Does the position of the pronoun in the sentence have an impact on what form the pupils use? (does dem/dem här and dom/dom här occur before or after the verb). To answer these questions, I use two cloze procedures. One from Hallencreutz (1980) and the second one is from Håkansson & Norrby (2003). A total of 66 pupils did the cloze procedures. It was 22 pupils from grades 4, 5 and 6 that engaged in this study. The results show that (46 %) of the pupils used the colloquial language dom in the test. When it comes to pronoun functions, a majority of the pupils (59%) failed on the object function. The results also show that the pupils in my study mixed wrong use of dem/dem här and dom/dom här. Sometimes it was used before the verb, and sometimes after the verb. There was no clear pattern that dem/dem här and dom/dom här came after or before the verb, although it is said that dem/dem här and dom/dom här should appear more often after the verb.
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Webber, Suelen da Silva. "Decisão judicial, expectativas e estabilização social: repensando a legitimação pelo procedimento na sociedade complexa." Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/5028.
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CNPQ – Conselho Nacional de Desenvolvimento Científico e Tecnológico
Esta pesquisa sustenta que, em uma dinâmica social que precisa de estabilidade para evoluir e se sustentar, a Legitimação pelo Procedimento luhmanniana ainda pode ser considerada como um elemento eficaz para conter decepções e desapontamentos que podem afetar tanto o Sistema Social como o Sistema Psíquico. Mas isso só será possível se relida pela autopoiese, e pensada na forma de estrutura, necessitando de outros elementos para cumprir esta função estabilizadora. Entre eles, a argumentação nos moldes delineados nesta tese por nós, além do sentido que, juntos, levarão à aprendizagem. Em um cenário de comunicações sociais em que a decisão judicial parece ter assumido o centro das expectativas dos cidadãos, já que grande parte das questões da vida cotidiana são levadas ao Poder Judiciário para serem decididas, surgem novas expectativas, desapontamentos e expectativas de expectativas que, se não forem bem gerenciados, podem causar irritações e colapsos nos sistemas. Dada a importância que a decisão judicial adquire na Sociedade de comunicações, é preciso observar qual papel julgadores e organizações desempenham dentro do processo de tomada de decisão, uma vez que uma Sociedade que se caracteriza pelo excesso de possibilidades, ou seja, pelo fato de que existem muito mais possibilidades do que é possível se experimentar ou vivenciar, não há como pensar em estabilização social e canalização de desapontamentos através da tentativa de antever o resultado da decisão. A decisão, para ser válida e legítima, precisa trazer consigo apenas uma certeza, qual seja, a de que haverá uma decisão, nada mais. Isso leva a questionar por que em um país democrático deve ser cumprida uma decisão, e onde está a legitimidade da mesma, quando argumentos de poder não são mais suficientes para responder a estas perguntas. Para o desenvolvimento de todas estas observações, utilizar-se-á a pesquisa bibliográfica acompanhada de dados empíricos para exemplicar as situações teóricas que são retradas, tudo com base essencialmente na Teoria dos Sistemas desenvolvida por Niklas Luhmann.
This research argues that, in a social dynamics that needs stability to evolve and support itself, Luhmann's Legitimation by Procedure can still be considered an effective element in order to restrain disappointments which may affect either Social System and Psychic System. But this would be possible only if reread by autopoiesis, and thought as a structure, which needs other elements to fulfill this stabilizing function. Among them, the reasoning in patterns outlined in this thesis, and the meaning that, together, will lead them to a learning process. In this setting of social communications in which the judicial decision seems to have assumed the center of citizens' expectations, as several issues concearning everyday life are took to Judiciary to be solved, new expectations are created, disappointments and expectations of expectations that, if not well managed, may cause irritations e collapses in systems. As long as the judicial decision becomes more important in the Society of communications, to observe the judge's and organization's role on taking decisions process is needed, once a Society is characterized by the excess of possibilities, that is, by the fact that there are much more possibilities that it is possible to experience or to see, there is no way to think of social stabilization and disappointments channelling through the attempt of foreseeing the decision's outcome. The decision, to be valid, must bring in itself only one certainty, that there will be a decision, nothing else. This makes us question why in a democratic country a decision must be complied, and where is its legitimacy, when arguments of power are no longer enough to answer these questions. To develop all these observations, it will be used a bibliographic research followed by empiric data, in order to exemplify the theoretical circumstances pictured, all essentially based on Niklas Luhmann's Theory of Systems.
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Brookes, Rebecca Louise. "Dyslexia, automaticity and procedural learning." Thesis, University of Sheffield, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440905.
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Roberts, Jonathan Ralph. "Learning-based procedural content generation." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/learningbased-procedural-content-generation(1af8d23d-8ceb-416b-b4ba-d7a2970b47ef).html.
Повний текст джерелаАнотація:
Procedural Content Generation (PCG) has become one of the hottest topics in Computational Intelligence and Artificial Intelligence (AI) game research in the past few years. PCG is the process of automatically creating content for video games, rather than by hand, and can offer great benefits for video games companies by helping to bring costs down and quality up. By guiding the process with AI it can be enhanced further and even be made to personalize content for target players. Among the current research into PCG, search-based approaches overwhelmingly dominate. While search-based algorithms have been shown to have great promise and produce several success stories there are a number of open challenges remaining. In this thesis, we present the Learning-Based Procedural Content Generation (LBPCG) framework, which is an alternative, novel approach designed to address some of these challenges. The major difference between the LBPCG framework and contemporary approaches is that the LBPCG is designed to learn about the problem space, freeing itself from the necessity for hard-coded information by the game developers. In this thesis we apply the LBPCG to a concrete example, the classic first-person shooter Quake, and present results showing the potential of the framework in generating quality content.
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Lee, Kichun. "Functional data mining with multiscale statistical procedures." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34716.
Повний текст джерелаАнотація:
Hurst exponent and variance are two quantities that often characterize real-life, highfrequency
observations. We develop the method for simultaneous estimation of a timechanging
Hurst exponent H(t) and constant scale (variance) parameter C in a multifractional
Brownian motion model in the presence of white noise based on the asymptotic behavior of
the local variation of its sample paths. We also discuss the accuracy of the stable and simultaneous
estimator compared with a few selected methods and the stability of computations
that use adapted wavelet filters.
Multifractals have become popular as flexible models in modeling real-life data of high
frequency. We developed a method of testing whether the data of high frequency is consistent
with monofractality using meaningful descriptors coming from a wavelet-generated multifractal
spectrum. We discuss theoretical properties of the descriptors, their computational
implementation, the use in data mining, and the effectiveness in the context of simulations,
an application in turbulence, and analysis of coding/noncoding regions in DNA sequences.
The wavelet thresholding is a simple and effective operation in wavelet domains that selects
the subset of wavelet coefficients from a noised signal. We propose the selection of this
subset in a semi-supervised fashion, in which a neighbor structure and classification function
appropriate for wavelet domains are utilized. The decision to include an unlabeled coefficient
in the model depends not only on its magnitude but also on the labeled and unlabeled
coefficients from its neighborhood. The theoretical properties of the method are discussed
and its performance is demonstrated on simulated examples.
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FANTAZZINI, ALICE. "Deep Learning Techniques to Support Endovascular Surgical Procedures." Doctoral thesis, Università degli studi di Genova, 2022. http://hdl.handle.net/11567/1076603.
Повний текст джерелаАнотація:
Clinical Problem. Medical image analysis plays a crucial role in all the stages included in endovascular surgery, from screening to follow-up monitoring. Given the growing availability of clinical images, automatic tools that can process data in a quick and effective way are essential for clinical support.
Methods. In this thesis, deep learning (DL) methodologies are designed to support clinicians in three different phases of endovascular surgery: the preoperative phase, the intraoperative phase, and the postoperative phase. In the preoperative phase, deep learning is exploited to perform automatic segmentation of aortic lumen and thrombus dealing with spatial coherence. Then, geometric measurements are extracted from the segmentation, allowing geometric evaluation and aneurysm screening. For the intraoperative phase, a deep learning model is used as a surrogate of finite-element analysis to predict the intraoperative aortic deformations induced by tools-tissue interaction. Finally, for the postoperative phase, deep learning is exploited to perform aortic lumen segmentation and geometric analysis is performed on multiple follow-up patient acquisitions.
Results. For the preoperative stage, the developed segmentation pipelines provided better results compared to state-of-the art approaches. Automated geometric measurements showed comparable results to manual ones, and aneurysm screening provided promising results. For the intraoperative stage, the deep learning model showed good accuracy in predicting intraoperative aortic deformations. For the postoperative stage, the preliminary longitudinal analysis of aortic geometry showed that landing zone diameters tend to change over the follow-up acquisitions.
Conclusions. This work presents a platform for the automatic analysis of CTA scans of patients affected by aortic diseases. The developed methodologies allow to rapidly process large image databases; the results of such analysis (e.g., thrombus and lumen segmentation, geometric measurements) can be useful in the research field as well as in clinical practice.
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Eiriksdottir, Elsa. "The role of principles in instructions for procedural tasks: timing of use, method of study, and procedural instruction specificity." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42819.
Повний текст джерелаАнотація:
Including domain rules and generalities (principles) in instructions for procedural tasks is believed to help learners understand the task domain (or the system), and in turn make them better able to complete tasks. However, equivocal results of prior research indicate that principles are not always beneficial. The goal of the current research was to delineate the characteristics of the conditions under which principles are useful. In two studies I investigated the impact of the timing of principle use, the method used to study the principles, and the specificity of the procedural instructions accompanying the principles. The first study showed that the timing of principle use (studying the principles before, during, or after completing training tasks) did not affect declarative (knowledge of the system) or procedural learning (troubleshooting task performance). Therefore, the commonly advocated idea that principles should be provided before task engagement was not supported. Neither was the hypothesis that using principles while solving tasks would enhance procedural learning. When learners summarized the principles, they demonstrated better declarative learning compared to when they just read the principles. Better declarative learning was associated with better procedural learning, but the relationship between understanding and using a system is likely not as direct as often assumed. In the second study declarative and procedural learning were enhanced when the principles were accompanied by general rather than detailed procedural instructions. General procedural instructions appeared to encourage task engagement and the effective use of principles although this effect was reduced if leaners were required to summarize the principles rather than simply read them. Together the results of the two studies reveal how the learning situation and instructional materials can be constructed to create conditions where principles enhance learning and subsequent performance.
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Rönnberg, Janeth, and Anna Löjdström. "Matematiken i förskolan : En kvalitativ studieundersökning." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-10782.
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Fontanesi, Sabrina Roberta Oliveira. "Equivalência de estímulos e ensino por exclusão de verbos e substantivos para adultos e idosos com afasias fluentes e não fluentes." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/59/59134/tde-18072017-094323/.
Повний текст джерелаАнотація:
Os idosos representam um grupo crescente na população e algumas alterações importantes de saúde dessa população advêm de acidentes vasculares cerebrais, que podem deixar sequelas como as afasias. A despeito de resultados positivos obtidos por áreas tradicionais do tratamento das afasias, analistas do comportamento têm desenvolvido procedimentos de ensino bem-sucedidos com populações clínicas de não idosos, empregando procedimentos de exclusão e de ensino de repertórios de discriminação condicional para formação de classes de equivalência entre estímulos verbais. Os objetivos gerais deste trabalho foram: a) verificar a efetividade de um procedimento de ensino por exclusão de substantivos e de verbos para afásicos fluentes e não fluentes, a partir do ensino de discriminações condicionais com estímulos auditivos e visuais, e b) verificar a emergência de repertórios não diretamente ensinados (relações transitivas entre estímulos, nomeação e leitura). Participaram do estudo 14 idosos com afasia. Foram conduzidos dois estudos, nos quais os participantes foram expostos às avaliações iniciais de repertório verbal e foram submetidos ao procedimento de ensino de relações entre palavras ditadas, figuras ou vídeos, e palavras impressas, com sondas posteriores de formação de equivalência, nomeação e leitura, além de pós-testes. Foi utilizado um delineamento de múltiplas sondagens. Resultados gerais indicaram que o procedimento foi efetivo para ensinar novas relações aos participantes, porém não foi suficiente para sustentar a formação de classes de equivalência entre estímulos para a maioria das relações ensinadas, e nem para a emergência de nomeação desses estímulos. Não houve diferenças entre a aprendizagem de substantivos e verbos. O procedimento estudado, com adaptações, pode ser uma alternativa terapêutica para recuperação de repertórios verbais em afásicos.The elderly represents a growing group in the population and some important changes in the health of this population come from strokes, which can leave sequels such as aphasias. Despite positive results from traditional areas of aphasia treatment, behavioral analysts have developed successful teaching procedures with non-elderly clinical populations, employing exclusion procedures and teaching conditional discrimination to form equivalence classes between verbal stimuli. The general objectives were: a) to verify the effectiveness of a teaching by exclusion nouns and verbs for fluent and non-fluent aphasics, from teaching conditional discriminations with auditory and visual stimuli, and b) verify the emergence of repertoires not directly taught (transitive relations between stimuli, naming and reading). A total of 14 elderly people with aphasia participated in the study. Two studies were conducted, in which the participants were exposed to the initial verbal repertoire evaluations and were submitted to the procedure of teaching relationships between dictated words, figures or videos, and printed words, with subsequent probes of formation of equivalence, naming and reading, besides post-tests. A multiple probe design was used. Overall results indicate that the procedure was effective to teach new relationships to the participants, but it was not enough to sustain the formation of equivalence classes between stimuli for most of the relationships taught, and the emergence of naming these stimuli. There were no differences between the learning of nouns and verbs. The procedure studied, with adaptations, may be a therapeutic alternative for the recovery of verbal repertoires in aphasics.
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Rydén, Otto. "Statistical learning procedures for analysis of residential property price indexes." Thesis, KTH, Matematisk statistik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-207946.
Повний текст джерелаАнотація:
Residential Price Property Indexes (RPPIs) are used to study the price development of residential property over time. Modeling and analysing an RPPI is not straightforward due to residential property being a heterogeneous good. This thesis focuses on analysing the properties of the two most conventional hedonic index modeling approaches, the hedonic time dummy method and the hedonic imputation method. These two methods are analysed with statistical learning procedures from a regression perspective, specifically, ordinary least squares regression, and a number of more advanced regression approaches, Huber regression, lasso regression, ridge regression and principal component regression. The analysis is based on the data from 56 000 apartment transactions in Stockholm during the period 2013-2016 and results in several models of a RPPI. These suggested models are then validated using both qualitative and quantitative methods, specifically a bootstrap re-sampling to perform analyses of an empirical confidence interval for the index values and a mean squared errors analysis of the different index periods. Main results of this thesis show that the hedonic time dummy index methodology produces indexes with smaller variances and more robust indexes for smaller datasets. It is further shown that modeling of RPPIs with robust regression generally results in a more stable index that is less affected by outliers in the underlying transaction data. This type of robust regression strategy is therefore recommended for a commercial implementation of an RPPI.Bostadsprisindex används för att undersöka prisutvecklingen för bostäder över tid. Att modellera ett bostadsprisindex är inte alltid lätt då bostäder är en heterogen vara. Denna uppsats analyserar skillnaden mellan de tvåhuvudsakliga hedoniska indexmodelleringsmetoderna, som är, hedoniska tiddummyvariabelmetoden och den hedoniska imputeringsmetoden. Dessa metoder analyseras med en statistisk inlärningsprocedur gjord utifrån ett regressionsperspektiv, som inkluderar analys utav minsta kvadrats-regression, Huberregression, lassoregression, ridgeregression och principal componentregression. Denna analys är baserad på ca 56 000 lägenhetstransaktioner för lägenheter i Stockholm under perioden 2013-2016 och används för att modellera era versioner av ett bostadsprisindex. De modellerade bostadsprisindexen analyseras sedan med hjälp utav både kvalitativa och kvantitativa metoder inklusive en version av bootstrap för att räkna ut ett empiriskt konfidensintervall för bostadsprisindexen samt en medelfelsanalys av indexpunktskattningarna i varje tidsperiod. Denna analys visar att den hedoniska tid-dummyvariabelmetoden producerar bostadsprisindex med mindre varians och ger också robustare bostadsprisindex för en mindre datamängd. Denna uppsats visar också att användandet av robustare regressionsmetoder leder till stabilare bostadsprisindex som är mindre påverkade av extremvärden, därför rekommenderas robusta regressionsmetoder för en kommersiell implementering av ett bostadsprisindex.
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Elder, Hinshaw Rebecca. "Universal Design for Learning procedures in special education teacher education." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319893.
Повний текст джерелаАнотація:
Thesis (Ph.D.)--Indiana University, School of Education, 2008.Title from home page (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3106. Adviser: Gretchen Butera.
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Albieri, Vanna. "A comparison of procedures for structural learning of biological networks." Doctoral thesis, Università degli studi di Padova, 2010. http://hdl.handle.net/11577/3427334.
Повний текст джерелаАнотація:
Over the past years, microarray technologies have produced a tremendous amount of gene expression data. The availability of these data has motivated researchers to assess genes function and to gain a deeper understanding of the cellular processes, using network theory as tool for the analysis. An elegant framework for modeling and inferring network structures in biological systems is provided by graphical models. They allow the stochastic description of network associations and dependence structures in complex highly structured data. However, typically gene expression data set includes a large number of variables but only few samples making standard graphical model theories inapplicable. The issues presented by genetic data have led to further extend the theory of graphical models to allow their applications in this area. The main aim of this thesis is the comparison of recent procedures, which estimate sparse concentration matrices and learn the structure of biological networks, through the use of both simulated and real data. The compared procedures are: G-Lasso algorithm (Friedman et al., 2008), Shrinkage estimator with empirical Bayes approach for model selection (Schafer and Strimmer, 2005a, 2005b), PC-algorithm (Kalisch and Buhlmann, 2007). When n > p, we consider also the simple frequentist approach based on MLE and t-test for model selection (see Lauritzen, 1996). Regarding the simulated data, for having a realistic simulation of the biological structures, the data have the peculiarity to reproduce few gene regulatory network structures of interest and they are generated by exploiting some properties of the Cholesky decomposition of a matrix. Concerning the real data, we consider the analysis of one of the best characterized system: Escherichia coli. A large part of its transcriptional regulatory network is known, hence it can be used as a gold-standard to assess the performance of different procedures in the comparative study.Negli ultimi anni, le tecnologie dei microarray hanno prodotto una grande quantità di dati provenienti da processi di espressione genica. La disponibilità di questi dati ha permesso ai ricercatori di poter approfondire lo studio della funzione dei diversi geni e poter acquisire una più profonda conoscenza sui processi cellulari, utilizzando come strumento di ricerca la teoria dei network. I modelli grafici risultano essere un utile strumento per la modellazione e l'analisi delle strutture dei networks derivanti da dati biologici. Infatti, questi modelli consentono di rappresentare in modo stocastico le associazioni e le strutture di dipendenza tra gli elementi di data set con struttura complessa. Tuttavia, i dati derivanti da profili di espressione genica si presentano con un elevato numero di variabili ma solo poche osservazioni rendendo, perciò, la teoria classica dei modelli grafici inapplicabile. I problemi legati all'utilizzo di dati genetici hanno portato ad estendere la teoria dei modelli grafici per consentire l'impiego di questi modelli anche in questo campo di applicazione. Lo scopo principale di questa tesi è quello di confrontare, attraverso l'utilizzo di dati simulati e reali, recenti procedure sviluppate con lo scopo di stimare matrici di concentazione sparse e ricostruire i networks biologici. Le procedure considerate per il confronto sono: l'algoritmo G-Lasso (Friedman et al., 2008), lo stimatore Shrinkage associato con l'approccio Bayes empirico per la selezione del modello (Schafer and Strimmer, 2005a, 2005b), l'algoritmo PC (Kalisch and Buhlmann, 2007). Quando n > p, consideriamo anche un semplice approccio frequentista basato sullo stimatore ML e l'utilizzo del test t per la selezione del modello (si veda Lauritzen, 1996). Per quanto riguarda i dati simulati, per avere strutture biologiche simili a quelle reali, i dati hanno la peculiarità di riprodurre alcune strutture dei network di regolazione genica e sono ottenuti sfruttando alcune proprieta’ della decomposizione di Cholesky di una matrice. Per il confronto con dati reali, sono stati utilizzati dati derivanti da uno dei sistemi maggiormente studiati: Escherichia coli. Infatti, grand parte del network di regolazione genica di questo battere è noto, quindi può essere utilizzato come riferimento per valutare il rendimento delle diverse procedure poste a confronto.
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Mohamad, Nazry Nor Nazrina. "Procedural learning in virtual environments and serious games." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/18250/.
Повний текст джерелаАнотація:
Virtual environments and serious games are a popular media used to fulfil a variety of purposes, including teaching and learning. The former are computer-generated environments that present three-dimensional spatial representations. The latter are games which fundamentally combine virtual environments and gamification, and are used for objectives other than pleasure and pure entertainment. Most recent works have investigated the effect of virtual reality technology on learners, sense of presence and so on. However, less investigated is the relationship between the achievement of learning objectives and the knowledge delivery methods utilised (knowledge representations and instruction modalities); or the effect of technology-enhanced learning on learner's mood after the intervention (and consequently, the learning) and whether there is any gender difference; or finally, the transfer of knowledge from virtual to the real world and its long-term retention; which are all elements investigated in this research. Two studies of procedural learning were conducted to investigate the elements highlighted above. The first study investigated on the requirements of a three-dimensional virtual environment as compared to Google Street View, instruction modalities such as textual, phone and companion, and short-term memory to learn a new route. The findings show that the virtual environment is better than Google Street View according to users' experience and having a companion to the task is a better instruction modality for route learning. The second study focused on ritual learning that is the case study of the research. The study investigated on the efficiency of a serious game as compared to PowerPoint note, collaboration with and without a coach, memory recall between short and long-term period and gender differences. The findings indicate that the serious game is better than PowerPoint note according to users' self-reported score and having the coach improves users' learning efficiency and moods. Also, knowledge of landmarks representations remains longer in users' memory if learnt from the serious game and factual knowledge remains longer in users' memory if learnt with the coach. Considering gender differences, women feel that the task is more enjoyable if learning takes place with the companion, and they recall more landmarks than men, whereas men take less time to complete the task. Apart from that, the ritual and navigation knowledge acquired in a virtual environment or a serious game can be competently used in reality, and it encourages users to remember more landmarks. The further findings from both studies also reveal that navigation in the virtual environment and serious game improve users' overall mood and happiness and women with improved happiness after the virtual training increase their learning performance. Also, younger players improve learning performance after learning in a virtual environment and serious game. To sum up, virtual environments and serious games can be used as a delivery method for procedural learning, in particular for ritual learning as they induce enjoyment, create an interesting experience and stimulate learning performance. Both representations also encourage landmarks memorization. Also, collaborative learning, in particular with a coach, is always the best method to convey, share and understand the knowledge. Finally, women enjoy learning with a companion.
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Matta, André Martins da [UNESP]. "Artemídia learning: A-learning e-compartilhamento de conhecimento." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/144359.
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Este relatório circunstanciado é o resultado de uma pesquisa acadêmica que estuda os processos e procedimentos artísticos na criação de plataformas intuitivas e as interfaces utilizadas em dispositivos midiáticos. A Plataforma A-learning aborda conceitos de Desenho Técnico, Artes Visuais, Artemídia, Comunicação Cognitiva e as experiências para quem produz e quem interage com a informação. Discute a definição de Arte como um processo criativo completo e não apenas o produto final. Comprova que a Arte já existe no pensamento anteriormente ao primeiro desenho e continua existindo em todo processo, podendo ser registrada em cada procedimento artístico. A mesma Arte continua existindo em suas releituras, intervenções, transformações e colaborações recebidas, tanto em ambientes virtuais como em ambientes presenciais. A possibilidade de gerar histórico e armazenar conteúdo em um repositório acadêmico, favorecem o desenvolvimento de pesquisas em Arte. A Plataforma A-learning sugere a criação de um acervo virtual com a possibilidade de acesso a qualquer tempo ou espaço sem a necessidade de deslocamento físico ou agendamento prévio. Nesse contexto, a Arte proporciona uma viagem no tempo e no espaço, traçando linhas que marcam épocas, momentos, situações, estimulando a manifestação de sentidos e sentimentos, lembranças tanto para quem produz como para quem recebe; uma troca mútua de experiências com a possibilidade constante de se fazer presente a cada mudança do olhar.
This detailed report is the result of an academic research that studies the artistic processes and procedures in creating intuitive platforms and interfaces used in media devices. The A-learning Platform consists concepts of Technical Design, Visual Arts, Artemídia, Cognitive Communication and experiences both for those who produce as to who interacts with information. Discusses the art of setting as a complete creative process and not just the final product. Proves that art already exists in thought before the first drawing and continues to exist throughout the process, and may be registered in each artistic procedure. The same art continues to exist in their readings, interventions, transformations and contributions received, both in virtual environments such as in classroom environments. The ability to generate and store historical content in an academic repository, favor the development of research in Art. The A-learning Platform suggests the creation of a virtual library with the possibility of access at any time or space without the need for physical movement or prior appointment. In this context, Art provides a journey through time and space, tracing lines that mark times, moments, situations, stimulating the expression of senses and feelings, memories both for those who produce as to the recipient; a mutual exchange of experiences with the constant possibility of being present at every change of look.
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Seth, Akshay. "Learning New Skills in Practice: Surgeons Adopting and Integrating New Procedures." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/37023.
Повний текст джерелаАнотація:
Surgeons regularly make changes in their practice to ensure they are providing high quality patient care. This includes the process of learning and safely integrating new skills, techniques and technologies into practice. When faced with the challenge of integrating a new surgical procedure into practice, surgeons must determine when they are ready to overcome the associated risks. This study sought to understand how surgeons experience risk when learning and integrating a new procedure into practice.
A modified constructivist, grounded theory approach was utilized. Eighteen surgeons were purposively sampled from two Canadian academic medical institutions. Semi-structured interviews were conducted and interpreted through constant comparative analysis. Emergent themes were identified and a conceptual framework was developed for understanding the surgeon experience associated with adopting and integrating a new procedure into practice.
Regardless of personal risk tolerance, surgeons described a similar approach to learning and implementing new skills. The experience of risk was one of several factors that affected their adoption of new techniques. They also described being influenced by individual, personality-driven factors, logistical considerations and the culture inherent to their departmental, institutional, professional and societal contexts.
A framework for understanding the surgeon experience when adopting and integrating new skills was constructed. The complex, nuanced multifactorial interplay between a surgeon’s individual willingness to engage risk, his/her motivations and the systemic and cultural factors that serve to facilitate or hinder the implementation of a new surgical skill is at the core of this experience. An increased awareness of these factors highlights the challenges that surgeon face in adopting new procedures and may lead to the development of policies which support surgeons learning and implementing new skills, techniques and technologies while maximizing patient safety.
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Houff, J. Keith. "The effects of social learning intervention procedures on occupational social adjustment." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54446.
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There are a great number of people whose suggestions and encouragement have contributed to the preparation and completion of this study. Special recognition is due to the committee of faculty evaluating this study through the various stages from inception. I appreciate the patience plus clear arid precise guidance of Tom Hohenshil, and Dennis Hinkle's counsel and completion of the computer analyses of the results of this study, I am grateful for the inspiration Dean Hummel provided especially during the early stages of this project. I wish also to express my thanks to Cherry Houck who’s door was always open and was also instrumental in the inception of this study, I also appreciate Harriett Cobb's perceptiveness and special efforts in dissipating my committee meeting jitters. Finally, I consider myself fortunate to have had exposure to these individual's expertise and vast experiences.
I wish also to acknowledge the assistance and financial support, I received from Charlotte McNulty, SYEP Project Director, and from the Board of Directors of People Places Inc. in Staunton, Virginia. I am indebted to the patience and trust Ms. McNulty repeatedly afforded me throughout the various stages of carrying out this project. The generous offer of the use of equipment .and office space of People Places Inc. is also greatly appreciated.
And finally, I consider myself fortunate to have a wife supportive of my efforts in achieving an advanced degree in education. Her genuine interest in the topic of this study and willingness to listen, proofread, type, and many other supportive actions deserve a special "thank you".Ed. D.
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Chang, Yihuei Summer. "A comparison of four practice procedures for learning polyphonic piano music /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Rebel, Johanna. "Developmental patterns of procedural and declarative knowledge in catching skills." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63821.
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Saavedra, Reinaldo. "Etayer le travail des élèves avec la plateforme LabBook pour donner davantage de sens aux activités expérimentales réalisées par des élèves de premières S." Thesis, Université Grenoble Alpes (ComUE), 2015. http://www.theses.fr/2015GREAS012/document.
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Le travail de la thèse porte sur l’analyse d’une activité de conception expérimentale réalisée par des élèves de 1ère S à l’aide d’un EIAH (Environnement Informatique pour l’Apprentissage Humain). Il vise à comprendre les rapports au savoir et à la démarche expérimentale établis par l’élève et l’enseignant face à ce type d’activité.Il s’agit de rendre compte des connaissances mobilisées par les élèves et de mesurer l’influence des supports proposés par un EIAH nommé LabBook. Il s’agit également de décrire la manière dont l’enseignant prend en charge les difficultés rencontrées par les élèves.A ce propos, une ingénierie didactique a été modélisée dans le cadre de la Théorie des situations didactiques (Brousseau, 1986). Cette ingénierie est ancrée dans la thématique de la « génétique » et plus précisément dans « l’expression du patrimoine génétique », domaine pour lequel on constate de nombreuses difficultés chez les élèves. Les analyses portent sur les productions des élèves, leurs réponses aux questionnaires (pré-test et post-test) et les interactions enseignant-élève produites tout au long du travail dans la situation.Ce travail a permis de mettre en valeur le rôle de l’élaboration des protocoles expérimentaux dans la modification du système des connaissances des élèves et de l’évolution de leurs connaissances relatives à la notion de gène et l’expression de l’information génétique. Les supports d’étayages implémentés dans LabBook offrent un potentiel aux élèves pour la mise en œuvre de la conception expérimentale. D’ailleurs, divers supports d’étayage ont été mis en place par les enseignants afin de prendre en charge les difficultés rencontrées par les élèves. L’étude de ces supports d’étayages permet d’élaborer des recommandations en vue de faire évoluer la plateforme LabBook et palier aux difficultés d’apprentissage des élèvesThe thesis work involves an analysis of the experimental design activity carried out by students of junior year of high school in sciences using a TEL environment (Technology Enhanced Learning). It aims at understanding how they relate to knowledge and to the experimental approach established by both student and teacher.The thesis gives an account of how the students mobilizes their knowledge and it measures the influence of learning supports proposed by a TEL named LabBook. It also focuses on how the teacher deals with the difficulties encountered by students.Regarding that matter, a didactic engineering was already modelled as part of the Theory of didactical situations (Brousseau, 1986). This engineering focuses on the thematic of "genetic" and more specifically on "the expression of the genetic heritage" - a problematic area for most students. The analyses deal with the students’ productions, their answers to questionnaires (pre-test and post-test) and the teacher-student interactions produced throughout the work in the situation.This work highlighted the role of experimental design in changing the students' knowledge system and the evolution of their knowledge about the gene concept and expression of genetic information. The scaffolds implemented in the LabBook platform offer the students a potential for the implementation of experimental design. Teachers themselves dealt with the difficulties encountered by their students by implementing various aids. The study of these scaffolds allows the development of useful recommendations to improve the LabBook platform so as to help students overcome their learning difficulties
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Eiríksdóttir, Elsa. "Strategies for Using Instructions in Procedural Tasks." Thesis, Georgia Institute of Technology, 2007. http://hdl.handle.net/1853/14500.
Повний текст джерелаАнотація:
The study examined whether an instruction-based strategy (studying the instructions before attempting the task) or a task-based strategy (attempting the task and referencing instructions) was more effective for procedural performance and learning. Four groups of participants learned to perform macram tasks and assembly tasks, and received detailed instructions at different times in the process of attempting the tasks. Performance was assessed at training and a week later by recording task completion time, correctness, and subjective cognitive load. The strategy for using instructions affected initial performance on the macram tasks, where instruction-based strategy was superior, but not later retention or transfer. This pattern of results was not found for the assembly tasks indicating that characteristics of the tasks influenced the effectiveness of the strategy for using instructions.
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Pan, Xin. "The Development of an E-Learning Course Incorporating Self-Regulated Learning Procedures into a PSI-Based Course." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/39335.
Повний текст джерелаАнотація:
This developmental research adopted an adapted Personalized System of Instruction (PSI) structure to design an e-learning course module and a learning procedure, and embedded a self-regulated learning procedure into the PSI course. A set of self-regulated learning tools were developed and applied in this process. Through this PSI-based course, students learned a comparative culture study topic and learned to develop their self-regulated learning skills.
This research also conducted Formative Evaluation. Suggestions from expert review and small group evaluation were used to design and revise this module and learning procedure. Evaluation outcomes from expert review and small group evaluation confirmed that this SRL embedded PSI framework was applicable for this e-learning environment. Implications for future use in both academic and practical areas were discussed.Ph. D.
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Thompson, Janny M. "Human performance differences following the learning of behavior sequences by chaining procedures." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6910.
Повний текст джерелаАнотація:
Chaining procedures (forward chaining, backward chaining, and whole task craining) are used to teach sequences of behaviors to diverse populations. Recent research comparing the three procedures has revealed differences between the procedures in terms of acquisition variables e.g., number of errors made during learning, time required to the learn a sequence). Much less research has examined whether the procedures produce differences in performance following acquisition. A series of six experiments investigating performance differences following exposure to four chaining procedures are presented. The four chaining procedures included the three traditional chaining procedures--forward, backward, and whole task--as well as a random chaining technique. Overall, results indicated that forward chaining led to the most accurate and fastest performance of responses in the absence of the external antecedent stimuli used during training. Forward chaining also led to more accurate ordering of these stimuli following training. Random chaining led to the most accurate and the fastest performance of responses following presentation of the antecedent external stimuli out of sequence order. The theoretical and practical implications of these findings are discussed.
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Evanshen, Pamela. "The Foundation for Building Community and Establishing Procedures: Brain-based Learning Environments." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4401.
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