A Novel Beam Search to Improve Neural Machine Translation for English-Chinese

Neural Machine Translation (NMT) is an end-to-end learning approach for automated translation, overcoming the weaknesses of conventional phrase-based translation systems. Although NMT based systems have gained their popularity in commercial translation applications, there is still plenty of room for improvement. Being the most popular search algorithm in NMT, beam search is vital to the translation result. However, traditional beam search can produce duplicate or missing translation due to its target sequence selection strategy. Aiming to alleviate this problem, this paper proposed neural machine translation improvements based on a novel beam search evaluation function. And we use reinforcement learning to train a translation evaluation system to select better candidate words for generating translations. In the experiments, we conducted extensive experiments to evaluate our methods. CASIA corpus and the 1,000,000 pairs of bilingual corpora of NiuTrans are used in our experiments. The experiment results prove that the proposed methods can effectively improve the English to Chinese translation quality.     

Image and Feature Space Based Domain Adaptation for Vehicle Detection

The application of deep learning in the field of object detection has experienced much progress. However, due to the domain shift problem, applying an off-the-shelf detector to another domain leads to a significant performance drop. A large number of ground truth labels are required when using another domain to train models, demanding a large amount of human and financial resources. In order to avoid excessive resource requirements and performance drop caused by domain shift, this paper proposes a new domain adaptive approach to cross-domain vehicle detection. Our approach improves the cross-domain vehicle detection model from image space and feature space. We employ objectives of the generative adversarial network and cycle consistency loss for image style transfer in image space. For feature space, we align feature distributions between the source domain and the target domain to improve the detection accuracy. Experiments are carried out using the method with two different datasets, proving that this technique effectively improves the accuracy of vehicle detection in the target domain.     

Grain boundary strengthening in ZrB2 by segregation of W: Atomistic simulations with deep learning potential

Interaction between grain boundaries and impurities usually leads to significant altering of material properties. Understanding the composition-structure-property relationship of grain boundaries is a key avenue for tailoring and designing high performance materials. In this work, we studied segregation of W into ZrB₂ grain boundaries by a hybrid method combining Monte Carlo (MC) and molecular dynamics (MD), and examined the effects of segregation on grain boundary strengths by MD tensile testing with a fitted machine learning potential. It is found that W prefers grain boundary sites with local compression strains due to its smaller size compared to Zr. Rich segregation patterns (including monolayer, off-center bilayer, and other complex patterns); segregation induced grain boundary structure reconstruction; and order-disorder like segregation pattern transformation are discovered. Strong segregation tendency of W into ZrB₂ grain boundaries and significant improvements on grain boundary strengths are certified, which guarantees outstanding high temperature performance of ZrB₂-based UHTCs.     

基于深度学习的传感器优化布置方法

针对传感器优化布置(optimal sensor placement,简称OSP)问题,提出了一种新的使用深度神经网络的解决方案,并以简化的桥梁形状的桁架结构中的振动测试传感器优化为例进行了验证。首先,选择一种传统的传感器优化布置方法,对自动化生成的大量不同的桁架结构分别进行传感器优化布置计算,将所得优化布置结果在进行数据预处理后构建出深度学习方法所需要的训练集与验证集;其次,使用Python语言和深度学习框架TensorFlow设计实现与本研究问题适配的深度神经网络模型并训练;然后,随机生成了新的桁架结构参数;最后,将深度神经网络输出的传感器布置结果和传统方法的计算结果进行了比较,验证了本研究方法的有效性以及在速度上、可移植性与可扩展性方面的性能优势。     

Creating the brain and interacting with the brain: an integrated approach to understanding the brain

In the past two decades, brain science and robotics have made gigantic advances in their own fields, and their interactions have generated several interdisciplinary research fields. First, in the ‘understanding the brain by creating the brain’ approach, computational neuroscience models have been applied to many robotics problems. Second, such brain-motivated fields as cognitive robotics and developmental robotics have emerged as interdisciplinary areas among robotics, neuroscience and cognitive science with special emphasis on humanoid robots. Third, in brain–machine interface research, a brain and a robot are mutually connected within a closed loop. In this paper, we review the theoretical backgrounds of these three interdisciplinary fields and their recent progress. Then, we introduce recent efforts to reintegrate these research fields into a coherent perspective and propose a new direction that integrates brain science and robotics where the decoding of information from the brain, robot control based on the decoded information and multimodal feedback to the brain from the robot are carried out in real time and in a closed loop.     

GA-based learning for rule identification in fuzzy neural networks

Employing an effective learning process is a critical topic in designing a fuzzy neural network, especially when expert knowledge is not available. This paper presents a genetic algorithm (GA) based learning approach for a specific type of fuzzy neural network. The proposed learning approach consists of three stages. In the first stage the membership functions of both input and output variables are initialized by determining their centers and widths using a self-organizing algorithm. The second stage employs the proposed GA based learning algorithm to identify the fuzzy rules while the final stage tunes the derived structure and parameters using a back-propagation learning algorithm. The capabilities of the proposed GA-based learning approach are evaluated using a well-examined benchmark example and its effectiveness is analyzed by means of a comparative study with other approaches. The usefulness of the proposed GA-based learning approach is also illustrated in a practical case study where it is used to predict the performance of road traffic control actions. Results from the benchmarking exercise and case study effectively demonstrate the ability of the proposed three stages learning approach to identify relevant fuzzy rules from a training data set with a higher prediction accuracy than alternative approaches.     

Animations showing Lego manipulative tasks: Three potential moderators of effectiveness

Evidence suggests that transient visual information, such as animations, may be more challenging to learn than static visualizations. However, when a procedural-manipulative task is involved, our evolved embodied cognition seems to reverse this transitory challenge. Hence, for object manipulative tasks, instructional animations may be more suitable than statics. We investigated this argument further by comparing animations with statics using a Lego task shown to university students, by examining three potential moderators of effectiveness: (a) the environment of manipulation (virtual or physical), (b) the quality of visual information (focused or unfocused), and (c) the presence of hands (no hands or with hands). In Experiment 1 we found an advantage of animation over statics, and no differences among the environments. In Experiment 2, we again observed an animation advantage, a small advantage of focused static information compared to unfocused static information, and a positive effect of not showing the hands.     

《化学制药单元操控》工学结合课程的教学探索

《化学制药单元操控》是一门新开发的将情景教学、实验操作和仿真实训相结合的工学结合课程。其中,引入化工仿真教学这一新型的教学方式,即通过在非常逼真的操作环境中进行技能训练,使学生对实际生产装置有更加感性的了解和认识。本文对《化学制药单元操控》工学结合课程开发与实施应用过程进行分析和总结得到几点经验,同时分享对该门课程教学改革中的一些心得。     

MOOC study group: Facilitation strategies,influential factors,and student perceived gains

“Join a Meetup Group” (face-to-face study group) has been propagated by Coursera to build rapport and provide mutual support among MOOC learners; however, studies remain scant regarding its effectiveness and sustainability. This interpretive case study documents our facilitation process, key influential factors, as well as student perceived gains in a six-week MOOC study group. Data sources include discussion recordings, end-of-course interviews, goal setting sheets, weekly reflection journals, and researchers' observation notes. Results showed that, cognitively, participants broadened their perspective of thinking, raised cultural awareness, and shared many learning strategies. Affectively, they established a strong sense of community and gained motivation for learning. Participants also increased action tendencies toward trying out Coursera functions, new courses, and learning strategies, and they became more cognizant of the benefits and procedures of the MOOC study group. Our findings suggest that, with proper design and facilitation, face-to-face study group would be a practicable and effective approach to leverage MOOC students' motivation, engagement, and deeper learning. Implications are discussed in terms of potential gains, challenges, key influential factors, as well as future design and implementation of MOOC study groups.     

Lecture capture with real‐time rearrangement of visual elements: impact on student performance

The primary goal of this study is to create and test a lecture‐capture system that can rearrange visual elements while recording is still taking place, in such a way that student performance can be positively influenced. The system we have devised is capable of integrating and rearranging multimedia sources, including learning content, the instructor and students' images, into lecture videos that are embedded in a website for students to review after school. The present study employed a two‐group experimental design, with 153 participants (145 females and 8 males) making up an experimental group in which lecture courses were recorded using the new lecture‐capture system, and 149 participants (140 females and 9 males) forming a control group whose lectures were recorded by traditional means. All participants were in the freshman college and studying Introduction to Computer and Information Science in one of six classes, and were randomly assigned to one of the two groups. The participants' midterm examination and final examination scores were collected as indicators of their academic performance, with their mathematics entrance scores used as a pre‐test. The findings obtained from analysis of covariance (ANCOVA) suggest that appropriate rearrangement of visual elements in lecture videos can significantly impact students' learning performance.