Semi-supervised model adaptation for statistical machine translation

Statistical machine translation systems are usually trained on large amounts of bilingual text (used to learn a translation model), and also large amounts of monolingual text in the target language (used to train a language model). In this article we explore the use of semi-supervised model adaptation methods for the effective use of monolingual data from the source language in order to improve translation quality. We propose several algorithms with this aim, and present the strengths and weaknesses of each one. We present detailed experimental evaluations on the French–English EuroParl data set and on data from the NIST Chinese–English large-data track. We show a significant improvement in translation quality on both tasks.     

CONTEXTUALIZING LEARNING OBJECTS USING ONTOLOGIES

Educational research over the past three years has intensified such that the context of learning resources needs to be properly modeled. Many researchers have described and even mandated the use of ontologies in the research being conducted, yet the process of actually connecting one or more ontologies to a learning object has not been extensively discussed. This paper describes a practical model for associating multiple ontologies with learning objects while making full use of the IEEE LOM specification. The model categorizes these ontologies according to five major categories of context based on the most popular fields of study actively being pursued by the educational research community: Thematic context, Pedagogical context, Learner context, Organizational context, and Historical/Statistical context.     

Automatic coding of dialogue acts in collaboration protocols

Although protocol analysis can be an important tool for researchers to investigate the process of collaboration and communication, the use of this method of analysis can be time consuming. Hence, an automatic coding procedure for coding dialogue acts was developed. This procedure helps to determine the communicative function of messages in online discussions by recognizing discourse markers and cue phrases in the utterances. Five main communicative functions are distinguished: argumentative, responsive, informative, elicitative, and imperative. A total of 29 different dialogue acts are specified and recognized automatically in collaboration protocols. The reliability of the automatic coding procedure was determined by comparing automatically coded dialogue acts to hand-coded dialogue acts by a human rater. The validity of the automatic coding procedure was examined using three different types of analyses. First, an examination of group differences was used (dialogue acts used by female versus male students). Ideally, the coding procedure should be able to distinguish between groups who are likely to communicate differently. Second, to examine the validity of the automatic coding procedure through examination of experimental intervention, the results of the automatic coding procedure of students, with access to a tool that visualizes the degree of participation of each student, were compared to students who did not have access to this tool. Finally, the validity of the automatic coding procedure of dialogue acts was examined using correlation analyses. Results of the automatic coding procedure of dialogue acts of utterances (form) were related to results of a manual coding procedure of the collaborative activities to which the utterances refer (content). The analyses presented in this paper indicate promising results concerning the reliability and validity of the automatic coding procedure for dialogue acts. However, limitations of the procedure were also found and discussed.     

配置抗冲切钢筋的混凝土异形柱-板柱连接试验研究

在9个柱截面为三种典型异形柱(十字形、T形和L形) -板柱连接未配置抗冲切钢筋时的冲切特性试验基础上,以十字形柱-板柱连接为代表,通过三个配置抗冲切钢筋试件与三个未配抗冲切钢筋试件的对比试验,研究了异形柱-板柱连接配置抗冲切钢筋后的冲切特性,同时将锚栓和箍筋的抗冲切性能进行了对比。试验结果表明,抗冲切钢筋可以有效地提高板的受冲切承载力和延性,在改善延性方面,锚栓比箍筋更有效。另外,将国外几个主要规范ACI3 18、BS8110及MC90 ,关于对非矩形荷载面冲切临界截面周长的规定进行了比较,从试验结果看,ACI3 18规范的取法更合理。     

Modern Teaching and Training in Metallurgical Engineering

This contribution deals with advanced educational technologies needed to equip customers from higher education institutions, research and industry with efficient tools supporting their work and operating new skills‐training methods. The challenges are reducing the training costs, improving quality and increasing the number of graduates in engineering departments. The concept of a Virtual Lab based on the combination of various teaching methods and tools is presented. Principles of mathematisation in metallurgical education and training are discussed. An example of online course designed in the form of Virtual Lab is demonstrated.     

Implicit, long-term spatial contextual memory.

Learning and memory of novel spatial configurations aids behaviors such as visual search through an implicit process called contextual cuing (M. M. Chun & Y. Jiang, 1998). The present study provides rigorous tests of the implicit nature of contextual cuing. Experiment 1 used a recognition test that closely matched the learning task, confirming that memory traces of predictive spatial context were not accessible to conscious retrieval. Experiment 2 gave explicit instructions to encode visual context during learning, but learning was not improved and conscious memory remained undetectable. Experiment 3 illustrates that memory traces for spatial context may persist for at least 1 week, suggesting a long-term component of contextual cuing. These experiments indicate that the learning and memory of spatial context in the contextual cuing task are indeed implicit. The results have implications for understanding the neural substrate of spatial contextual learning, which may depend on an intact medial temporal lobe system that includes the hippocampus (M. M. Chun & E. A. Phelps, 1999). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

From children's hands to adults' ears: Gesture's role in the learning process.

Children can express thoughts in gesture that they do not express in speech--they produce gesture-speech mismatches. Moreover, children who produce mismatches on a given task are particularly ready to learn that task. Gesture, then, is a tool that researchers can use to predict who will profit from instruction. But is gesture also useful to adults who must decide how to instruct a particular child? We asked 8 adults to instruct 38 third- and fourth-grade children individually in a math problem. We found that the adults offered more variable instruction to children who produced mismatches than to children who produced no mismatches--more different types of instructional strategies and more instructions that contained two different strategies, one in speech and the other in gesture. The children thus appeared to be shaping their own learning environments just by moving their hands. Gesture not only reflects a child's understanding but can play a role in eliciting input that could shape that understanding. As such, it may be part of the mechanism of cognitive change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

混凝土框架节点有限元分析

以文献[4]中所做的碳纤维布加固节点的试验为依据,应用ANSYS程序对其中的试件2进行单调加载情况下的全过程数值模拟计算,最后通过数值计算结果与试验结果在承载能力、裂缝开展及破坏形态等方面的比较,来验证应用ANSYS程序模拟碳纤维布加固钢筋混凝土框架节点抗震性能试验的有效性和可行性。     

It's a sign of the kind: Gestures and words guide infants' inductive inferences.

The role of words and gestures in guiding infants' inductive inferences about nonobvious properties was examined. One hundred seventy-two 14-month-olds and 22-month-olds were presented with novel target objects followed by test objects that varied in similarity to the target. Objects were introduced with a novel word or a novel gesture or with no label. When target and test objects were highly similar in shape, both 14- and 22-month-olds inferred that these objects shared a nonobvious property, regardless of whether the objects were labeled with a word or a gesture or with no label. When objects were labeled with the same word, both 14- and 22-month-olds generalized the nonobvious properties to objects that shared minimal perceptual similarity. Finally, when objects were labeled with the same gesture, 14-month-olds, but not 22-month-olds, generalized the nonobvious properties to objects that shared minimal perceptual similarity. These results indicate that 14-month-olds possess a more generalized symbolic system as they will rely on both words and gestures to guide their inferences. By 22-months of age, infants treat words as a privileged referential form when making inductive inferences. (PsycINFO Database Record (c) 2010 APA, all rights reserved)