Downloads & Free Reading Options - Results

There is a huge and rapidly growing amount of digital information about people. It is distributed across personal data stores, private corporate and government stores as well as on the very public web. If we can harness this personal information effectively, it has to potential to augment our cognition, providing the means to make use of life-long digital memories and support life-long learning. This talk describes the work of CHAI, the Computer Human Adaptive Interaction group which is tackling this problem from the perspective of life-long user modelling. Key to the approach is that we create user models and personalised systems that enable the user to scrutinize and control the whole personalisation process. This is particularly important in pervasive computing where devices and services recede into the environment, becoming invisible. It is key to effective management of privacy and security in pervasive and personalised environments. CHAI has created a layered set of theories and tools for personalisation. These tools support knowledge representation and reasoning, data mining, machine learning and user interfaces. This talk will present the PersonisAM modelling of people in pervasive computing environments and activity-mirrors to support small groups. Another dimension of this CHAI research is in novel pervasive computing interfaces such as tabletop interaction and pervasive appliances that are embedded in the environment to serve very specific functions. This talk will focus on the Keep-in-Touch appliance and the Cruiser framework for building tabletop surface applications. ©2007 Microsoft Corporation. All rights reserved.

There is a huge and rapidly growing amount of digital information about people. It is distributed across personal data stores, private corporate and government stores as well as on the very public web. If we can harness this personal information effectively, it has to potential to augment our cognition, providing the means to make use of life-long digital memories and support life-long learning. This talk describes the work of CHAI, the Computer Human Adaptive Interaction group which is tackling this problem from the perspective of life-long user modelling. Key to the approach is that we create user models and personalised systems that enable the user to scrutinize and control the whole personalisation process. This is particularly important in pervasive computing where devices and services recede into the environment, becoming invisible. It is key to effective management of privacy and security in pervasive and personalised environments. CHAI has created a layered set of theories and tools for personalisation. These tools support knowledge representation and reasoning, data mining, machine learning and user interfaces. This talk will present the PersonisAM modelling of people in pervasive computing environments and activity-mirrors to support small groups. Another dimension of this CHAI research is in novel pervasive computing interfaces such as tabletop interaction and pervasive appliances that are embedded in the environment to serve very specific functions. This talk will focus on the Keep-in-Touch appliance and the Cruiser framework for building tabletop surface applications. ©2007 Microsoft Corporation. All rights reserved.

There is a huge and rapidly growing amount of digital information about people. It is distributed across personal data stores, private corporate and government stores as well as on the very public web. If we can harness this personal information effectively, it has to potential to augment our cognition, providing the means to make use of life-long digital memories and support life-long learning. This talk describes the work of CHAI, the Computer Human Adaptive Interaction group which is tackling this problem from the perspective of life-long user modelling. Key to the approach is that we create user models and personalised systems that enable the user to scrutinize and control the whole personalisation process. This is particularly important in pervasive computing where devices and services recede into the environment, becoming invisible. It is key to effective management of privacy and security in pervasive and personalised environments. CHAI has created a layered set of theories and tools for personalisation. These tools support knowledge representation and reasoning, data mining, machine learning and user interfaces. This talk will present the PersonisAM modelling of people in pervasive computing environments and activity-mirrors to support small groups. Another dimension of this CHAI research is in novel pervasive computing interfaces such as tabletop interaction and pervasive appliances that are embedded in the environment to serve very specific functions. This talk will focus on the Keep-in-Touch appliance and the Cruiser framework for building tabletop surface applications. ©2007 Microsoft Corporation. All rights reserved.

There is a huge and rapidly growing amount of digital information about people. It is distributed across personal data stores, private corporate and government stores as well as on the very public web. If we can harness this personal information effectively, it has to potential to augment our cognition, providing the means to make use of life-long digital memories and support life-long learning. This talk describes the work of CHAI, the Computer Human Adaptive Interaction group which is tackling this problem from the perspective of life-long user modelling. Key to the approach is that we create user models and personalised systems that enable the user to scrutinize and control the whole personalisation process. This is particularly important in pervasive computing where devices and services recede into the environment, becoming invisible. It is key to effective management of privacy and security in pervasive and personalised environments. CHAI has created a layered set of theories and tools for personalisation. These tools support knowledge representation and reasoning, data mining, machine learning and user interfaces. This talk will present the PersonisAM modelling of people in pervasive computing environments and activity-mirrors to support small groups. Another dimension of this CHAI research is in novel pervasive computing interfaces such as tabletop interaction and pervasive appliances that are embedded in the environment to serve very specific functions. This talk will focus on the Keep-in-Touch appliance and the Cruiser framework for building tabletop surface applications. ©2007 Microsoft Corporation. All rights reserved.

There is a huge and rapidly growing amount of digital information about people. It is distributed across personal data stores, private corporate and government stores as well as on the very public web. If we can harness this personal information effectively, it has to potential to augment our cognition, providing the means to make use of life-long digital memories and support life-long learning. This talk describes the work of CHAI, the Computer Human Adaptive Interaction group which is tackling this problem from the perspective of life-long user modelling. Key to the approach is that we create user models and personalised systems that enable the user to scrutinize and control the whole personalisation process. This is particularly important in pervasive computing where devices and services recede into the environment, becoming invisible. It is key to effective management of privacy and security in pervasive and personalised environments. CHAI has created a layered set of theories and tools for personalisation. These tools support knowledge representation and reasoning, data mining, machine learning and user interfaces. This talk will present the PersonisAM modelling of people in pervasive computing environments and activity-mirrors to support small groups. Another dimension of this CHAI research is in novel pervasive computing interfaces such as tabletop interaction and pervasive appliances that are embedded in the environment to serve very specific functions. This talk will focus on the Keep-in-Touch appliance and the Cruiser framework for building tabletop surface applications. ©2007 Microsoft Corporation. All rights reserved.

There is a huge and rapidly growing amount of digital information about people. It is distributed across personal data stores, private corporate and government stores as well as on the very public web. If we can harness this personal information effectively, it has to potential to augment our cognition, providing the means to make use of life-long digital memories and support life-long learning. This talk describes the work of CHAI, the Computer Human Adaptive Interaction group which is tackling this problem from the perspective of life-long user modelling. Key to the approach is that we create user models and personalised systems that enable the user to scrutinize and control the whole personalisation process. This is particularly important in pervasive computing where devices and services recede into the environment, becoming invisible. It is key to effective management of privacy and security in pervasive and personalised environments. CHAI has created a layered set of theories and tools for personalisation. These tools support knowledge representation and reasoning, data mining, machine learning and user interfaces. This talk will present the PersonisAM modelling of people in pervasive computing environments and activity-mirrors to support small groups. Another dimension of this CHAI research is in novel pervasive computing interfaces such as tabletop interaction and pervasive appliances that are embedded in the environment to serve very specific functions. This talk will focus on the Keep-in-Touch appliance and the Cruiser framework for building tabletop surface applications. ©2007 Microsoft Corporation. All rights reserved.

Plants are capable of intelligent responses to complex environmental signals. Learning and memory play fundamental roles in such responses. Two simple models of plant memory are proposed based on the calcium-signalling system. The memory states correspond to steady state distributions of calcium ions.

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: use of word information cues by beginning readers; the relationship between problem solving and oral reading strategies; the ease with which children learn different logographic systems; the effects of adjunct questions, humor, and various learning modes on learning and retention; conceptual tempo and oral reading performance; the relationship of deep structure recovery to reading comprehension; children's ability to make inferences from written and oral material; the contributions of inference and discrimination processes to false recognition of sentences; initial consonant phoneme-grapheme correspondence errors; effects of different error types and of method of presentation of material on comprehension; the relation between syntactic form and familarity of content to reading comprehension; readers' perceptions of the reading process and of their own reading strategies; relationships between quality of oral reading errors and oral syntactic development; readers' use of contextual clues; and subvocalization during the silent reading process. (GW)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: use of word information cues by beginning readers; the relationship between problem solving and oral reading strategies; the ease with which children learn different logographic systems; the effects of adjunct questions, humor, and various learning modes on learning and retention; conceptual tempo and oral reading performance; the relationship of deep structure recovery to reading comprehension; children's ability to make inferences from written and oral material; the contributions of inference and discrimination processes to false recognition of sentences; initial consonant phoneme-grapheme correspondence errors; effects of different error types and of method of presentation of material on comprehension; the relation between syntactic form and familarity of content to reading comprehension; readers' perceptions of the reading process and of their own reading strategies; relationships between quality of oral reading errors and oral syntactic development; readers' use of contextual clues; and subvocalization during the silent reading process. (GW)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: use of word information cues by beginning readers; the relationship between problem solving and oral reading strategies; the ease with which children learn different logographic systems; the effects of adjunct questions, humor, and various learning modes on learning and retention; conceptual tempo and oral reading performance; the relationship of deep structure recovery to reading comprehension; children's ability to make inferences from written and oral material; the contributions of inference and discrimination processes to false recognition of sentences; initial consonant phoneme-grapheme correspondence errors; effects of different error types and of method of presentation of material on comprehension; the relation between syntactic form and familarity of content to reading comprehension; readers' perceptions of the reading process and of their own reading strategies; relationships between quality of oral reading errors and oral syntactic development; readers' use of contextual clues; and subvocalization during the silent reading process. (GW)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 20 titles deal with a variety of topics, including the following: use of word information cues by beginning readers; the relationship between problem solving and oral reading strategies; the ease with which children learn different logographic systems; the effects of adjunct questions, humor, and various learning modes on learning and retention; conceptual tempo and oral reading performance; the relationship of deep structure recovery to reading comprehension; children's ability to make inferences from written and oral material; the contributions of inference and discrimination processes to false recognition of sentences; initial consonant phoneme-grapheme correspondence errors; effects of different error types and of method of presentation of material on comprehension; the relation between syntactic form and familarity of content to reading comprehension; readers' perceptions of the reading process and of their own reading strategies; relationships between quality of oral reading errors and oral syntactic development; readers' use of contextual clues; and subvocalization during the silent reading process. (GW)

1976

1976

1976

1976

Repeated exposure to tests composed of memory items was compared to repeated exposure to tests including higher-level cognitive items and to tests composed of both item types. Other design factors were sex, ability level, subject matter sequence (science and social studies), and learning session. (A sample of 2008 eleventh-grade students participated in phase one of the study and a total of 288 participated in the final study). Although significant main effects for the test conditions did not occur, treatment by sex interactions on both memory and higher-level tests indicated that male performance was enhanced by a variety of item types, female performance by memory items. (Author/MLP)

Repeated exposure to tests composed of memory items was compared to repeated exposure to tests including higher-level cognitive items and to tests composed of both item types. Other design factors were sex, ability level, subject matter sequence (science and social studies), and learning session. (A sample of 2008 eleventh-grade students participated in phase one of the study and a total of 288 participated in the final study). Although significant main effects for the test conditions did not occur, treatment by sex interactions on both memory and higher-level tests indicated that male performance was enhanced by a variety of item types, female performance by memory items. (Author/MLP)

M8.556. Ill

M8.556. Ill

Learning is the acquisition and storage of information as a consequence of experience. The human brain is designed in such a way that thousands bits of sensory data are processed each minute. The brain pays attention to what is relevant to daily life, always asking: "What's going on?" and "How is it important relevant to me?" The senses pass on 40,000 bits of information every second. The Neuro-science is to yet explore thoroughly about how a new memory is formed. The sensory stimuli hit the neurons in the appropriate sensory cortex. These crude sensations are then relayed through the thalamus and sent to the sensory association area of the neo-cortex where they are put together into objects we recognize. Then the information is sent to amygdala for emotional evaluation and to the frontal cortex for content evaluation. On the basis of its analysis of physical features of the stimuli, the brain begins to construct meaning. Depending on the clarity in sense and its relevance, the new information is either retained or ignored. A thorough knowledge of the different parts of the human brain involved in the process of memory helps the teacher to adopt suitable methodology in the classroom. In this fast moving world, the learners expect the teacher to give everything in a nutshell. Hence the teacher has to organize the subject content in such a way that the students could understand, restore and retrieve the information easily and quickly. In this paper, the authors went through the meaning and needs of memory, and the categories of memory. Furthermore, they studied and explained eight aspects of memory activation strategies from the view of neurological perspective are suggested for practice in the classroom such as: Mnemonic devices are strategies for enhancing memory; Engage in Adequate rehearsal; Schedule distributed practice; Minimize interference; Engage in deep processing; Emphasize Transfer; Enrich Encoding with Verbal Mnemonics; and Enrich encoding with visual imagery.

fgd

This study investigated the facilitative effects of the loci system using mental imagery for acquisition and recall within a retroactive inhibition (RI) paradigm. Fifty-five college undergraduates were randomly assigned to five treatment conditions. Four groups formed cells in a 2x2 factorial design which included (1) an RI factor (AB-AD vs. AB-CD), (2) a subject-generated vs. experimenter-supplied loci list (loci-generation factor); and (3) repeated measures for uncued and cued recall. The fifth group was a comparison control in which subjects merely learned and recalled word lists B and D without the aid of the loci mnemonic technique. The object names used to form word lists B and D were high imagery and concreteness nouns. The loci-generated group subjects visualized 12 locations in a setting with which they were highly familiar. This became word list A. The subjects in the AB-CD condition generated word list C in the same manner but in a different setting and with none of the words used in list A. Subjects were shown either list A or list C, and after achieving perfect recall were required to perform an uncued recall pairing those items with list B, followed by cued recall. The findings supported the conclusion that the loci mnemonic technique is of value in aiding recall. (WR)

Provides an overview of learning outside of the home culture, with particular emphasis on the role that memory plays. Examines the psychological literature and uses case studies to focus on the ways in which students learn bout their new society and culture and about themselves. Offers considerations for study abroad program design. (Author/VWL)

Talk by Zoran Tiganj of Indiana University.  Given to the Redwood Center for Theoretical Neuroscience at UC Berkeley. Abstract: Building artificial agents that can mimic human learning and reasoning has been a longstanding objective in artificial intelligence. I will discuss some of the empirical data and computational models from neuroscience and cognitive science that could help us advance towards this goal. Specifically, I will talk about the importance of structured representations of knowledge, particularly about mental or cognitive maps for time, space, and concepts. I will present data from recent behavioral and neural studies, which suggest that the brain maintains a scale-invariant mental timeline of the past and uses it to construct a compressed mental timeline of the future. From the computational perspective, these findings illustrate how associative learning can play a role in building structured representations of knowledge. Finally, I will discuss possible strategies to incorporate these findings into building artificial agents, especially in memory-augmented and attention-based neural networks.

Talk by Zoran Tiganj of Indiana University.  Given to the Redwood Center for Theoretical Neuroscience at UC Berkeley. Abstract: Building artificial agents that can mimic human learning and reasoning has been a longstanding objective in artificial intelligence. I will discuss some of the empirical data and computational models from neuroscience and cognitive science that could help us advance towards this goal. Specifically, I will talk about the importance of structured representations of knowledge, particularly about mental or cognitive maps for time, space, and concepts. I will present data from recent behavioral and neural studies, which suggest that the brain maintains a scale-invariant mental timeline of the past and uses it to construct a compressed mental timeline of the future. From the computational perspective, these findings illustrate how associative learning can play a role in building structured representations of knowledge. Finally, I will discuss possible strategies to incorporate these findings into building artificial agents, especially in memory-augmented and attention-based neural networks.

Talk by Zoran Tiganj of Indiana University.  Given to the Redwood Center for Theoretical Neuroscience at UC Berkeley. Abstract: Building artificial agents that can mimic human learning and reasoning has been a longstanding objective in artificial intelligence. I will discuss some of the empirical data and computational models from neuroscience and cognitive science that could help us advance towards this goal. Specifically, I will talk about the importance of structured representations of knowledge, particularly about mental or cognitive maps for time, space, and concepts. I will present data from recent behavioral and neural studies, which suggest that the brain maintains a scale-invariant mental timeline of the past and uses it to construct a compressed mental timeline of the future. From the computational perspective, these findings illustrate how associative learning can play a role in building structured representations of knowledge. Finally, I will discuss possible strategies to incorporate these findings into building artificial agents, especially in memory-augmented and attention-based neural networks.

Talk by Zoran Tiganj of Indiana University.  Given to the Redwood Center for Theoretical Neuroscience at UC Berkeley. Abstract: Building artificial agents that can mimic human learning and reasoning has been a longstanding objective in artificial intelligence. I will discuss some of the empirical data and computational models from neuroscience and cognitive science that could help us advance towards this goal. Specifically, I will talk about the importance of structured representations of knowledge, particularly about mental or cognitive maps for time, space, and concepts. I will present data from recent behavioral and neural studies, which suggest that the brain maintains a scale-invariant mental timeline of the past and uses it to construct a compressed mental timeline of the future. From the computational perspective, these findings illustrate how associative learning can play a role in building structured representations of knowledge. Finally, I will discuss possible strategies to incorporate these findings into building artificial agents, especially in memory-augmented and attention-based neural networks.

The purpose of the project was to develop a schema-based model of teaching and learning and to test the adequacy of that model in a computer-based instructional system. The domain of instruction is arithmetic word problems, and the schemas center on the situations that can be expressed in such problems. A core set of situations was identified, and a series of studies verified that the situations were sufficient for describing virtually all legitimate work problems. A model of schema knowledge was constructed for each of the basic situations. Each schema model specified the feature knowledge, constraint knowledge, planning knowledge, and implementation knowledge required to use the schema successfully.

The basic goal of our research program is to localize and analyze processes and mechanisms of memory formation, storage and retrieval in the mammalian brain. We focus on associative learning and memory of elementary adaptive; skilled movements, using classical conditioning of discrete movement (e.g., eyeblink, limb flexion). In this contract period we have developed extensive evidence for the following: (1) using a tone conditioned stimulus (CS) , the CS pathway involves the pontine nuclei and their mossy fiber projections to the cerebellum, (2) the unconditioned stimulus (US) reinforcing pathway involves the dorsal accessory olive and its climbing fiber projections to the cerebellum, (3) the CR pathway projects from the interpositus nucleus of the cerebellum to the red nucleus, (4) the memory trace appears to be formed in the cerebellum. Our computational/mathematical work involves a neural network model of the cerebellum and its associated brain stem circuitry, constrained by the biological properties of this neural system, and is increasingly successful in accounting for the properties of learning and memory of skilled movements.

Includes bibliographies and index

Studies were made between performance on tests of mental abilities and concept learning tasks; it is pointed out that the researcher is usually confronted with administering large batteries of tests of mental abilities and then analyzing his results with one of the factor analytic techniques. An information process analysis of tests of mental abilities and concept learning led Costello and Dunham (1971) and Costello (1971) to postulate that three intellectual processes underlie performance on these two types of tasks. After testing, the process measures were found to highly correlate with performance on several tests of mental abilities. Using errors on the concept learning problems as a dependent variable, the following types of relationships should exist: (1) Ss supplied with hypothesis information should perform better on concept learning tasks; (2) There should be a significant treatment group by Hypothesis Generation (HG) interaction, and (3) There should be a significant HG by Hypothesis Evaluation (HE) interaction. Introductory educational psychology students were administered six intellectual process measures. All Ss worked two concept learning problems and each Ss worked one practice problem and one experimental problem. Two one-hour sessions were used to collect the test and concept learning data. The scores of the six process measures were factor analyzed by the principal-axis method. An analysis of variance was performed. Results revealed a significant treatment main effect, a significant interaction between HE and HG variables. (CK)

Reported is a study related to the Project on an Information Memory Model and designed to encompass the claims of Piaget and Inhelder on differences of kinds of cognition and recall done on figural sorting task cognition at the Project on an Information Memory Model. The work of Piaget and Inhelder has defined learning information flow and related that to cognition. The contrast criterion of this study's design was to determine the information flow of pre-operational children in doing a repeated concrete task and then to establish the nature of difference in cognition which occurred for immediate reconstruction recall, followed by an immediate memory recall, and later by a delayed memory recall. Thirty six-year-old children were randomly selected from a suburban elementary school and tested individually. The practice classification sorting and immediate recognition recall tasks were given within a 30-minute period. The delayed memory recall was given the following day. Analyses of the data appeared to confirm the hypothesis of Piaget and others about the schema role for reconstruction and pure memory recall but not, however, their claims of the information theoretic definitions of memory and mental maturation. The findings do, nevertheless, report the first explanation of how the pre-operational human memory processes information in learning and cognition. (Author/PEB)

iv, 20 pages : 26 cm

iv, 20 pages : 26 cm

1980

1980

1980

The study sought to determine whether children with unilateral cerebral lesions sustained either prenatally or postnatally suffer from deficts in learning and memory skills and whether these differentiate left-sided from right-sided lesions. The subjects, 69 children ranging in age from 6 to 17 were divided into four patient groups: hemoplegic Ss classified on the basis of hemispheric side and age at injury (i.e., prenatal vs. postnatal groups). As controls, 16 normal children were matched for age and IQ to 16 Ss in the prenatal left hemisphere group. Ss completed neurological and neuropsychological evaluations, measures of somatosensory and motor function, and assessment of visuo-perceptual memory skills. Among conclusions were that Ss with left cerebral lesions demonstrated verbal memory deficits compared with controls and Ss with right cerebral injuries; the magnitude of verbal memory deficits was greater in left cerebral lesions acquired after birth and as early as 2 months of age; and that, in general, results did not support the notion of plasticity and language sparing, suggesting that even with very early lesions of the left cerebral hemisphere there are persistent verbal memory and learning deficits. (CL)

The study sought to determine whether children with unilateral cerebral lesions sustained either prenatally or postnatally suffer from deficts in learning and memory skills and whether these differentiate left-sided from right-sided lesions. The subjects, 69 children ranging in age from 6 to 17 were divided into four patient groups: hemoplegic Ss classified on the basis of hemispheric side and age at injury (i.e., prenatal vs. postnatal groups). As controls, 16 normal children were matched for age and IQ to 16 Ss in the prenatal left hemisphere group. Ss completed neurological and neuropsychological evaluations, measures of somatosensory and motor function, and assessment of visuo-perceptual memory skills. Among conclusions were that Ss with left cerebral lesions demonstrated verbal memory deficits compared with controls and Ss with right cerebral injuries; the magnitude of verbal memory deficits was greater in left cerebral lesions acquired after birth and as early as 2 months of age; and that, in general, results did not support the notion of plasticity and language sparing, suggesting that even with very early lesions of the left cerebral hemisphere there are persistent verbal memory and learning deficits. (CL)

A study analyzed the relative effectiveness of three teaching strategies for enhancing vocabulary and reading comprehension. Sixty-eight students in three fourth-grade classrooms in a suburban southwestern public school were presented with a vocabulary lesson on weather from the reading text according to one of the following strategies: (1) basal discussion technique (schema theory); (2) discussion through hierarchical presentation of key terms and semantic webbing (hierarchical presentation theory); or (3) discussion through hierarchical presentation of key terms and pictorial webbing (dual coding theory). Following the vocabulary lesson, students read the target passage from their texts silently. After the reading was completed, students were given the multiple choice measure of comprehension from the teacher's edition of the textbook. The same measure was administered one week later. Results indicated that students in the classroom instructed with semantic webbing performed significantly better, especially on the delayed recall measure. Memory between low and high achieving students varied differentially according to instructional strategy. Combining pictorial and written stimuli appeared to interfere with retention, especially among low achievers. (Nine tables of data are included; 19 references are attached.) (SR)

Many problems considered in optimization and artificial intelligence research are static: information about the problem is known a priori, and little to no uncertainty about this information is presumed to exist. Most real problems, however, are dynamic: information about the problem is released over time, uncertain events may occur, or the requirements of the problem may change as time passes. One technique for improving optimization and learning in dynamic environments is by using information from the past. By using solutions from previous environments, it is often easier to find promising solutions in a new environment. A common way to maintain and exploit information from the past is the use of memory, where solutions are stored periodically and can be retrieved and refined when the environment changes. Memory can help search respond quickly and efficiently to changes in a dynamic problem. Despite their strengths, standard memories have many weaknesses which limit their effectiveness. This thesis explores ways to improve memory for optimization and learning in dynamic environments. The techniques presented in this thesis improve memories by incorporating probabilistic models of previous solutions into memory, storing many previous solutions in memory while keeping overhead low, building long-term models of the dynamic search space over time, allowing easy refinement of memory entries, and mapping previous solutions to the current environment for problems where solutions may become obsolete over time. To address the weaknesses and limitations of standard memory, two novel classes of memory are introduced: density-estimate memory and classifier-based memory. Density-estimate memory builds and maintains probabilistic models within memory to create density estimations of promising areas of the search space over time.

Many problems considered in optimization and artificial intelligence research are static: information about the problem is known a priori, and little to no uncertainty about this information is presumed to exist. Most real problems, however, are dynamic: information about the problem is released over time, uncertain events may occur, or the requirements of the problem may change as time passes. One technique for improving optimization and learning in dynamic environments is by using information from the past. By using solutions from previous environments, it is often easier to find promising solutions in a new environment. A common way to maintain and exploit information from the past is the use of memory, where solutions are stored periodically and can be retrieved and refined when the environment changes. Memory can help search respond quickly and efficiently to changes in a dynamic problem. Despite their strengths, standard memories have many weaknesses which limit their effectiveness. This thesis explores ways to improve memory for optimization and learning in dynamic environments. The techniques presented in this thesis improve memories by incorporating probabilistic models of previous solutions into memory, storing many previous solutions in memory while keeping overhead low, building long-term models of the dynamic search space over time, allowing easy refinement of memory entries, and mapping previous solutions to the current environment for problems where solutions may become obsolete over time. To address the weaknesses and limitations of standard memory, two novel classes of memory are introduced: density-estimate memory and classifier-based memory. Density-estimate memory builds and maintains probabilistic models within memory to create density estimations of promising areas of the search space over time.

Many problems considered in optimization and artificial intelligence research are static: information about the problem is known a priori, and little to no uncertainty about this information is presumed to exist. Most real problems, however, are dynamic: information about the problem is released over time, uncertain events may occur, or the requirements of the problem may change as time passes. One technique for improving optimization and learning in dynamic environments is by using information from the past. By using solutions from previous environments, it is often easier to find promising solutions in a new environment. A common way to maintain and exploit information from the past is the use of memory, where solutions are stored periodically and can be retrieved and refined when the environment changes. Memory can help search respond quickly and efficiently to changes in a dynamic problem. Despite their strengths, standard memories have many weaknesses which limit their effectiveness. This thesis explores ways to improve memory for optimization and learning in dynamic environments. The techniques presented in this thesis improve memories by incorporating probabilistic models of previous solutions into memory, storing many previous solutions in memory while keeping overhead low, building long-term models of the dynamic search space over time, allowing easy refinement of memory entries, and mapping previous solutions to the current environment for problems where solutions may become obsolete over time. To address the weaknesses and limitations of standard memory, two novel classes of memory are introduced: density-estimate memory and classifier-based memory. Density-estimate memory builds and maintains probabilistic models within memory to create density estimations of promising areas of the search space over time.

Many problems considered in optimization and artificial intelligence research are static: information about the problem is known a priori, and little to no uncertainty about this information is presumed to exist. Most real problems, however, are dynamic: information about the problem is released over time, uncertain events may occur, or the requirements of the problem may change as time passes. One technique for improving optimization and learning in dynamic environments is by using information from the past. By using solutions from previous environments, it is often easier to find promising solutions in a new environment. A common way to maintain and exploit information from the past is the use of memory, where solutions are stored periodically and can be retrieved and refined when the environment changes. Memory can help search respond quickly and efficiently to changes in a dynamic problem. Despite their strengths, standard memories have many weaknesses which limit their effectiveness. This thesis explores ways to improve memory for optimization and learning in dynamic environments. The techniques presented in this thesis improve memories by incorporating probabilistic models of previous solutions into memory, storing many previous solutions in memory while keeping overhead low, building long-term models of the dynamic search space over time, allowing easy refinement of memory entries, and mapping previous solutions to the current environment for problems where solutions may become obsolete over time. To address the weaknesses and limitations of standard memory, two novel classes of memory are introduced: density-estimate memory and classifier-based memory. Density-estimate memory builds and maintains probabilistic models within memory to create density estimations of promising areas of the search space over time.

This report describes a program to enhance spelling word retention through the use of background music. The targeted population consisted of elementary students in three middle class communities located in the southwestern suburbs of Chicago. The problems for poor spelling retention were documented through data revealing the number of students needing an enhanced/alternative method of teaching spelling. Analysis of probable cause data supported the hypothesis that students are not as successful using traditional spelling methods. Review of student test scores, anecdotal records, and observation checklists revealed that students could improve their spelling scores through modifying the learning environment. A review of solution strategies documented in research literature together with an analysis of the problem setting resulted in the selection of possible interventions. Teachers employed background music in order to promote higher student achievement in spelling. Post intervention data indicated an improvement in students' spelling word retention. Spelling test scores and report card grades indicated a positive academic growth. Music enabled the students to concentrate, relax and revisualize spelling words. Contains 29 references, and 3 tables and 3 figures of data. Appendixes contain observation checklists, survey instruments, parent permission letters, and anecdotal notes. (Author/RS)

Evaluated with two age groups (mean age 8.1 years or 10.6 years) totaling 22 learning disabled children was whether there is an age related increase in recognition for visual nonverbal short term memory (STM) and the effects on STM of stimulus dimensionality, primacy, recency, and second choice responses. A serial recognition task was used to compare performance of the two age groups with two and three dimensional representations of nonverbal eight-point random shapes. Recognition of both dimensions was significantly better by older than younger children. No significant differences were found for either age group between two or three dimensional stimuli or in response strategies of first and second choices; but it was found that the three dimensional representations were recognized significatly better at the first serial position. Among significant departures from findings on verbal STM performance studies was that second choices were usually incorrect if the first choices were incorrect suggesting that similar mediational inefficiencies occurred. (Author/DB)

An attempt is made to discuss current models of information processing, learning, and development, thereby suggesting adequate methodological strategies for research in visual literacy. It is maintained that development is a cumulative process of learning, and that learning and memory are the result of new knowledge, sensations, etc. over a short period of time. Williams nine propositions are examined and recommendations are made for investigating them. It is pointed out that research efforts should be focused on providing evidences of appropriate teaching methods to facilitate visual literacy, and that more sophisticated experimental designs and statistical analysis are badly needed in order to search for scientific evidence in this field. (CH)

An attempt is made to discuss current models of information processing, learning, and development, thereby suggesting adequate methodological strategies for research in visual literacy. It is maintained that development is a cumulative process of learning, and that learning and memory are the result of new knowledge, sensations, etc. over a short period of time. Williams nine propositions are examined and recommendations are made for investigating them. It is pointed out that research efforts should be focused on providing evidences of appropriate teaching methods to facilitate visual literacy, and that more sophisticated experimental designs and statistical analysis are badly needed in order to search for scientific evidence in this field. (CH)

THE EFFECT OF SURGICAL AND PSYCHOLOGICAL STRESS ON LEARNING AND MEMORY FUNCTION IN AGED C57BL/6 MICE 后印本 作者： Zhang, C. 1 Xu, Z. 1 Li, P. 1 Cao, J. 1 Mi, W. 1 Li, C. 2 Zhao, S. 3 Li, P. 4 1 作者单位： 1. Chinese Peoples Liberat Army Gen Hosp, Anesthesia & Operat Ctr, 28th Fuxing Rd, Beijing 100853, Peoples R China. 2. Chinese Peoples Liberat Army Gen Hosp, Dept Ultrasound, Southern Bldg, Beijing 100853, Peoples R China. 3. Chinese Acad Sci, Inst Biophys, State Key Lab Brain & Cognit Sci, Beijing 100101, Peoples R China. 4. Navy Gen Hosp, Dept Anesthesiol, Beijing 100048, Peoples R China. 提交时间： 2016-05-05 14:39:50 摘要: Postoperative cognitive dysfunction (POCD) is an important complication following major surgery and general anesthesia in older patients. However, the etiology of POCD remains largely to be determined. It is unknown how surgical stress and psychological stress affect the postoperative learning and memory function in geriatric patients. We therefore established a pre-clinical model in aged C57BL/6 mice and aimed to investigate the effects of surgical stress and psychological stress on learning and memory function and the possible roles of the protein kinase B/mammalian target of rapamycin (AKT/mTOR) pathway. The surgical stress was induced by abdominal surgery under local anesthesia, and the psychological stress was induced by a communication box. Cognitive functions and markers of the AKT/mTOR pathway were assessed at 1, 3 and 7 days following the stress. The impairments of learning and memory function existed for up to 7 days following surgical stress and surgical stress plus psychological stress, whereas the psychological stress did not affect the cognitive function alone or combined with surgical stress. Analysis of brain tissue revealed a significant involvement of the AKT/mTOR pathway in the impairment of cognition. These data suggested that surgical stress could induce cognitive impairment in aged mice and perioperative psychological stress is not a constitutive factor of POCD. The AKT/mTOR pathway is likely involved as one of the underlying mechanisms of the development of POCD. (C) 2016 IBRO. Published by Elsevier Ltd. All rights reserved. POSTOPERATIVE COGNITIVE DYSFUNCTION ALZHEIMERS-DISEASE NEUROINFLAMMATION PATHWAY SURGERY RATS PHOSPHORYLATION CONSEQUENCES HIPPOCAMPUS ANESTHESIA 分类： 生物学 >> 生物物理学 >> 神经科学 引用： ChinaXiv:201605.00750 (或此版本 ChinaXiv:201605.00750V1 ) DOI:10.12074/201605.00750V1 CSTR:32003.36.ChinaXiv.201605.00750.V1 推荐引用方式： Zhang, C.,Xu, Z.,Li, P.,Cao, J.,Mi, W.,Li, C.,Zhao, S.,Li, P.,.THE EFFECT OF SURGICAL AND PSYCHOLOGICAL STRESS ON LEARNING AND MEMORY FUNCTION IN AGED C57BL/6 MICE.中国科学院科技论文预发布平台.[ChinaXiv:201605.00750V1] 版本历史 [V1] 2016-05-05 14:39:50 ChinaXiv:201605.00750V1 下载全文

THE EFFECT OF SURGICAL AND PSYCHOLOGICAL STRESS ON LEARNING AND MEMORY FUNCTION IN AGED C57BL/6 MICE 后印本 作者： Zhang, C. 1 Xu, Z. 1 Li, P. 1 Cao, J. 1 Mi, W. 1 Li, C. 2 Zhao, S. 3 Li, P. 4 1 作者单位： 1. Chinese Peoples Liberat Army Gen Hosp, Anesthesia & Operat Ctr, 28th Fuxing Rd, Beijing 100853, Peoples R China. 2. Chinese Peoples Liberat Army Gen Hosp, Dept Ultrasound, Southern Bldg, Beijing 100853, Peoples R China. 3. Chinese Acad Sci, Inst Biophys, State Key Lab Brain & Cognit Sci, Beijing 100101, Peoples R China. 4. Navy Gen Hosp, Dept Anesthesiol, Beijing 100048, Peoples R China. 提交时间： 2016-05-05 14:39:50 摘要: Postoperative cognitive dysfunction (POCD) is an important complication following major surgery and general anesthesia in older patients. However, the etiology of POCD remains largely to be determined. It is unknown how surgical stress and psychological stress affect the postoperative learning and memory function in geriatric patients. We therefore established a pre-clinical model in aged C57BL/6 mice and aimed to investigate the effects of surgical stress and psychological stress on learning and memory function and the possible roles of the protein kinase B/mammalian target of rapamycin (AKT/mTOR) pathway. The surgical stress was induced by abdominal surgery under local anesthesia, and the psychological stress was induced by a communication box. Cognitive functions and markers of the AKT/mTOR pathway were assessed at 1, 3 and 7 days following the stress. The impairments of learning and memory function existed for up to 7 days following surgical stress and surgical stress plus psychological stress, whereas the psychological stress did not affect the cognitive function alone or combined with surgical stress. Analysis of brain tissue revealed a significant involvement of the AKT/mTOR pathway in the impairment of cognition. These data suggested that surgical stress could induce cognitive impairment in aged mice and perioperative psychological stress is not a constitutive factor of POCD. The AKT/mTOR pathway is likely involved as one of the underlying mechanisms of the development of POCD. (C) 2016 IBRO. Published by Elsevier Ltd. All rights reserved. POSTOPERATIVE COGNITIVE DYSFUNCTION ALZHEIMERS-DISEASE NEUROINFLAMMATION PATHWAY SURGERY RATS PHOSPHORYLATION CONSEQUENCES HIPPOCAMPUS ANESTHESIA 分类： 生物学 >> 生物物理学 >> 神经科学 引用： ChinaXiv:201605.00750 (或此版本 ChinaXiv:201605.00750V1 ) DOI:10.12074/201605.00750V1 CSTR:32003.36.ChinaXiv.201605.00750.V1 推荐引用方式： Zhang, C.,Xu, Z.,Li, P.,Cao, J.,Mi, W.,Li, C.,Zhao, S.,Li, P.,.THE EFFECT OF SURGICAL AND PSYCHOLOGICAL STRESS ON LEARNING AND MEMORY FUNCTION IN AGED C57BL/6 MICE.中国科学院科技论文预发布平台.[ChinaXiv:201605.00750V1] 版本历史 [V1] 2016-05-05 14:39:50 ChinaXiv:201605.00750V1 下载全文