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111.
Shujian Yu Zubin Abraham Heng Wang Mohak Shah Yantao Wei José C. Príncipe 《Journal of The Franklin Institute》2019,356(5):3187-3215
A fundamental issue for statistical classification models in a streaming environment is that the joint distribution between predictor and response variables changes over time (a phenomenon also known as concept drifts), such that their classification performance deteriorates dramatically. In this paper, we first present a hierarchical hypothesis testing (HHT) framework that can detect and also adapt to various concept drift types (e.g., recurrent or irregular, gradual or abrupt), even in the presence of imbalanced data labels. A novel concept drift detector, namely Hierarchical Linear Four Rates (HLFR), is implemented under the HHT framework thereafter. By substituting a widely-acknowledged retraining scheme with an adaptive training strategy, we further demonstrate that the concept drift adaptation capability of HLFR can be significantly boosted. The theoretical analysis on the Type-I and Type-II errors of HLFR is also performed. Experiments on both simulated and real-world datasets illustrate that our methods outperform state-of-the-art methods in terms of detection precision, detection delay as well as the adaptability across different concept drift types. 相似文献
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Abraham Stahl 《比较教育学》1975,11(2):147-152
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Emotion dialogues between mothers and children at 4.5 and 7.5 years: relations with children's attachment at 1 year 总被引:1,自引:0,他引:1
It was examined whether secure infant-mother attachment contributes to emotionally congruent and organized mother-child dialogues about emotions in later years. The attachment of 99 children was assessed using the Strange Situation at the age of 1 year and their emotion dialogues with their mothers were assessed at the ages of 4.5 and 7.5 years. Dialogues were about past emotional events and separation of a child from parents, and were classified into an emotionally matched group or 1 of 3 non-emotionally matched groups. Security in infancy was associated with emotionally matched dialogues at the age of 4.5; there was moderate stability in dialogues between 4.5 and 7.5 years; and infant attachment predicted dialogues at 7.5 beyond the prediction offered by age 4.5 dialogues. 相似文献
120.
Ricardo Eiraldi Barry McCurdy Billie Schwartz Courtney Benjamin Wolk Manju Abraham Abbas F. Jawad Bonnie K. Nastasi Jennifer A. Mautone 《Psychology in the schools》2019,56(8):1230-1245
This paper describes implementation (fidelity, perceived acceptability) and tier 1 and Tier 2 outcomes of school‐wide positive behavior interventions and supports approach including mental health supports at Tier 2 in two K‐8 urban schools. Interventions for Tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols for externalizing behavior problems, depression, and anxiety. Tier 1 and Tier 2 interventions were implemented with fidelity but program feasibility for Tier 2 was in question because school personnel needed a great deal of external support to implement the interventions. Tier 1 interventions were associated with a decrease in office discipline referrals. Students participating in GCBT showed a significant decrease in mental health diagnostic severity at posttreatment. A discussion of perceived and actual implementation barriers and how they were addressed is provided. Implications for practice in low‐income urban schools are discussed. 相似文献