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Alvaro Rodrigo Anselmo Peñas Yusuke Miyao Noriko Kando 《Information processing & management》2018,54(4):564-575
Reading Comprehension tests are commonly used to assess the degree to which people comprehend what they read. This is why we work with the hypothesis that it is reasonable to use these tests to assess the degree to which a machine “comprehends” what it is reading. In this work, we evaluate Question Answering systems using Reading Comprehension tests from exams to enter University. This article analyses the datasets generated, the kind of inferences required, the methodology followed in three evaluation campaigns, the approaches presented by participants and current results. Besides, we study the evolution of systems and the main lessons learned in this evaluation process. We also show how current technologies are unable to pass university-entrance exams. This is because these tests require a deep understanding of texts, as well as detecting the similar meaning of phrases with different words. Future directions focused on these ideas seem more promising than including a massive amount of data for training systems, what has allowed systems to obtain outstanding results in Reading Comprehension tests with more straightforward questions. We think this study helps to increase the knowledge about how to develop better Question Answering systems. 相似文献
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Carolyn Zahn-Waxler Ruth J. Friedman Pamela M. Cole Ichiro Mizuta Noriko Hiruma 《Child development》1996,67(5):2462-2477
Japanese and U.S. preschool children's responses to hypothetical interpersonal dilemmas were examined as a function of culture, gender, and maternal child-rearing values. U.S. children showed more anger, more aggressive behavior and language, and underregulation of emotion than Japanese children, across different contexts of assessment. Children from the 2 cultures appeared more similar on prosocial and avoidant patterns, though in some contexts U.S. children also showed more prosocial themes. Girls from both cultures expressed more prosocial themes and sometimes more anger than boys. Maternal encouragement of children's emotional expressivity was correlated with anger and aggression in children. It was more characteristic of U.S. than Japanese mothers, while emphasis on psychological discipline (reasoning; guilt and anxiety induction) was more characteristic of Japanese than U.S. mothers. The relevance of a conceptual framework that focuses on differences in Eastern and Western cultures in self-construals regarding independence and interdependence is considered. 相似文献
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Opinion holder identification research is important for discriminating between opinions that are viewed from different perspectives. We propose a new opinion holder identification method that is based on a differentiation between the author and authority viewpoints in opinionated sentences. In our method, the author- and authority-opinionated sentences were extracted, respectively, by utilizing the different features because their writing styles were different. Although the researchers have not focused on it, this differentiation is important for correctly identifying opinion holders. We describe our participation in the NTCIR-6 Opinion Analysis Pilot Task by focusing on the opinion holder identification results in Japanese and English. The evaluation results showed that our system performed fairly well with respect to Japanese documents, and postsubmission analysis has revealed that improvements could be made with respect to English documents as well. 相似文献
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Since the 1990s we have seen an increase in consideration of social and cultural aspects of learning as a way to foster organizational learning and human performance. Despite strong interest among practitioners and scholars, the study of organizational learning is lacking in empirical research. The study described here calls attention to the importance of informal learning in designing effective learning environments for the training of professionals. The study examines how people share and construct their knowledge in a Public Defender's Office and conclude that there are six attributes of communities of practice (CoPs) that serve as scaffolding for organizational learning. The attributes are (1) a group of professionals, (2) development of a shared meaning, (3) informal network, (4) supportive culture‐trust, (5) engagement in knowledge building, and (6) individuals' negotiation and development of professional identities. Implications for education and training in relation to the concept of CoPs are discussed. 相似文献
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Noriko Porter 《Early Childhood Education Journal》2012,40(3):161-167
The purpose of this paper is to describe effective methods of developing pretend play that is intrinsically motivating for
young children with autism spectrum disorder (ASD) using the topic of circumscribed interests. Children with ASD often develop
very specialized interests, known as Circumscribed Interests (CI). However, their limited and intense interests are often
perceived by others, especially by parents, as interfering with their learning and social interactions with others. This paper
reports how one parent fostered pretend play in her preschool child with autism based on his CI in “trains.” Four steps for
promoting pretend play for preschool children with autism using their topic of interest are presented. These include (1) Creating
a web, (2) Modeling pretend play through use of divergent materials, (3) Modeling verbal interaction in pretend play, and
(4) Providing theme boxes and field trips/excursions. The author concludes that the four steps are useful for not only fostering
their active involvement in pretend play, but also in helping their topic of special interest expand into a wide range of
pretend play. In addition, creating webs based on CI may enable caregivers or teachers to intentionally provide meaningful
experience with specific outcomes in mind for children with autism. 相似文献
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Noriko Asato 《History of education quarterly》2003,43(1):10-38
Under the policies of the United States, it will be very difficult to prohibit schools of this kind unless it were definitely proven that they were teaching treasonable things. –P. P. Claxton, U. S. Commissioner of Education1 相似文献