SemSeq: A Regime for Training Widely-Applicable Word-Sequence Encoders

2020 ◽  
pp. 43-55
Author(s):  
Hiroaki Tsuyuki ◽  
Tetsuji Ogawa ◽  
Tetsunori Kobayashi ◽  
Yoshihiko Hayashi
Keyword(s):  
Word Sequence

scholarly journals Syntax-Aware Neural Semantic Role Labeling

2019 ◽  
Vol 33 ◽  
pp. 7305-7313 ◽  
Author(s):  
Qingrong Xia ◽  
Zhenghua Li ◽  
Min Zhang ◽  
Meishan Zhang ◽  
Guohong Fu ◽  
...  
Keyword(s):  
Close Correlation ◽  
Semantic Role ◽  
Semantic Role Labeling ◽  
Semantic Parsing ◽  
Single Model ◽  
Improve Performance ◽  
Syntactic Structures ◽  
Word Sequence ◽  
Input Sentence ◽  
Feature Based

Semantic role labeling (SRL), also known as shallow semantic parsing, is an important yet challenging task in NLP. Motivated by the close correlation between syntactic and semantic structures, traditional discrete-feature-based SRL approaches make heavy use of syntactic features. In contrast, deep-neural-network-based approaches usually encode the input sentence as a word sequence without considering the syntactic structures. In this work, we investigate several previous approaches for encoding syntactic trees, and make a thorough study on whether extra syntax-aware representations are beneficial for neural SRL models. Experiments on the benchmark CoNLL-2005 dataset show that syntax-aware SRL approaches can effectively improve performance over a strong baseline with external word representations from ELMo. With the extra syntax-aware representations, our approaches achieve new state-of-the-art 85.6 F1 (single model) and 86.6 F1 (ensemble) on the test data, outperforming the corresponding strong baselines with ELMo by 0.8 and 1.0, respectively. Detailed error analysis are conducted to gain more insights on the investigated approaches.

Exploring word sequence

2013 ◽  
Vol 15 (1) ◽  
pp. 18-20
Author(s):  
Keri Finlayson
Keyword(s):  
Word Sequence

Brief Report: The Development of the Number-Word Sequence in the Counting of Three-Year-Olds

1983 ◽  
Vol 14 (5) ◽  
pp. 361-368
Author(s):  
Arthur J. Baroody ◽  
Joyce Price
Keyword(s):  
Number Word ◽  
Formal Schooling ◽  
Word Sequence ◽  
Object Counting

Even before formal schooling begins, there are significant developments in children's counting ability (e.g., Baroody & Ginsburg, 1982; Fuson & Hall, 1983; Gelman & Gallistel, 1978; Ginsburg, 1982; Schaeffer, Eggleston, & Scott, 1974). The child begins to learn the number-word sequence (rote counting) and then uses this sequence to count sets (object counting). Recently, some resea rchers (e.g., Briars & Siegler, 1981; Fuson & Hall, 1983; Wagner & Walters, 1982) have questioned Gelman and Gallistel's (1978) assertion that these two counting abilities are governed by (implicit) principles.

scholarly journals Distortion Model Based on Word Sequence Labeling for Statistical Machine Translation

2014 ◽  
Vol 13 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Isao Goto ◽  
Masao Utiyama ◽  
Eiichiro Sumita ◽  
Akihiro Tamura ◽  
Sadao Kurohashi
Keyword(s):  
Machine Translation ◽  
Statistical Machine Translation ◽  
Distortion Model ◽  
Model Based ◽  
Sequence Labeling ◽  
Word Sequence

scholarly journals Rol del tutor en el desarrollo de habilidades cognitivas en alumnos con discapacidad intelectual

2021 ◽  
Vol 2 (3) ◽  
pp. 395-408
Author(s):  
Milagros Murillo Benavides
Keyword(s):  
Cognitive Skills ◽  
Action Plan ◽  
Evaluation Process ◽  
Individual Action ◽  
Validity And Reliability ◽  
Pedagogical Strategies ◽  
Word Sequence ◽  
Degree Of Disability ◽  
The Individual ◽  
Discapacidad Intelectual

La presente investigación tuvo como objetivo diagnosticar las habilidades cognitivas en los alumnos del centro de educación básica especial Unámonos, desde el año 2013 hasta el año 2016. Con tal objetivo se realizó una medición de las habilidades cognitivas de los alumnos del centro el año 2013 (76 estudiantes ) para posteriormente realizar una nueva medición de dichas habilidades el año 2016, luego de la aplicación de 3 años consecutivos del plan de acción individual en cada uno de los alumnos a fin  de evaluar los resultados obtenidos, adicionalmente durante los años 2014,2015  se realizó una evaluación (de 23 estudiantes  ),para evaluar la eficacia de la estrategia plan de acción individual. Cabe resaltar que para la realización de la presente investigación y como parte del proceso de evaluación de las habilidades cognitivas se procedió a la creación de instrumentos especialmente diseñados y acordes a las necesidades de niños con habilidades diferentes, mismos que fueron creados por la autora, dichos instrumentos incluyen  la evaluación del desarrollo integral en alumnos con habilidades diferentes en sus diferentes versiones A, B, C Y D para alumnos cuyas edades oscila entre los 3 y 28 años. La información obtenida en la presente investigación fue recogida a través de evaluaciones individuales con cada uno de los alumnos del centro, tiempo en el cual se tomaron todas las previsiones las cuales incluyen fotografías y videos de los alumnos a fin de alcanzar la mayor validez y confiabilidad del estudio. Cabe resaltar que al finalizar la investigación se observó un incremento significativo en las habilidades cognitivas de cada uno de los alumnos especialmente en áreas tales como: secuencia de palabras, lenguaje comprensivo y  nociones espaciales, áreas donde se observaron mejoras en los estudiantes de hasta un 80 % alcanzándose  los objetivos generales y específicos propuestos para este trabajo. La hipótesis de la investigación, “todos los alumnos, independientemente del grado de discapacidad que presenten, tienen la posibilidad de mejorar y desarrollar sus habilidades a partir de mediciones adecuadas y de estrategias pedagógicas apropiadas”, fue totalmente comprobada.   The objective of this research was to diagnose the cognitive skills of the students of the Unámonos basic special education center, from 2013 to 2016. With such objective, a measurement of the cognitive skills of the students of the center was carried out in 2013 (76 students) to subsequently perform a new measurement of such skills in 2016, after the application of 3 consecutive years of the individual action plan in each of the students in order to evaluate the results obtained, additionally during the years 2014,2015 an evaluation was carried out (of 23 students), to evaluate the effectiveness of the individual action plan strategy. It should be noted that in order to carry out this research and as part of the evaluation process of cognitive skills, we proceeded to the creation of instruments specially designed and according to the needs of children with different abilities, which were created by the author, these instruments include the evaluation of the integral development in students with different abilities in their different versions A, B, C and D for students whose ages range between 3 and 28 years. The information obtained in the present research was collected through individual evaluations with each of the students of the center, during which time all the previsions were taken, including photographs and videos of the students in order to achieve the greatest validity and reliability of the study. It should be noted that at the end of the research a significant increase was observed in the cognitive skills of each of the students, especially in areas such as: word sequence, comprehension language and spatial notions, areas where improvements were observed in the students of up to 80%, reaching the general and specific objectives proposed for this work. The hypothesis of the research, "all students, regardless of the degree of disability they present, have the possibility of improving and developing their skills based on adequate measurements and appropriate pedagogical strategies", was fully proven.  

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