scholarly journals Temporal tracking and early warning of multi semantic features of learning behavior

Author(s):  
Xiaona Xia ◽  
Wanxue Qi
Author(s):  
Yong Li ◽  
Xiaojun Yang ◽  
Min Zuo ◽  
Qingyu Jin ◽  
Haisheng Li ◽  
...  

The real-time and dissemination characteristics of network information make net-mediated public opinion become more and more important food safety early warning resources, but the data of petabyte (PB) scale growth also bring great difficulties to the research and judgment of network public opinion, especially how to extract the event role of network public opinion from these data and analyze the sentiment tendency of public opinion comment. First, this article takes the public opinion of food safety network as the research point, and a BLSTM-CRF model for automatically marking the role of event is proposed by combining BLSTM and conditional random field organically. Second, the Attention mechanism based on vocabulary in the field of food safety is introduced, the distance-related sequence semantic features are extracted by BLSTM, and the emotional classification of sequence semantic features is realized by using CNN. A kind of Att-BLSTM-CNN model for the analysis of public opinion and emotional tendency in the field of food safety is proposed. Finally, based on the time series, this article combines the role extraction of food safety events and the analysis of emotional tendency and constructs a net-mediated public opinion early warning model in the field of food safety according to the heat of the event and the emotional intensity of the public to food safety public opinion events.


2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.


Author(s):  
Xiaofei Li ◽  
Cesar L. Escalante ◽  
James E. Epperson ◽  
Lewell F. Gunter

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