Neurofuzzy Network with On-Line Learning in Fault Detection of Dynamic Systems

2008 ◽  
pp. 375-387
Author(s):  
Walmir Caminhas ◽  
Fernando Gomide
Keyword(s):  
Fault Detection ◽  
Dynamic Systems ◽  
On Line ◽  
On Line Learning

Nonlinear Control of Dynamic Systems Using Single Multiplicative Neuron Models

2012 ◽  
Author(s):  
Jonathan G. Turner ◽  
Biswanath Samanta
Keyword(s):  
Nonlinear Control ◽  
Dynamic Systems ◽  
Optimization Technique ◽  
Real Life ◽  
Population Based ◽  
Motor Speed ◽  
Neuron Models ◽  
On Line ◽  
On Line Learning ◽  
Better Than

The paper presents an approach to nonlinear control of dynamic systems using artificial neural networks (ANN). A novel form of ANN, namely, single multiplicative neuron (SMN) model is proposed in place of more traditional multi-layer perceptron (MLP). SMN derives its inspiration from the single neuron computation model in neuroscience. SMN model is trained off-line, to estimate the network weights and biases, using a population based stochastic optimization technique, namely, particle swarm optimization (PSO). Both off-line training and on-line learning of SMN have been considered. The development of the control algorithm is illustrated through the hardware-in-the-loop (HIL) implementation of DC motor speed control in LabVIEW environment. The controller based on SMN performs better than MLP. The simple structure and faster computation of SMN have the potential to make it a preferred candidate for implementation of real-life complex control systems.

Patterns of Implicit Learning Below the Level of Conscious Knowledge

2010 ◽  
Vol 24 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Juliana Yordanova ◽  
Rolf Verleger ◽  
Ullrich Wagner ◽  
Vasil Kolev
Keyword(s):  
Implicit Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Knowledge Generation ◽  
Sleep Stages ◽  
Implicit Processing ◽  
Implicit Processes ◽  
Late Night ◽  
On Line ◽  
On Line Learning

The objective of the present study was to evaluate patterns of implicit processing in a task where the acquisition of explicit and implicit knowledge occurs simultaneously. The number reduction task (NRT) was used as having two levels of organization, overt and covert, where the covert level of processing is associated with implicit associative and implicit procedural learning. One aim was to compare these two types of implicit processes in the NRT when sleep was or was not introduced between initial formation of task representations and subsequent NRT processing. To assess the effects of different sleep stages, two sleep groups (early- and late-night groups) were used where initial training of the task was separated from subsequent retest by 3 h full of predominantly slow wave sleep (SWS) or rapid eye movement (REM) sleep. In two no-sleep groups, no interval was introduced between initial and subsequent NRT performance. A second aim was to evaluate the interaction between procedural and associative implicit learning in the NRT. Implicit associative learning was measured by the difference between the speed of responses that could or could not be predicted by the covert abstract regularity of the task. Implicit procedural on-line learning was measured by the practice-based increased speed of performance with time on task. Major results indicated that late-night sleep produced a substantial facilitation of implicit associations without modifying individual ability for explicit knowledge generation or for procedural on-line learning. This was evidenced by the higher rate of subjects who gained implicit knowledge of abstract task structure in the late-night group relative to the early-night and no-sleep groups. Independently of sleep, gain of implicit associative knowledge was accompanied by a relative slowing of responses to unpredictable items suggesting reciprocal interactions between associative and motor procedural processes within the implicit system. These observations provide evidence for the separability and interactions of different patterns of processing within implicit memory.

SCROLLA — On-Line Learning and Assessment

2001 ◽  
Vol 1 (2) ◽  
pp. 27-27
Author(s):  
Cliff Beevers
Keyword(s):  
On Line ◽  
On Line Learning
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