Transferring the principle of loose coupling to the semantic level

Author(s):  
Nils Barnickel ◽  
Matthias Fluegge
2014 ◽  
Vol E97.C (10) ◽  
pp. 965-971 ◽  
Author(s):  
Tadashi KAWAI ◽  
Yuma SUMITOMO ◽  
Akira ENOKIHARA ◽  
Isao OHTA ◽  
Kei SATOH ◽  
...  

2020 ◽  
Vol 34 (03) ◽  
pp. 2594-2601
Author(s):  
Arjun Akula ◽  
Shuai Wang ◽  
Song-Chun Zhu

We present CoCoX (short for Conceptual and Counterfactual Explanations), a model for explaining decisions made by a deep convolutional neural network (CNN). In Cognitive Psychology, the factors (or semantic-level features) that humans zoom in on when they imagine an alternative to a model prediction are often referred to as fault-lines. Motivated by this, our CoCoX model explains decisions made by a CNN using fault-lines. Specifically, given an input image I for which a CNN classification model M predicts class cpred, our fault-line based explanation identifies the minimal semantic-level features (e.g., stripes on zebra, pointed ears of dog), referred to as explainable concepts, that need to be added to or deleted from I in order to alter the classification category of I by M to another specified class calt. We argue that, due to the conceptual and counterfactual nature of fault-lines, our CoCoX explanations are practical and more natural for both expert and non-expert users to understand the internal workings of complex deep learning models. Extensive quantitative and qualitative experiments verify our hypotheses, showing that CoCoX significantly outperforms the state-of-the-art explainable AI models. Our implementation is available at https://github.com/arjunakula/CoCoX


2021 ◽  
pp. 001312452110019
Author(s):  
Trevor Tsz-lok Lee

This paper contributes to our understanding of the micro-policy experience of an implemented curriculum from the perspective of students, in addition to teachers, as the key coupling agents in the schools of a Chinese global city. Although the phenomenon of decoupling in educational policy is widely recognized, much less attention has been paid to the micro-dynamics involved in implementing education reform policy from the perspective of students and teachers. It is argued that these local actors’ experiences are best captured by the bi-dimensional framework of loose coupling and pedagogic modalities. This argument is illustrated through a case study of the implementation of the Liberal Studies reform under Senior Secondary Curriculum in Hong Kong since 2009. The study demonstrates how students and teachers interpret and make sense of policy, strategic, and practical needs manifested in the microprocesses of policy coupling and decoupling.


2019 ◽  
Vol 86 ◽  
pp. 111-132
Author(s):  
Javier Osorio ◽  
Neftali Villanueva

AbstractThe purpose of this paper is to explore the connection between expressivism and disagreement. More in particular, the aim is to defend that one of the desiderata that can be derived from the study of disagreement, the explanation of ‘crossed disagreements’, can only be accommodated within a semantic theory that respects, at the meta-semantic level, certain expressivistic restrictions. We will compare contemporary dynamic expressivism with three different varieties of contextualist strategies to accommodate the specificities of evaluative language –indexical contextualism – truth-conditional pragmatics –, pragmatic strategies using implicatures, and presuppositional accounts. Our conclusion will be that certain assumptions of expressivism are necessary in order to provide a semantic account of evaluative uses of language that can allow us to detect and prevent crossed disagreements.


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