scholarly journals Automatic domain-specific learning: towards a methodology for ontology enrichment

Author(s):  
Pedro Ureña Gómez-Moreno ◽  
Eva M. Mestre-Mestre
2009 ◽  
Vol 37 (1) ◽  
pp. 10-20 ◽  
Author(s):  
Benjamin Martin Bly ◽  
Ricardo E. Carrión ◽  
Björn Rasch

2008 ◽  
Vol 31 (5) ◽  
pp. 532-533 ◽  
Author(s):  
Teresa Satterfield

AbstractChristiansen & Chater (C&C) focus solely on general-purpose cognitive processes in their elegant conceptualization of language evolution. However, numerous developmental facts attested in L1 acquisition confound C&C's subsequent claim that the logical problem of language acquisition now plausibly recapitulates that of language evolution. I argue that language acquisition should be viewed instead as a multi-layered construction involving the interplay of general and domain-specific learning mechanisms.


2009 ◽  
Vol 17 (1) ◽  
pp. 1-42 ◽  
Author(s):  
Ji Y. Son ◽  
Robert L. Goldstone

Science education faces the difficult task of helping students understand and appropriately generalize scientific principles across a variety of superficially dissimilar specific phenomena. Can cognitive technologies be adapted to benefit both learning specific domains and generalizable transfer? This issue is examined by teaching students complex adaptive systems with computer-based simulations. With a particular emphasis on fostering understanding that transfers to dissimilar phenomena, the studies reported here examine the influence of different descriptions and perceptual instantiations of the scientific principle of competitive specialization. Experiment 1 examines the role of intuitive descriptions to concrete ones, finding that intuitive descriptions leads to enhanced domain-specific learning but also deters transfer. Experiment 2 successfully alleviated these difficulties by combining intuitive descriptions with idealized graphical elements. Experiment 3 demonstrates that idealized graphics are more effective than concrete graphics even when unintuitive descriptions are applied to them. When graphics are concrete, learning and transfer largely depend on the particular description. However, when graphics are idealized, a wider variety of descriptions results in levels of learning and transfer similar to the best combination involving concrete graphics. Although computer-based simulations can be effective for learning that transfers, designing effective simulations requires an understanding of concreteness and idealization in both the graphical interface and its description.


IEEE Access ◽  
2018 ◽  
Vol 6 ◽  
pp. 53611-53619
Author(s):  
Hong-Bo Wang ◽  
Yanze Xue ◽  
Xiaoxiao Zhen ◽  
Xuyan Tu

2016 ◽  
Vol 15 (1) ◽  
pp. 28-54
Author(s):  
UTE SPROESSER ◽  
JOACHIM ENGEL ◽  
SEBASTIAN KUNTZE

Supporting motivational variables such as self-concept or interest is an important goal of schooling as they relate to learning and achievement. In this study, we investigated whether specific interest and self-concept related to the domains of statistics and mathematics can be fostered through a four-lesson intervention focusing on statistics. Data about these motivational variables and achievement related to statistics were gathered from 503 eighth graders. Our results indicate that students perceived mathematics and statistics differently with respect to their self-concept and interest. Moreover, statistics-related self-concept and interest could be fostered through the domain-specific intervention, whereby a greater increase was found among students with higher prior achievement in the domain of statistics. First published May 2016 at Statistics Education Research Journal Archives


2016 ◽  
Vol 11 (7) ◽  
pp. 1630-1641 ◽  
Author(s):  
Samarth Bharadwaj ◽  
Himanshu S. Bhatt ◽  
Mayank Vatsa ◽  
Richa Singh

Author(s):  
Fengfeng Ke

This chapter reports a design-based study that examines core game mechanics that enable an intrinsic integration of domain-specific learning. In particular, the study aims to extract the design heuristics that promote content engagement in the actions of architectural construction in Earthquake Rebuild, a 3D epistemic simulation game that aims to promote active math learning for middle-school students. Data were collected from iterative expert reviews and user-testing studies. Based on the study findings, the chapter presents qualitative, analytic speculations on the design of the game-play mode and perspective, the granularity level, the user input interface, and incentives for attentive content engagement that will reinforce the learning affordance and playability of the core game gaming actions.


2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Longbing Cao ◽  
Chengzhang Zhu

AbstractEnterprise data typically involves multiple heterogeneous data sources and external data that respectively record business activities, transactions, customer demographics, status, behaviors, interactions and communications with the enterprise, and the consumption and feedback of its products, services, production, marketing, operations, and management, etc. They involve enterprise DNA associated with domain-oriented transactions and master data, informational and operational metadata, and relevant external data. A critical challenge in enterprise data science is to enable an effective ‘whole-of-enterprise’ data understanding and data-driven discovery and decision-making on all-round enterprise DNA. Accordingly, here we introduce a neural encoder Table2Vec for automated universal representation learning of entities such as customers from all-round enterprise DNA with automated data characteristics analysis and data quality augmentation. The learned universal representations serve as representative and benchmarkable enterprise data genomes (similar to biological genomes and DNA in organisms) and can be used for enterprise-wide and domain-specific learning tasks. Table2Vec integrates automated universal representation learning on low-quality enterprise data and downstream learning tasks. Such automated universal enterprise representation and learning cannot be addressed by existing enterprise data warehouses (EDWs), business intelligence and corporate analytics systems, where ‘enterprise big tables’ are constructed with reporting and analytics conducted by specific analysts on respective domain subjects and goals. It addresses critical limitations and gaps of existing representation learning, enterprise analytics and cloud analytics, which are analytical subject, task and data-specific, creating analytical silos in an enterprise. We illustrate Table2Vec in characterizing all-round customer data DNA in an enterprise on complex heterogeneous multi-relational big tables to build universal customer vector representations. The learned universal representation of each customer is all-round, representative and benchmarkable to support both enterprise-wide and domain-specific learning goals and tasks in enterprise data science. Table2Vec significantly outperforms the existing shallow, boosting and deep learning methods typically used for enterprise analytics. We further discuss the research opportunities, directions and applications of automated universal enterprise representation and learning and the learned enterprise data DNA for automated, all-purpose, whole-of-enterprise and ethical machine learning and data science.


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