ASSESS - Automated Subjective Answer Evaluation Using Semantic Learning

2021 ◽  
Author(s):  
Era Johri ◽  
Nidhi Dedhia ◽  
Kunal Bohra ◽  
Prem Chandak ◽  
Hunain Adhikari
Keyword(s):  
Semantic Learning

New Semantic Learning in Amnesia

1994 ◽  
Author(s):  
Stephen B. Hamann ◽  
Larry R. Squire
Keyword(s):  
Semantic Learning

scholarly journals Quantum Semantic Learning by Reverse Annealing of an Adiabatic Quantum Computer

2020 ◽  
pp. 2000133
Author(s):  
Lorenzo Rocutto ◽  
Claudio Destri ◽  
Enrico Prati
Keyword(s):  
Quantum Computer ◽  
Semantic Learning

scholarly journals The hidden depths of new word knowledge: Using graded measures of orthographic and semantic learning to measure vocabulary acquisition

2021 ◽  
Vol 74 ◽  
pp. 101468
Author(s):  
Jessie Ricketts ◽  
Nicola Dawson ◽  
Robert Davies
Keyword(s):  
Vocabulary Acquisition ◽  
Word Knowledge ◽  
Semantic Learning

Phoenix tool: a support to semantic learning model

2005 ◽  
Author(s):  
E. Fernandes ◽  
H. Madhour ◽  
S. Miniaoui ◽  
M.W. Forte
Keyword(s):  
Learning Model ◽  
Semantic Learning

Learning Orthographic and Semantic Representations Simultaneously During Shared Reading

2021 ◽  
pp. 1-13
Author(s):  
Sharry Shakory ◽  
Xi Chen ◽  
S. Hélène Deacon
Keyword(s):  
Word Reading ◽  
Shared Reading ◽  
The Novel ◽  
Word Meanings ◽  
Standardized Measures ◽  
Semantic Learning ◽  
New Words ◽  
Reading Abilities ◽  
Orthographic Representations ◽  
Nonverbal Reasoning

Purpose The value of shared reading as an opportunity for learning word meanings, or semantics, is well established; it is less clear whether children learn about the orthography, or word spellings, in this context. We tested whether children can learn the spellings and meanings of new words at the same time during a tightly controlled shared reading session. We also examined whether individual differences in either or both of orthographic and semantic learning during shared reading in English were related to word reading in English and French concurrently and 6 months longitudinally in emergent English–French bilinguals. Method Sixty-two Grade 1 children (35 girls; M age = 75.89 months) listened to 12 short stories, each containing four instances of a novel word, while the examiner pointed to the text. Choice measures of the spellings and meanings of the novel words were completed immediately after reading each set of three stories and again 1 week later. Standardized measures of word reading as well as controls for nonverbal reasoning, vocabulary, and phonological awareness were also administered. Results Children scored above chance on both immediate and delayed measures of orthographic and semantic learning. Orthographic learning was related to both English and French word reading at the same time point and 6 months later. In contrast, the relations between semantic learning and word reading were nonsignificant for both languages after including controls. Conclusion Shared reading is a valuable context for learning both word meanings and spellings, and the learning of orthographic representations in particular is related to word reading abilities. Supplemental Material https://doi.org/10.23641/asha.13877999

scholarly journals Ontologies and Knowledge Aggregation in the Active Semantic Learning System

2011 ◽  
Author(s):  
Ioan Szilagyi ◽  
Radu Balog-Crisan ◽  
Ana Roxin ◽  
Ioan Roxin
Keyword(s):  
Learning System ◽  
Semantic Learning

scholarly journals HyCo – An Authoring Tool to Create Semantic Learning Objects for Web-Based E-learning Systems

2004 ◽  
pp. 344-348 ◽  
Author(s):  
Francisco J. García ◽  
Adriana J. Berlanga ◽  
Maria N. Moreno ◽  
Javier García ◽  
Jorge Carabias
Keyword(s):  
Learning Objects ◽  
Learning Systems ◽  
Authoring Tool ◽  
Web Based ◽  
Semantic Learning ◽  
E Learning
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