scholarly journals Comment Evaluation and Revision in a Bilingual Electronic Meeting

2015 ◽  
Vol 10 (7) ◽  
pp. 2311-2317
Author(s):  
Milam Aiken ◽  
Jamison Posey ◽  
Brian Reithel
Keyword(s):  
Error Detection ◽  
Control Group ◽  
Round Trip ◽  
Automatic Translation ◽  
Electronic Meetings ◽  
Similarity Threshold ◽  
Original Message ◽  
Translation Accuracy ◽  
Group Member ◽  
Electronic Meeting System

Translation accuracy continues to be a major problem in multilingual electronic meetings and a significant reason for such systems’ lack of acceptance and use. One way of increasing accuracy is detecting potential errors before a comment is added to the discussion. By comparing the original message text with a round-trip translation (RTT) and correcting any wording mistakes, misunderstandings might be prevented in the overall conversation. In this study, one group used an electronic meeting system with automatic translation that detected differences between a participant’s typed comment and a RTT. If there was a significant change, the group member was then given an opportunity to modify the text before submitting it to the transcript. Another group, serving as the control group, used an equivalent electronic meeting system without error detection. Results show that there was only a slight, non-significant increase in comprehension when comments were revised and translated to German with an 80% similarity threshold, but there would have been a significant increase in comprehension if a 50% threshold had been chosen.

scholarly journals Disturbed Monitoring and Response Inhibition in patients with Gilles De La Tourette Syndrome and Co-Morbid Obsessive Compulsive Disorder

2003 ◽  
Vol 14 (1-2) ◽  
pp. 29-37 ◽  
Author(s):  
Sandra Verena Müller ◽  
Sönke Johannes ◽  
Berdieke Wieringa ◽  
Axel Weber ◽  
Kirsten Müller-Vahl ◽  
...  
Keyword(s):  
Executive Functions ◽  
Obsessive Compulsive Disorder ◽  
Tourette Syndrome ◽  
Response Inhibition ◽  
Error Detection ◽  
Neuropsychological Tests ◽  
Cognitive Domain ◽  
Control Group ◽  
Obsessive Compulsive ◽  
Compulsive Disorder

Objective:Fronto-striatal dysfunction has been discussed as underlying symptoms of Tourette syndrome (TS) with co-morbid Obsessive Compulsive Disorder (OCD). This suggests possible impairments of executive functions in this disorder, which were therefore targeted in the present study.Results:A comprehensive series of neuropsychological tests examining attention, memory and executive functions was performed in a group of 14 TS/OCD in co-occurrence with OCD patients and a matched control group.Results:While attentional and memory mechanisms were not altered, TS/OCS patients showed deficits in executive functions predominately in the areas of response inhibition and action monitoring.Conclusions:These findings provide further evidence for a substantial impairment of the frontal-striatal-thalamic-frontal circuit. We propose that the deficits in monitoring, error detection and response inhibition constitute the major impairment of TS/OCD patients in the cognitive domain.

scholarly journals FPGA-based redundancy bits reduction algorithm using the enhanced error detection correction code

2018 ◽  
Vol 7 (3) ◽  
pp. 1008 ◽  
Author(s):  
Lean Karlo TOLENTINO ◽  
Maria Victoria PADILLA ◽  
Ronnie SERFA JUAN
Keyword(s):  
Error Detection ◽  
Input Data ◽  
Binary Code ◽  
Transmission Rate ◽  
Deterministic Algorithm ◽  
Reduction Algorithm ◽  
Hamming Code ◽  
Random Errors ◽  
Receiver System ◽  
Original Message

To ensure an error-free transmission in packet switching, additional check bits (either header or a payload) are typically appended to the input data of a message for error detection especially in a string of binary code. Normally, it comes from the input message and as a result of a deterministic algorithm after these data have been processed. The receiver system implements the said algorithm, while the transmitter used it to match the reliability of the sent information and detects whether an error bit has occurred or not. The corrupted bits will be corrected, recovered, and matched with the original message. To further improve the detection and correction of the corrupted transmitted bits, an enhanced error detection correction code implementation was proposed and developed in this paper. This will improve the limitations of using cyclic redundancy checking (CRC) code and Hamming code, by reducing the number of the redundancy bits ‘r’ in CRC due to the needed polynomial generator, and the overhead of interspersing of the r in conventional Hamming code, respectively. Xilinx Spartan 6 (XC7Z020-2CLG4841) FPGA was used to synthesize the proposed enhanced error detection code (EEDC) method. Based on the results, the transmission rate is faster, and an increase in detection of random errors compared with using CRC and Hamming codes.  

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA KELAS X SMA NEGERI 1 KUPANG

2019 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Lidwina Felisima Tae ◽  
Fakhruddin Fakhruddin ◽  
Imelda Paulina Soko ◽  
Bagus Hary Prakoso
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Model ◽  
Control Group ◽  
Pattern Learning ◽  
Simple Pattern ◽  
Post Test ◽  
The Difference ◽  
Group Member ◽  
Share Information

Two Stay Two Stray  is a cooperative learning model which is majoring the cooperation of each member of group to finish the task given and give chance to its member to share information each other with another group member by following a certain pattern. The purpose of this research is  to investigate the difference of learning achievement between students who have been taught using cooperative learning model of Two Stay Two Stray  type with three intersection  pattern and students who have been taught using cooperative learning model of Two Stay Two Stray  type with the simple pattern. The participants of this research are two groups of 10th grader, the A class as the experiment group and the B class as the control group respectively.  The instruments used in this research is Two Stay Two Stray with three intersection pattern and simple pattern learning which is manifested in the syllabus, Teaching Implementation Plan (RPP), and the questions for pre test and post test. The results of the data analysis were: 1) There was a difference in achievement between students who have been taught using cooperative learning of Two Stay Two Stray  type with three intersection pattern and students who have taught using a model of cooperative learning by Two Stay Two Stray  type with simple pattern, 2) the learning achievements of students who have taught using cooperative learning model of Two Stay Two Stray  type with three intersection pattern were higher than students who have taught using cooperative learning model of Two Stay Two Stray  type with simple pattern.

scholarly journals Large-scale, Distributed, Multilingual, Electronic Meetings: A Pilot Study of Usability and Comprehension

2015 ◽  
Vol 14 (3) ◽  
pp. 5578-5585
Author(s):  
Jamison Posey ◽  
Milam Aiken
Keyword(s):  
European Union ◽  
Large Scale ◽  
Group Support Systems ◽  
The European Union ◽  
Face To Face ◽  
Automatic Translation ◽  
Geographically Dispersed ◽  
Electronic Meetings ◽  
Group Members ◽  
Increase Productivity

The United Nations, the European Union, and many other organizations must conduct meetings in many languages, but typically employ human interpreters with their accompanying cost. In addition, these oral discussions require participants to take turns speaking, lengthening the process. Many studies have shown that group support systems can reduce meeting time and increase productivity, and the addition of automatic translation into this process could support these multilingual groups. However, prior studies have typically used only a few languages with group members face to face. This study investigates how well a large multilingual group can use electronic meeting software in a geographically dispersed environment. Results show that the group members were able to understand comments exchanged in 66 languages when translated to English, and they believed the multilingual meeting system was useful for such discussions.

scholarly journals An Analysis of Comment-Revision Thresholds in Bilingual Electronic Meetings

2016 ◽  
Vol 15 (10) ◽  
pp. 7175-7181
Author(s):  
Bart Garner ◽  
Milam Aiken
Keyword(s):  
Language Comprehension ◽  
Target Language ◽  
Round Trip ◽  
Source Text ◽  
Electronic Meetings

Prior studies have shown that providing participants in bilingual or multilingual, electronic meetings with the capability of revising comments can increase the accuracy of translations to other languages. This is often done via a round-trip translation (RTT) in which the source text is translated to another language, translated back again, and compared with the original. If the similarity falls below a certain threshold, e.g. 50%, the originator may wish to revise the comment before final submission. However, minor changes might not be needed, and it is not clear where the threshold lies between acceptable and non-acceptable text. In this study, we seek to determine at what point accuracy can be improved by comment revision. Results show that the threshold did not affect the target-language comprehension, but higher thresholds substantially increased the cognitive burden for users in the form of alerts and comment revisions.

scholarly journals Symmetric Intralimb Transfer of Skilled Isometric Force Production

2018 ◽  
Author(s):  
Vikram A Rajan ◽  
Robert M Hardwick ◽  
Pablo A Celnik
Keyword(s):  
Skill Acquisition ◽  
Error Detection ◽  
Isometric Force ◽  
Force Production ◽  
Visuomotor Adaptation ◽  
Skill Learning ◽  
Control Group ◽  
Error Detection And Correction ◽  
Potential Applications ◽  
Asymmetric Learning

Motor control theories propose that the same motor plans can be employed by different effectors. Skills learned with one effector can therefore 'transfer' to others, which has potential applications in clinical situations. However, evidence from visuomotor adaptation suggests this effect is asymmetric; learning can be generalized from proximal-to-distal effectors (e.g. arm to hand), but not from distal-to-proximal effectors (e.g. hand to arm). We propose that skill learning may not be subject to this asymmetry, as it relies on multiple learning processes beyond error detection and correction. Participants learned a skill task involving the production of isometric forces. We assessed their ability to perform the task with the hand and arm. One group trained to perform the task using only their hand, while a second trained using only their arm. In a final assessment, we found that participants who trained with either effector improved their skill in performing the task with both their hand and arm. There was no change in a control group that did not train between assessments, indicating that gains were related to the training, not the multiple assessments. These results indicate that in contrast to visuomotor adaptation, motor skills can generalize from both proximal-to-distal and distal-to-proximal effectors. We propose this is due to differences in the processes underlying skill acquisition in comparison to visuomotor adaptation.

scholarly journals How learning shapes the empathic brain

2015 ◽  
Vol 113 (1) ◽  
pp. 80-85 ◽  
Author(s):  
Grit Hein ◽  
Jan B. Engelmann ◽  
Marius C. Vollberg ◽  
Philippe N. Tobler
Keyword(s):  
Prediction Error ◽  
Positive Emotions ◽  
Learning Experiences ◽  
Insular Cortex ◽  
Control Group ◽  
Subsequent Increase ◽  
Psychological Mechanisms ◽  
Brain Responses ◽  
Empathy Deficits ◽  
Group Member

Deficits in empathy enhance conflicts and human suffering. Thus, it is crucial to understand how empathy can be learned and how learning experiences shape empathy-related processes in the human brain. As a model of empathy deficits, we used the well-established suppression of empathy-related brain responses for the suffering of out-groups and tested whether and how out-group empathy is boosted by a learning intervention. During this intervention, participants received costly help equally often from an out-group member (experimental group) or an in-group member (control group). We show that receiving help from an out-group member elicits a classical learning signal (prediction error) in the anterior insular cortex. This signal in turn predicts a subsequent increase of empathy for a different out-group member (generalization). The enhancement of empathy-related insula responses by the neural prediction error signal was mediated by an establishment of positive emotions toward the out-group member. Finally, we show that surprisingly few positive learning experiences are sufficient to increase empathy. Our results specify the neural and psychological mechanisms through which learning interacts with empathy, and thus provide a neurobiological account for the plasticity of empathic reactions.

scholarly journals Reciprocal intralimb transfer of skilled isometric force production

2019 ◽  
Vol 122 (1) ◽  
pp. 60-65 ◽  
Author(s):  
Vikram A. Rajan ◽  
Robert M. Hardwick ◽  
Pablo A. Celnik
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Error Detection ◽  
Isometric Force ◽  
Force Production ◽  
Skill Learning ◽  
Control Group ◽  
Therapeutic Benefits ◽  
Error Detection And Correction ◽  
Potential Applications

Motor control theories propose that the same motor plans can be employed by different effectors (e.g., the hand and arm). Skills learned with one effector can therefore “transfer” to others, which has potential applications in clinical situations. However, evidence from adaptation suggests this effect is not reciprocal; learning can be generalized from proximal to distal effectors (e.g., arm to hand), but not from distal to proximal effectors (e.g., hand to arm). We propose that skill learning may not follow the same pattern, because it relies on multiple learning processes beyond error detection and correction. Participants learned a skill task involving the production of isometric forces. We assessed their ability to perform the task with the hand and arm. One group then trained to perform the task using only their hand, whereas a second group trained using only their arm. In a final assessment, we found that participants who trained with either effector improved their skill in performing the task with both their hand and arm. There was no change in a control group that did not train between assessments, indicating that gains were related to the training, not the multiple assessments. These results indicate that in contrast to adaptation, motor skills can generalize from both proximal to distal effectors and from distal to proximal effectors. We propose this is due to differences in the processes underlying skill acquisition as compared with adaptation. NEW & NOTEWORTHY Prior research indicates that motor learning transfers from proximal to distal effectors, but not vice versa. However, this work focused on adapting existing behavior; we questioned whether different results would occur during learning of new motor skills. We found that the benefits of training on a skill task with either the hand or arm transferred across both effectors. This highlights important differences between adaptation and skill learning, and may allow therapeutic benefits for patients with impairments in specific effectors.

scholarly journals What errors do peer reviewers detect, and does training improve their ability to detect them?

2008 ◽  
Vol 101 (10) ◽  
pp. 507-514 ◽  
Author(s):  
Sara Schroter ◽  
Nick Black ◽  
Stephen Evans ◽  
Fiona Godlee ◽  
Lyda Osorio ◽  
...  
Keyword(s):  
Error Detection ◽  
Control Group ◽  
Face To Face ◽  
Methodological Errors ◽  
Before And After ◽  
Peer Reviewers ◽  
Analyse Data ◽  
The Impact ◽  
Validated Instrument

Objective To analyse data from a trial and report the frequencies with which major and minor errors are detected at a general medical journal, the types of errors missed and the impact of training on error detection. Design 607 peer reviewers at the BMJ were randomized to two intervention groups receiving different types of training (face-to-face training or a self-taught package) and a control group. Each reviewer was sent the same three test papers over the study period, each of which had nine major and five minor methodological errors inserted. Setting BMJ peer reviewers. Main outcome measures The quality of review, assessed using a validated instrument, and the number and type of errors detected before and after training. Results The number of major errors detected varied over the three papers. The interventions had small effects. At baseline (Paper 1) reviewers found an average of 2.58 of the nine major errors, with no notable difference between the groups. The mean number of errors reported was similar for the second and third papers, 2.71 and 3.0, respectively. Biased randomization was the error detected most frequently in all three papers, with over 60% of reviewers rejecting the papers identifying this error. Reviewers who did not reject the papers found fewer errors and the proportion finding biased randomization was less than 40% for each paper. Conclusions Editors should not assume that reviewers will detect most major errors, particularly those concerned with the context of study. Short training packages have only a slight impact on improving error detection.

scholarly journals DESIGNING ERROR DETECTION PROMPTS AND PEER FEEDBACK FOR PHYSICS CLASSROOMS

2020 ◽  
Author(s):  
Elizabeth Charles ◽  
Kevin Lenton ◽  
Rhys Adams ◽  
Michael Dugdale ◽  
Nathaniel Lasry ◽  
...  
Keyword(s):  
Treatment Group ◽  
Error Detection ◽  
Peer Feedback ◽  
Introductory Physics ◽  
Control Group ◽  
Identification Task ◽  
Final Exam ◽  
Writing Feedback ◽  
Physics Course ◽  
Group 1

We examine the design of error detection prompts which scaffold peer-feedback as a corrective process, rather than an error-identification task. After designing a series of these prompts, they were given to a class of students in an introductory physics course (treatment group). Students in the treatment group, in comparison to the control group, 1) were more successful at correctly identifying errors and providing more meaningful feedback to a fictional classmate, and 2) wrote more, and explained physics better on final exam questions. In addition, several students adopted a mentoring (tutor-tutee) identity when writing feedback.

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