The paradigm of statistical inference and the paradigm of statistical learning

2021 ◽  
Vol 68 (1) ◽  
pp. 1-16
Author(s):  
Józef Pociecha
Keyword(s):  
Statistical Inference ◽  
Statistical Learning ◽  
Thomas Kuhn ◽  
Learning Paradigm ◽  
Statistical Research ◽  
Learning From Data ◽  
Starting Point ◽  
Effective Reduction ◽  
Similarities And Differences

The starting point for the presentation of the similarities and differences between the principles of conducting statistical research according to the rules of both statistical inference and statistical learning is the paradigm theory, formulated by Thomas Kuhn. In the first section of this paper, the essential features of the statistical inference paradigm are characterised, with particular attention devoted to its limitations in contemporary statistical research. Subsequently, the article presents the challenges faced by this research jointly with the expanding opportunities for their effective reduction. The essence of learning from data is discussed and the principles of statistical learning are defined. Moreover, significant features of the statistical learning paradigm are formulated in the context of the differences between the statistical inference paradigm and the statistical learning paradigm. It is emphasised that the statistical learning paradigm, as the more universal one of the two discussed, broadens the possibilities of conducting statistical research, especially in socio-economic sciences.

The Development of Construction Management System on Architect View in Our Country

2011 ◽  
Vol 368-373 ◽  
pp. 3069-3073
Author(s):  
Sheng Hui Chen ◽  
Hui Min Li ◽  
Xin Ma
Keyword(s):  
Construction Management ◽  
Management System ◽  
Project Manager ◽  
Building Construction ◽  
Construction Site ◽  
Site Management ◽  
Credit System ◽  
Starting Point ◽  
Similarities And Differences ◽  
Centralized System

In order to improve construction site management, we make the architect’ position as the starting point for our research ,analyze the similarities and differences between the project manager and the architect and transform the traditional building construction management system from centralized system into flat -like system. Furthermore, we propose that the implementation of the system must be assisted with the construction of credit system and the establishment and implementation of personal practice insurance system.

scholarly journals Reply

2005 ◽  
Vol 133 (12) ◽  
pp. 3724-3729 ◽  
Author(s):  
Vladimir M. Krasnopolsky ◽  
Michael S. Fox-Rabinovitz ◽  
Dmitry V. Chalikov
Keyword(s):  
Statistical Learning ◽  
Numerical Models ◽  
Interdisciplinary Field ◽  
Learning Techniques ◽  
Statistical Learning Techniques ◽  
Speed Up ◽  
Network Application ◽  
Similarities And Differences ◽  
Methodological Aspects ◽  
Modern Machine

Abstract This reply is aimed at clarifying and further discussing the methodological aspects of this neural network application for a better understanding of the technique by the journal readership. The similarities and differences of two approaches and their areas of application are discussed. These two approaches outline a new interdisciplinary field based on application of neural networks (and probably other modern machine or statistical learning techniques) to significantly speed up calculations of time-consuming components of atmospheric and oceanic numerical models.

scholarly journals Non-native phonemes in adult word learning: evidence from the N400m

2009 ◽  
Vol 364 (1536) ◽  
pp. 3697-3709 ◽  
Author(s):  
Christian Dobel ◽  
Lothar Lagemann ◽  
Pienie Zwitserlood
Keyword(s):  
Statistical Learning ◽  
Word Learning ◽  
Native Language ◽  
The Novel ◽  
Learning Paradigm ◽  
Minimal Pairs ◽  
Lexical Activation ◽  
Semantic Access ◽  
Novel Words

Newborns are equipped with a large phonemic inventory that becomes tuned to one's native language early in life. We review and add new data about how learning of a non-native phoneme can be accomplished in adults and how the efficiency of word learning can be assessed by neurophysiological measures. For this purpose, we studied the acquisition of the voiceless, bilabial fricative /Φ/ via a statistical-learning paradigm. Phonemes were embedded in minimal pairs of pseudowords, differing only with respect to the fricative (/aΦo/ versus /afo/). During learning, pseudowords were combined with pictures of objects with some combinations of pseudowords and pictures occurring more frequently than others. Behavioural data and the N400m component, as an index of lexical activation/semantic access, showed that participants had learned to associate the pseudowords with the pictures. However, they could not discriminate within the minimal pairs. Importantly, before learning, the novel words with the sound /Φ/ showed smaller N400 amplitudes than those with native phonemes, evidencing their non-word status. Learning abolished this difference indicating that /Φ/ had become integrated into the native category /f/, instead of establishing a novel category. Our data and review demonstrate that native phonemic categories are powerful attractors hampering the mastery of non-native contrasts.

scholarly journals Teachers’ folk pedagogies

2016 ◽  
Vol 5 (9) ◽  
pp. 41 ◽  
Author(s):  
Marina Ilić ◽  
Žana Bojović
Keyword(s):  
Teaching Practice ◽  
Scientific Literature ◽  
Educational Practice ◽  
Development Programs ◽  
Education Practice ◽  
Learning And Teaching ◽  
Starting Point ◽  
Teacher Professional ◽  
Similarities And Differences ◽  
Folk Pedagogies

<p>In the last few decades, a large portion of scientific literature has been dedicated to the questions of realization of teaching and its improvement. However, one question remains in the background – folk pedagogies and their influence on teaching.   The main objective of this paper is to help us get acquainted with this phenomenon that exists in the teaching practice, its significance and pedagogical implications. In the first part of the paper, we deal with definitions of folk pedagogies and related concepts and their mutual relationship, in order to analyze the similarities and differences in the meaning of the concepts in use. Starting from important determinants of teachers’ folk pedagogies, we will attempt to reassess some of the proposed methods and ways to raise consciousness about teachers’ folk pedagogies, methods to analyze and change them. Based on the existing knowledge on teachers’ folk pedagogies, we will try to point out their significance and implications they have on education practice.<em>   </em><em></em></p><p><em>   </em>Starting from the existing findings about folk pedagogies, we have separated three important implications for educational practice: a) teachers should be viewed as creators of their own coherent theories about learning and teaching; b) changing and improving one’s teaching practice is a result of the teacher’s willingness to reflect on his or her own folk pedagogies; and c) teachers’ folk pedagogies should be seen as the starting point for teacher professional development programs.  </p>

scholarly journals Examining Three-way Binding as a Constraint on Statistical Learning

2018 ◽  
Author(s):  
Hyungwook Yim ◽  
Simon Dennis ◽  
Vladimir Sloutsky
Keyword(s):  
Statistical Learning ◽  
Explicit Memory ◽  
Paired Associate ◽  
Empirical Studies ◽  
Learning Task ◽  
Paired Associate Learning ◽  
The Other ◽  
Learning Paradigm ◽  
Associate Learning ◽  
Memory Structures

Models of statistical learning do not place constraints on the complexity of the memory structure that is formed during statistical learning, while empirical studies using the statistical learning task have only examined the formation of simple memory structures (e.g., two-way binding). On the other hand, the memory literature, using explicit memory tasks, has shown that people are able to form memory structures of different complexities and that more complex memory structures (e.g., three-way binding) are usually more difficult to form. We examined whether complex memory structures such as three-way bindings can be implicitly formed through statistical learning by utilizing manipulations that have been used in the paired-associate learning paradigm (e.g., AB/ABr condition). Through three experiments, we show that while simple two-way binding structures can be formed implicitly, three-way bindings can only be formed with explicit instructions. The results indicate that explicit attention may be a necessary component in forming three-way memory structures and suggest that existing models should place constraints on the representational structures that can be formed.

scholarly journals Order in the Statistical Learning of Phonotactics

2020 ◽  
Author(s):  
Peter Richtsmeier
Keyword(s):  
Statistical Learning ◽  
Temporal Structure ◽  
Order Effects ◽  
Learning Paradigm ◽  
Adult Participants ◽  
Learning Research ◽  
Strong Order ◽  
With Memory

A premise of statistical learning research is that learners attend to and learn the frequencies of repeating or co-occurring elements in the input. When the input is a series of words, participants readily learn the frequencies of phoneme sequences, that is, to learn phonotactic frequencies. Inherent to the concepts of both frequency and phonotactics is order, or the temporal structure of the input. Order is similarly inherent to statistical learning, yet the effect of order on statistical learning is not well understood. In the present study, adult participants learned the relative frequencies of eight item-medial consonant sequences, for example, the /mk/ in /nʌmkət/. Across five ordering conditions, both familiarization and test stimuli were independently ordered and randomized, thus allowing for a relatively broad search for order effects in an established statistical learning paradigm. Participants learned the target frequencies equivalently across the five ordering conditions, indicating no modulating effect of order. Nevertheless, participants also approached the task by applying idiosyncratic, structured orders to their responses. The result is an unexpected but robust effect of order. Both the results and the design of the study also allow for increased integration of statistical learning with memory and other aspects of cognition.

scholarly journals Expanding the Meaning of the Term “Document” as a Possible Factor of Reconsideration of the Objects of Bibliometrics, Scientometrics, and Informetrics. 2. Old Definitions of the Objects of “Metrices” in the Context of the New Definition of the Term “Document”

2020 ◽  
pp. 226-242
Author(s):  
V. S. Lazarev
Keyword(s):  
Comparative Analysis ◽  
Detailed Analysis ◽  
Material Object ◽  
Starting Point ◽  
The Subject ◽  
Similarities And Differences ◽  
Broad Interpretation ◽  
Definition Of ◽  
Scientific Fields

Introduction. In the first part of the article, an attempt was made to trace some of the evolution of the concept of a “document”, which is now understood as any material object that can be used to obtain the information necessary for a person. In the second part, assuming that such an interpretation of the concept of a “document” is fruitful for possible reconsideration of viewpoints on the objects of bibliometrics, scientometrics and informetrics, a number of definitions of the objects of these three “metrices” have been examined with a speculative “inlining” the new meaning of the term “document” to the definitions of objects.Materials and methods. Comparative analysis of the viewpoints of the objects of bibliometrics, scientometrics and informetrics that were expressed in some examples of definitions of these scientific fields; speculative “inlining” the new meaning of the term “document” in them; consideration the meanings of the objects of “metrices” altered as a result of the mentioned “inlining”.Results. It is shown how noticeably the understanding of the objects of bibliometrics, scientometrics and informetrics can be revised as the result of the use of the updated “broad” interpretation of the concept of a “document” and how much the interpretations of the objects of bibliometrics, scientometrics and informetrics can be even closer in their meanings than previously was recognized.Discussion and conclusion. Such a comparative analysis of the objects of the “metrices” might be helpful for identifying both similarities and differences among bibliometrics, scientometrics and informetrics. This is important, since the awareness of them is an obvious starting point for the mutual enrichment of “metrices” with knowledge and concepts. A more complete and detailed analysis of representations of the objects of the “metrices” in comparison with the updated “broad” interpretation of the concept of the “document”, as well as a comparison of the methodological components of “metrices” is the subject of further research.

scholarly journals Reinforced statistical learning of auditory categories

2020 ◽  
Author(s):  
Bob McMurray ◽  
Samantha Chiu
Keyword(s):  
Language Acquisition ◽  
Unsupervised Learning ◽  
Supervised Learning ◽  
Statistical Learning ◽  
Relevant Dimension ◽  
Learning Paradigm ◽  
Statistical Structure ◽  
Critical Step ◽  
Specific Category ◽  
L2 Learning

A critical step in language acquisition is learning phoneme categories. While L1 learning has been thought to use unsupervised learning (using the distributional statistics of cues), recent research raises the possibility of supervised learning (using teaching signals). Similarly, L2 learning is studied with supervised learning, but unsupervised may also contribute. We developed the reinforced statistical learning paradigm to examine their interaction. Participants first underwent unsupervised learning, hearing a series of non-linguistic sounds whose statistical structure reflected two categories. In subsequent supervised learning, categories either matched or mismatched. Supervised learning was faster when phases matched, though benefits were limited to specific category configurations. Unsupervised learning did not affect the steepness of categorization along the relevant dimension, but it helped subjects learn to ignore irrelevant dimensions. Unsupervised learning may set the stage for supervised learning, but its role may be to determine which dimensions are important, and not to directly acquire categories.

A preliminary classification of different tasks that make use of uncertainty visualizations

2021 ◽  
Vol 65 (1) ◽  
pp. 134-138
Author(s):  
Mahtab Eskandar ◽  
Wayne C.W. Giang
Keyword(s):  
Task Performance ◽  
Uncertainty Assessment ◽  
Starting Point ◽  
Similarities And Differences ◽  
Task Types ◽  
Uncertainty Information ◽  
Effective Design ◽  
Preliminary Classification ◽  
Initial Classification

Individuals often struggle with tasks that involve uncertainty. Uncertainty visualizations are a type of cognitive aid that provides uncertainty information to help people with performing these tasks. However, the literature has shown that uncertainty visualizations differ in the extent they improve individuals’ task performance. We hypothesize that differences in the tasks can account for some of this variability. In this study, we aimed to create an initial classification of task types based on studies on uncertainty visualizations by reviewing a diverse set of recent research involving uncertainty visualizations. We classified the experimental tasks found in these papers into four groups: uncertainty assessment, forecasting, decision making, and metacognition. Then, we reviewed the result of the experiments in terms of the similarities and differences in the use of uncertainty visualizations within and between tasks. This classification serves as a starting point for further research into the effective design of visualizations of uncertainty.

Beyond Resolving Dilemmas: Three Design Directions for Addressing Intrapersonal Concern Conflicts

Design Issues ◽  
2016 ◽  
Vol 32 (3) ◽  
pp. 78-91 ◽  
Author(s):  
Deger Ozkaramanli ◽  
Pieter M. A. Desmet ◽  
Elif Özcan
Keyword(s):  
Subjective Wellbeing ◽  
Potential Contribution ◽  
Sunday Afternoon ◽  
Birthday Party ◽  
Starting Point ◽  
Similarities And Differences ◽  
Emotional Dilemmas

A potent way of designing for emotion is to design for concerns. However, people have multiple, and often, conflicting concerns. Such conflicts create emotional dilemmas: One may need to spend a Sunday afternoon working to meet a deadline, and at the same time, wish to attend a birthday party. In this paper, we consider conflicting concerns as a design opportunity: Any of the concerns can be a starting point for designing products or services that appeal to the users. However, we propose that the tension created by the conflict can be more inspiring than the involved concerns in isolation. In this paper, we present an analysis of 109 existing products through which we identify three directions these products seem to use to address users' dilemmas. These directions are resolving dilemmas, moderating dilemmas, and triggering dilemmas. We discuss the similarities and differences between these directions and their potential contribution to design fields such as designing for emotions and designing for subjective wellbeing.

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