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Rozprawy doktorskie na temat „Contextual learning”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

Morin, Johanne. "Learning relational cliches with contextual generalization." Thesis, University of Ottawa (Canada), 1999. http://hdl.handle.net/10393/8773.

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Inductive logic programming (ILP) is concerned with the problem of inducing concepts represented as logic programs (or Horn clauses) from examples. Top-down inductive learners such as FOIL (Quinlan 1990; Cameron-Jones et al. 1993) learn Horn clauses adding one literal at a time using a hill-climbing search. These learners suffer from local plateaus, where the selection of a conjunction of literals, rather than a single literal, would improve the accuracy of the clause. The problem becomes the search for combinations of literals rather than just single literals. A mechanism to search efficient

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Morin, Johanne. "Learning relational clichés with contextual generalization." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0015/NQ46535.pdf.

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Martin, Susanna Marie. "Mobile contextual data for hands-on learning." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607144.

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This thesis investigates whether the use of hand-held technology affects motivation and learning in science. An innovative mixed methods approach was used to provide new insights into an emerging area of research. First, two pilot observational studies were conducted, which aimed to establish how a school currently uses hand held dataloggers, and gain further insight into how learners respond to this technology. This was followed by a primarily quantitative experiment that was concerned with the role of data ownership and the impact of ‘seams’ on the transformation process of the collected dat

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Smyth, A. "Ageing and implicit learning : explorations in contextual cuing." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/19559/.

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Research in cognitive ageing has found that while older adults show reductions in performance on standard explicit memory tasks, implicit memory performance remains relatively stable. Such findings are often used to support the popular dual-systems account of human learning and memory, which organizes these types of cognition into distinct implicit and explicit systems. In contrast to previous studies, we found that healthy older adults show learning impairments on an implicit contextual cuing task when compared to younger adults, in addition to expected poor performance on an explicit generat

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Alnuaim, A. "Designing and evaluating a contextual mobile learning application to support situated learning." Thesis, University of the West of England, Bristol, 2015. http://eprints.uwe.ac.uk/25274/.

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This research emerged from seeking to identify ways of getting Human-Computer Interaction Design students into real world environments, similar to those in which they will eventually be designing, thus maximising their ability to identify opportunities for innovation. In helping students learn how to become proficient and innovative designers and developers, it is crucial that their ‘out of the classroom’ experience of the environments in which their designs will be used, augments and extends in-class learning. The aim of this research is to investigate firstly, a blended learning model for st

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Channing, Jill. "I Will Never Use This: Contextual Teaching and Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4884.

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Educators can connect life to learning to transform the classroom experience using contextual teaching and learning strategies and assignments such as open educational resources, service learning projects, active learning labs, practical technological applications, and collaborative assignments.

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7

Moos, Daniel Charles. "Learning with hypermedia examining cognitive, motivational, and contextual factors /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6750.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Human Development. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Johnson, Cynthia L. "A contextual approach to learning collaborative behavior via observation." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4943.

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This dissertation describes a novel technique to creating a simulated team of agents through observation. Simulated human teamwork can be used for a number of purposes, such as expert examples, automated teammates for training purposes and realistic opponents in games and training simulation. Current teamwork simulations require the team member behaviors be programmed into the simulation, often requiring a great deal of time and effort. None are able to observe a team at work and replicate the teamwork behaviors. Machine learning techniques for learning by observation and learning by demonstra

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Méndez, Daniel. "Learning from Hunger: A Communal Recipe in Contextual Theology." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/12.

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SIEBRA, Sandra de Albuquerque. "Contextual analysis of users interactions in collaborative learning environments." Universidade Federal de Pernambuco, 2007. https://repositorio.ufpe.br/handle/123456789/2026.

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Made available in DSpace on 2014-06-12T15:53:57Z (GMT). No. of bitstreams: 2 arquivo6411_1.pdf: 5236344 bytes, checksum: eb8f36005a668c44d22d18f4691ce07e (MD5) license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) Previous issue date: 2007<br>As interações realizadas através de Ambientes de Aprendizagem Colaborativa suportados por Computador (AAC) são um dos aspectos visíveis mais importantes da colaboração. A análise dessas interações pode dar suporte aos processos de reflexão e autoavaliação dos estudantes e às atividades dos professores. Porém, para executar o pr

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Current, Daniel C. "Language Learning Through Contextual Input in a Virtual Reality Enviroment." University of Toledo / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1341613840.

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Farrow, Damian Thomas, and mikewood@deakin edu au. "The effects of contextual interference on children learning forehand tennis groundstrokes." Deakin University, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20060727.112040.

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Previous research on contextual interference theory in controlled laboratory situations consistently illustrated that random practice was superior to blocked practice when learning motor skills. However, when considered in relation to physical education class settings the findings of the contextual interference experiments were not as uniform. Furthermore, the results of the contextual interference research were ambiguous when an open skill was used as the experimental task, with no definite trend evident. Random practice was found more effective for learning (del Rey, 1989) whereas French,

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Olson, Clinton Leif. "Leveraging Contextual Relationships Between Objects for Localization." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2204.

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Object localization is currently an active area of research in computer vision. The object localization task is to identify all locations of an object class within an image by drawing a bounding box around objects that are instances of that class. Object locations are typically found by computing a classification score over a small window at multiple locations in the image, based on some chosen criteria, and choosing the highest scoring windows as the object bounding-boxes. Localization methods vary widely, but there is a growing trend towards methods that are able to make localization more ac

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Gane, Brian D. "Can modular examples and contextual interference improve transfer?" Thesis, Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/11451.

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Two instructional design features hypothesized to affect problem solving performance, problem format and contextual interference, were investigated. Problem format was manipulated by altering the format of worked examples to demonstrate a molar or modular solution. Contextual interference was manipulated by randomizing the order in which problem categories were studied. Participants studied worked examples from 5 complex probability categories and solved 11 novel problems. The modular problem format reduced study time and the workload during study and increased performance on the subsequent

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Svensson, Martin, and Oskar Pettersson. "Exploring the use of contextual metadata collected during ubiquitous learning activities." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2074.

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<p>Recent development in modern computing has led to a more diverse use of devices within the field of mobility. Many mobile devices of today can, for instance, surf the web and connect to wireless networks, thus gradually merging the wired Internet with the mobile Internet. As mobile devices by design usually have built-in means for creating rich media content, along with the ability to upload these to the Internet, these devices are potential contributors to the already overwhelming content collection residing on the World Wide Web. While interesting initiatives for structuring and filtering

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Holland, Lindsay Anne. "Initial Instruction in a Mathematics Classroom: Learning in a Contextual Setting." NCSU, 2008. http://www.lib.ncsu.edu/theses/available/etd-10292008-113230/.

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The purpose of this research was to investigate how the order of mathematical instruction with respect to using a context affects studentsâ performance in the classroom and their attitudes towards learning. The study examined two high school Algebra I classes and was implemented over three days. On Day 1 of the study, the experimental group received the implementation of learning in a contextual setting while the control group learned in a noncontextual setting. In the noncontextual setting, students learned about one and two step equations where a lecture style lesson was implemented. On Day

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17

Mendoza, Gretchen Marie. "Fostering trust in technical services through integrated, collaborative and contextual learning." Research Showcase @ CMU, 2011. http://repository.cmu.edu/theses/23.

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Trust is an intrinsic component of any loyal “consumer friendship” between customers and service providers, and is a by-product of shared understanding. Nowhere is the notion of trust more relevant than in technical service—such as professional legal practice, architecture, medical care and auto repair—where the primary commodities exchanged are specialized knowledge, equipment and skills. A common challenge in dialogue between expert providers and novice customers in this context is meaningful sharing of technical information. A successful exchange requires care in representation, language, a

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Heath, Florence. "Role of D1 receptor antagonism in contextual fear learning and memory." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/28516/.

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Understanding the modulation of contextual fear learning and memory by the neurotransmitter dopamine is important as it could lead to a greater understanding of the mechanisms underlying anxiety disorders. The effect of D1 receptor antagonism during the contextual fear learning and memory stages was investigated. In the first set of experiments the D1 receptor antagonist SCH 23390 (0.1mg/kg; i.p.) was administered systemically before or immediately after contextual fear conditioning to determine whether D1 receptors are involved in the acquisition and/or consolidation stages. This experiment w

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Scott-Toux, Deborah. "Constructivist model for career internships: Integrating contextual learning and critical thinking." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2014.

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Pesman, Haki. "Method-approach Interaction: The Effects Of Learning Cycle Vs Traditional And Contextual Vs Non-contextual Instruction On 11th Grade Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614298/index.pdf.

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The main purpose of the study was to explore how learning cycle and traditional method as teaching methods contribute to the effect of contextual approach on 11th grade students&rsquo<br>achievement in &ldquo<br>impulse and momentum&rdquo<br>, and attitude towards physics. Therefore, a distinction between teaching approach (contextual vs. non-contextual) and teaching method (learning cycle vs. traditional method) was made and they were used as independent variables. Students&rsquo<br>gender was also used as an independent variable. Thus, the study was a 2x2x2 factorial design. The sample, draw

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Torcinovich, Alessandro <1992&gt. "Using Contextual Information In Weakly Supervised Learning: Toward the integration of contextual and deep learningapproaches, to address weakly supervised tasks." Doctoral thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/20596.

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Come l'attento lettore avrà dedotto dal titolo, questa tesi pone alcune basi empiriche, assieme ad altrettante considerazioni teoriche, verso la definizione di una metodologia finalizzata a migliorare task di weakly supervised learning. La metodologia genera supervisione addizionale sfruttando l'informazione contestuale proveniente dal confronto delle osservazioni in un dataset sotto molteplici ipotesi di etichettatura. Il materiale di ricerca presentato, ruota principalmente attorno a due algoritmi. Nella prima parte, l'attenzione è rivolta a Graph Transduction Games (GTG), un algoritmo di l

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Zhang, Zheng. "Explorations in Word Embeddings : graph-based word embedding learning and cross-lingual contextual word embedding learning." Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS369/document.

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Les plongements lexicaux sont un composant standard des architectures modernes de traitement automatique des langues (TAL). Chaque fois qu'une avancée est obtenue dans l'apprentissage de plongements lexicaux, la grande majorité des tâches de traitement automatique des langues, telles que l'étiquetage morphosyntaxique, la reconnaissance d'entités nommées, la recherche de réponses à des questions, ou l'inférence textuelle, peuvent en bénéficier. Ce travail explore la question de l'amélioration de la qualité de plongements lexicaux monolingues appris par des modèles prédictifs et celle de la mise

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23

Akers, Julia B. "Confronting the Realities of Implementing Contextual Learning Ideas in a Biology Classroom." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27024.

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The purpose of this study was to describe the implementation of contextual learning practices in a biology class. Research contends that contextual learning classrooms are active learning environments where students are involved in â hands-onâ team projects and the teacher assumes a facilitator role. In this student-centered classroom, students take ownership and responsibility for their own learning. This study examined these assertions and other factors that emerged as the study developed. The research methods used were qualitative. The subject for this study was a biology teacher with t

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Lucas, Yvan. "Credit card fraud detection using machine learning with integration of contextual knowledge." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSEI110.

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La détection de fraude par carte de crédit présente plusieurs caractéristiques qui en font une tâche difficile. Tout d'abord, les attributs décrivant une transaction ignorent les informations séquentielles. Deuxièmement, les comportements d'achat et les stratégies de fraude peuvent changer au fil du temps, rendant progressivement une fonction de décision apprise par un classifieur non pertinente. Nous avons effectué une analyse exploratoire afin de quantifier le dataset shift jour par jour et avons identifé des périodes calendaires qui ont des propriétés différentes au sein du jeu de données.

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Arcand, Scott Andrew. "The Effectiveness of Contextual Learning on Physics Achievement in Career Technical Education." Thesis, Saint Mary's University of Minnesota, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284451.

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<p> The purpose of this casual-comparative study was to determine if students being taught the Minnesota Science Physics Standards via contextual learning methods in Project Lead the Way (PLTW) Principles of Engineering or the PLTW Aerospace Engineering courses, taught by a Career Technical Education (CTE) teacher, achieve at the same rate as students in a physics course taught by a science teacher. The PLTW courses only cover the standards taught in the first trimester of physics. The PLTW courses are two periods long for one trimester. Students who successfully pass the PLTW Principles of En

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Ibhakewanlan, John-Okoria. "Contextual learning : education through inter-cultural dialogue of elite and indigenous-indigent." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30614/.

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Universal access to education has been an urgent concern since the establishment of the United Nations’ Millennium Development Goals or MDG. While aiming at ‘Education for All’, the MDG did not specify what kind of education nor how that education would be delivered. Besides the emphasis on access, apparent in the various attempts to ensure provision of education for the world’s poor, there has been also focus on material resources - especially a reliance on foreign aid. This author argues that what is needed in the long-term is a localized or Culturally Responsive approach that includes a con

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Sakhi, Otmane. "Offline Contextual Bandit : Theory and Large Scale Applications." Electronic Thesis or Diss., Institut polytechnique de Paris, 2023. http://www.theses.fr/2023IPPAG011.

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Cette thèse s'intéresse au problème de l'apprentissage à partir d'interactions en utilisant le cadre du bandit contextuel hors ligne. En particulier, nous nous intéressons à deux sujets connexes : (1) l'apprentissage de politiques hors ligne avec des certificats de performance, et (2) l'apprentissage rapide et efficace de politiques, pour le problème de recommandation à grande échelle. Pour (1), nous tirons d'abord parti des résultats du cadre d'optimisation distributionnellement robuste pour construire des bornes asymptotiques, sensibles à la variance, qui permettent l'évaluation des performa

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Strutynskiy, Maksym. "A concept of an intent-based contextual chat-bot with capabilities for continual learning." Thesis, Linnéuniversitetet, Institutionen för datavetenskap och medieteknik (DM), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-99102.

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Chat-bots are computer programs designed to conduct textual or audible conversations with a single user. The job of a chat-bot is to be able to find the best response for any request the user issues. The best response is considered to answer the question and contain relevant information while following grammatical and lexical rules. Modern chat-bots often have trouble accomplishing all these tasks. State-of-the-art approaches, such as deep learning, and large datasets help chat-bots tackle this problem better. While there is a number of different approaches that can be applied for different ki

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Bettadapura, Vinay Kumar. "Leveraging contextual cues for dynamic scene understanding." Diss., Georgia Institute of Technology, 2016. http://hdl.handle.net/1853/54834.

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Environments with people are complex, with many activities and events that need to be represented and explained. The goal of scene understanding is to either determine what objects and people are doing in such complex and dynamic environments, or to know the overall happenings, such as the highlights of the scene. The context within which the activities and events unfold provides key insights that cannot be derived by studying the activities and events alone. \emph{In this thesis, we show that this rich contextual information can be successfully leveraged, along with the video data, to support

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TERRAGNI, SILVIA. "Modeling Relational and Contextual Information into Topic Models and their Evaluation." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2022. http://hdl.handle.net/10281/365002.

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La conoscenza testuale è uno dei pilastri principali della nostra società. Infatti, la conoscenza umana è spesso trasmessa attraverso le parole. Dall'invenzione della scrittura, gli uomini hanno raccontato e descritto la loro esistenza con parole su pezzi di carta. Questa quantità di conoscenza si accumula fino a ciò che l'intera civiltà ha raccolto in più di 5000 anni. Gli storici e gli scienziati sociali e politici cercano modi per capire meglio questa vasta quantità di conoscenza collettiva che non può essere esplorata manualmente. A questo scopo, i ricercatori di machine learning, statis

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Arnol, Damien. "Statistical methods for the analysis of contextual gene expression data." Thesis, University of Cambridge, 2019. https://www.repository.cam.ac.uk/handle/1810/290262.

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Technological advances have enabled profiling gene expression variability, both at the RNA and the protein level, with ever increasing throughput. In addition, miniaturisation has enabled quantifying gene expression from small volumes of the input material and most recently at the level of single cells. Increasingly these technologies also preserve context information, such as assaying tissues with high spatial resolution. A second example of contextual information is multi-omics protocols, for example to assay gene expression and DNA methylation from the same cells or samples. Although such c

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Benkirane, Fatima Ezzahra. "Integration of contextual knowledge in deep Learning modeling for vision-based scene analysis." Electronic Thesis or Diss., Bourgogne Franche-Comté, 2024. http://www.theses.fr/2024UBFCA002.

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La vision par ordinateur a connu une évolution importante, passant des méthodes traditionnelles aux modèles d'apprentissage profond. L’un des principaux objectifs des tâches de vision par ordinateur est d’émuler la perception humaine. En effet, le processus classique effectué par les modèles d’apprentissage profond dépend entièrement des caractéristiques visuelles, reflétant simplement la manière dont les humains perçoivent visuellement leur environnement. Cependant, pour que les humains comprennent l’environnement qui les entoure, leur raisonnement dépend non seulement de leurs capacités visu

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Johansson, Joakim. "Acquiring low-frequency English vocabulary by contextual guessing amongst Swedish learners of English playing The Infectious Madness of Doctor Dekker." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-89390.

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Video and computer game users are frequently stated as possessing a higher proficiency in English. In this study, 3 Swedish upper secondary school students from different programs played The Infectious Madness of Doctor Dekker, a lovecraftian murder mystery game. The aim was to examine the possible effects on their English vocabulary acquisition through their ability of assuming words' meaning from the context presented by the game. The words used in the study were low-frequency words which were gathered from the game and then cross-referenced with the Corpus of Contemporary American English(C

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Lowry, Katherine Danielle. "Age and Context Dependency in Causal Learning." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1538.

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The ability to make associations between causal cues and outcomes is an important adaptive trait that allows us to properly prepare for an upcoming event. Encoding context is a type of associative processing; thus, context is also an important aspect of acquiring causal relationships. Context gives us additional information about how two events are related and allows us to be flexible in how we respond to causal cues. Research indicates that older adults exhibit an associative deficit as well as a deficit in contextual processing; therefore, it seems likely that these deficits are responsible

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Lie, Kin-pou, and 李健豹. "The hierarchical nature of acquisition of visual specificity in spatial contextual cueing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43223965.

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Lie, Kin-pou. "The hierarchical nature of acquisition of visual specificity in spatial contextual cueing." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43223965.

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Siedlecki, Madeleine, and Alexander Lundström. "Teachers’ Beliefs Regarding Vocabulary Learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31611.

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This degree project aims to investigate how teachers negotiate their teaching practices and what determines their choice of working methods when it comes to teaching vocabulary. Since we are interested in teachers’ thoughts and opinions regarding vocabulary teaching, a selection of English teachers were interviewed. Our theoretical background is rooted in Nation’s (2001) theories on what it means to know a word, Schmitt’s (2000, 2007) theories on how vocabulary is acquired and on Lundahl’s (2012, 2014) perspectives on traditions in the English classroom. Additionally we used research articles

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Burton, Lindsay Julia. "Community-based early learning in Solomon Islands : cultural and contextual dilemmas influencing program sustainability." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b9c96049-ea5d-47e3-b74c-951cd22bb090.

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The Solomon Islands (SI), a small developing nation in the South Pacific, demonstrates an emergent community-based kindergarten model with the potential to promote context and culture relevant early learning and development. SI early childhood education (ECE) particularly rose in prominence with a 2008 national policy enactment requiring all children to attend three years of kindergarten as prerequisite for primary school entry. However, these ECE programs remain severely challenged by faltering community support. Internationally, many ECE programs dramatically resemble a universalized Western

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Kochli, Daniel. "The amygdala is critical for trace, delay, and contextual fear conditioning." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406560508.

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Bawden, Rachel. "Going beyond the sentence : Contextual Machine Translation of Dialogue." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLS524/document.

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Les systèmes de traduction automatique (TA) ont fait des progrès considérables ces dernières années. La majorité d'entre eux reposent pourtant sur l'hypothèse que les phrases peuvent être traduites indépendamment les unes des autres. Ces modèles de traduction ne s'appuient que sur les informations contenues dans la phrase à traduire. Ils n'ont accès ni aux informations présentes dans les phrases environnantes ni aux informations que pourrait fournir le contexte dans lequel ces phrases ont été produites. La TA contextuelle a pour objectif de dépasser cette limitation en explorant différentes mé

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Poulet, Sarah. "Contextual Cueing : apprentissage des régularités spatiales de l’environnement au cours de la recherche visuelle et accès conscient aux connaissances." Thesis, Bourgogne Franche-Comté, 2019. http://www.theses.fr/2019UBFCC027.

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Face à la surcharge informationnelle inhérente à la complexité du monde visuel, pour pallier la limitation de ses capacités de traitement et ajuster au mieux son comportement, l’être humain est capable d’apprendre et d’exploiter des régularités présentes dans son environnement visuel. S’il est complexe, le monde visuel n’en est effectivement pas moins hautement structuré et redondant, le contexte dans lequel s’inscrivent les objets constituant dès lors une source de prédictibilité profitable aux observateur·rice·s. Depuis une vingtaine d’années, le paradigme de Contextual Cueing (CC) offre un

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Mast, Douglas Wayne. "The Effects of Learning and Reading Strategies Upon Spanish Vocabulary Acquisition Amongst Middle School Students." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/6058.

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Spanish<br>Ph.D.<br>This study is based on an investigation of the effect of contextual and non-contextual vocabulary strategies carried out among three different sections of middle school students in the researcher's own beginning level Spanish classroom. Although all students participated in the same textbook related classroom activities, students in Group 1 received explicit instruction on contextual (wrote novel sentences, used a bilingual dictionary and morphological analysis) and non-contextually based vocabulary strategies (cognitive and semantic processing); students in Group 2 used bi

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Wang, Yu-Xiang. "New Paradigms and Optimality Guarantees in Statistical Learning and Estimation." Research Showcase @ CMU, 2017. http://repository.cmu.edu/dissertations/1113.

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Machine learning (ML) has become one of the most powerful classes of tools for artificial intelligence, personalized web services and data science problems across fields. Within the field of machine learning itself, there had been quite a number of paradigm shifts caused by the explosion of data size, computing power, modeling tools, and the new ways people collect, share, and make use of data sets. Data privacy, for instance, was much less of a problem before the availability of personal information online that could be used to identify users in anonymized data sets. Images, videos, as well a

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Gardner, Martin John. "The impact of individual and contextual factors upon experiential learning team events : a case study." Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28751.

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Whilst much focus in recent years has been given to the learning process involved in Experiential Learning (ELT) and related Action Learning (AL) theories, very little academic study has been given to the contextual elements that surround them. Using the practical setting of an experiential learning team event, this thesis considers the academic ambiguities relating to such contextual elements, and examines the possible impact these can have on the overall development experience. Experiential learning team events are primarily designed to provide a series of action centred challenges which can

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Sarker, Chandrama. "Automated detection of flooded areas using machine learning methods." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/211481/1/Chandrama_Sarker_Thesis.pdf.

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This thesis provides an analytical study to develop a generalised classification method for faster detection of flooded areas from multispectral remote sensing images. The method is based on the neighbouring spectral information to obtain flood probability information from images. The project also develops an optimization algorithm for refining the probability measures for pixels occluded by cloud cover or cloud shadows using ancillary elevation information of the Australian landscapes. This project investigated different flooding events that occurred in different parts of Queensland and north

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Chau, Yat Kwong. "What predicts workplace self-paced e-learning outcomes? : an exploratory study of motivation, self-regulated learning characteristics, and organisational contextual factors." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51641/.

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Organisations today are investing significant amounts of time, money, and resources on workplace self-paced e-learning, yet employees seem to be having problems even getting these e-learning courses completed, bringing into question the true value of workplace self-paced e-learning. In an attempt to improve understanding of factors contributing to success in workplace self-paced e-learning, this study investigated how employee learners’ motivation, self-regulated learning, and organisational contextual factors affected outcomes in workplace self-paced e-learning. A quantitative study was condu

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Down, Catherine, and not supplied. "Situated learning: perceptions of training practitioners on the transfer of competence across workplace contexts." RMIT University. Education, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080109.094404.

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Down, Catherine Mary, and jack keating@rmit edu au. "Situated learning and polycontextual boundary crossing: Practitioners' perceptions of the transfer of competence across different work contexts." RMIT University. Philosophy, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060911.130320.

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This research focused on the question, How do practitioners understand the transfer of competence (that is, what do they know and can do) accross different workplace contexts and how does it influence their practice? The research investigates the experiences and perceptions of 108 workers, who have changed jobs or whose jobs have changed, as to how they were able to adapt what they knew and could do at the time. The research is phenomological, using a methodology designed to collect and analyse data from the participants without decontextualising it. The methodology is customised and contextua

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Hwang, Gyu-Young. "An examination of the impact of introducing greater contextual interference during practice on learning to golf putt." Texas A&M University, 2003. http://hdl.handle.net/1969.1/1608.

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The skill of putting in golf contributes approximately 40 percent to ones total score making it an important skill to master in golf. One of the critical means of improving putting skill is through practice. The purpose of this study was to: (a) investigate if different practice schedules with different degrees of contextual interference (CI) influenced the participants immediate and long-term putting performance, (b) examine if performance changes were associated with concomitant changes in specific kinematic parameters, and (c) assess the cognitions of the participants during various sta

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Santos, Jefferson John dos. "Efeitos da interferência contextual na aprendizagem de habilidades motoras em função de diferentes testes de retenção." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-27032012-082959/.

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O objetivo do presente estudo foi investigar o efeito da interferência contextual na aprendizagem de habilidades motoras em função de diferentes testes de retenção. Quatro diferentes intervalos de retenção foram empregados: (10m) 10 minutos (24h) 24 horas, (07d) sete dias, e (30d) 30 dias após a fase de aquisição. Cento e quarenta e quatro estudantes universitários, homens (n=88) e mulheres (n=56), com idade média de 21,9 anos (±3,2), todos voluntários e sem experiência com a tarefa, foram divididos em dois grupos de prática variada: aleatória e blocos. A tarefa consistiu em arremessar dardos

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