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Relevance Feedback based on Constrained Clustering: FDU at TREC 09
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In: DTIC (2009)
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| 2 |
Linking Semantic and Knowledge Representations in a Multi-Domain Dialogue System
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In: DTIC (2007)
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| 3 |
Headline Generation for Written and Broadcast News
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In: DTIC (2005)
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| 4 |
Evaluation of Speech Synthesis Systems using the Speech Reception Threshold Methodology
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In: DTIC (2005)
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| 5 |
Towards a Unified Approach to Memory- and Statistical-Based Machine Translation
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In: DTIC (2001)
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| 6 |
Speech Intelligibility of Native and Non-Native Speech
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In: DTIC (2000)
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| 7 |
The Effect of Prior Definitional Instruction of Targeted Vocabulary in German Texts on Vocabulary Knowledge and Reading Comprehension
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In: DTIC AND NTIS (1998)
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| 8 |
Management and Evaluation of Interactive Dialog in the Air Travel Domain
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In: DTIC (1990)
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| 9 |
Computer-Based Instruction Authoring Tools System (CATS): User's Manual.
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In: DTIC AND NTIS (1990)
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| 10 |
Knowledge and Ability Factors Underlying Simple Learning by Accretion
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In: DTIC AND NTIS (1989)
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Abstract:
An experiment is reported in which the relationships between simple learning by accretion and various cognitive ability variables are explored. Seven sources of individual differences were hypothesized, working memory, lexical processing speed, metacognition, semantic inference, and incidental learning capacity. Computerized tests of these sources were administered to a sample of 714 Air Force recruits along with a trigram-English word paired associate task which was presented as a foreign language vocabulary learning task. Subjects were assigned at random to three groups: control, semantic elaboration, and interactive imagery. Subjects in the semantic elaboration group were instructed to generate sentences to link the trigram and word in a memorable way. Subjects in the interactive imagery group were given the additional instruction of visualizing the generated sentence. Trigram consonant vowel consonants (CVCs) varied in meaningfulness across the two lists of eight pairs in the task. Results showed that meaningfulness and strategy had the expected main effects on learning. In addition, strategy interacted with verbal knowledge in initial learning such that high knowledge learners benefited more than low knowledge learners from either strategy. Regression analyses showed that a representative measure from each proposed source made a significant unique contribution to the explained variance in paired associate learning. The system of causal relationships is further examined through a path analysis. The results are discussed in reference to a general individual differences of model learning. Keywords: Cognition; Cognitive ability; Computerized testing; Individual differences; Learning; Learning ability.
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Keyword:
*COGNITION; *LEARNING; ACCUMULATION; CAPACITY(QUANTITY); COMPUTER APPLICATIONS; LEXICOGRAPHY; MEMORY DEVICES; MODELS; PATHS; PE61102F; PROCESSING; Psychology; RATES; REGRESSION ANALYSIS; TEST AND EVALUATION; VARIABLES; WORDS(LANGUAGE); WUAFHRL2313T133
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URL: http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA214450
http://www.dtic.mil/docs/citations/ADA214450
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| 11 |
Speaker-Independent Connected Speech.
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In: DTIC AND NTIS (1987)
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