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Learning fuzzy inference systems using an adaptive membership function scheme
An adaptive membership function scheme for general additive fuzzy systems is proposed in this paper. The proposed scheme can adapt a proper membership function for any nonlinear input-output mapping, based upon a minimum number of rules and an initial approximate membership function. This parameter adjustment procedure is performed by computing the error between the actual and the desired decision surface. Using the proposed adaptive scheme for fuzzy system, the number of rules can be minimized. Nonlinear function approximation and truck backer-upper control system are employed to demonstrate the viability of the proposed method
Temporal fuzzy association rule mining with 2-tuple linguistic representation
This paper reports on an approach that contributes towards the problem of discovering fuzzy association rules that exhibit a temporal pattern. The novel application of the 2-tuple linguistic representation identifies fuzzy association rules in a temporal context, whilst maintaining the interpretability of linguistic terms. Iterative Rule Learning (IRL) with a Genetic Algorithm (GA) simultaneously induces rules and tunes the membership functions. The discovered rules were compared with those from a traditional method of discovering fuzzy association rules and results demonstrate how the traditional method can loose information because rules occur at the intersection of membership function boundaries. New information can be mined from the proposed approach by improving upon rules discovered with the traditional method and by discovering new rules
Neuro-fuzzy knowledge processing in intelligent learning environments for improved student diagnosis
In this paper, a neural network implementation for a fuzzy logic-based model of the diagnostic process is proposed as a means to achieve accurate student diagnosis and updates of the student model in Intelligent Learning Environments. The neuro-fuzzy synergy allows the diagnostic model to some extent "imitate" teachers in diagnosing students' characteristics, and equips the intelligent learning environment with reasoning capabilities that can be further used to drive pedagogical decisions depending on the student learning style. The neuro-fuzzy implementation helps to encode both structured and non-structured teachers' knowledge: when teachers' reasoning is available and well defined, it can be encoded in the form of fuzzy rules; when teachers' reasoning is not well defined but is available through practical examples illustrating their experience, then the networks can be trained to represent this experience. The proposed approach has been tested in diagnosing aspects of student's learning style in a discovery-learning environment that aims to help students to construct the concepts of vectors in physics and mathematics. The diagnosis outcomes of the model have been compared against the recommendations of a group of five experienced teachers, and the results produced by two alternative soft computing methods. The results of our pilot study show that the neuro-fuzzy model successfully manages the inherent uncertainty of the diagnostic process; especially for marginal cases, i.e. where it is very difficult, even for human tutors, to diagnose and accurately evaluate students by directly synthesizing subjective and, some times, conflicting judgments
Usage-based and emergentist approaches to language acquisition
It was long considered to be impossible to learn grammar based on linguistic experience alone. In the past decade, however, advances in usage-based linguistic theory, computational linguistics, and developmental psychology changed the view on this matter. So-called usage-based and emergentist approaches to language acquisition state that language can be learned from language use itself, by means of social skills like joint attention, and by means of powerful generalization mechanisms. This paper first summarizes the assumptions regarding the nature of linguistic representations and processing. Usage-based theories are nonmodular and nonreductionist, i.e., they emphasize the form-function relationships, and deal with all of language, not just selected levels of representations. Furthermore, storage and processing is considered to be analytic as well as holistic, such that there is a continuum between children's unanalyzed chunks and abstract units found in adult language. In the second part, the empirical evidence is reviewed. Children's linguistic competence is shown to be limited initially, and it is demonstrated how children can generalize knowledge based on direct and indirect positive evidence. It is argued that with these general learning mechanisms, the usage-based paradigm can be extended to multilingual language situations and to language acquisition under special circumstances
A Bibliography on Fuzzy Automata, Grammars and Lanuages
This bibliography contains references to papers on fuzzy formal languages, the generation of fuzzy languages by means of fuzzy grammars, the recognition of fuzzy languages by fuzzy automata and machines, as well as some applications of fuzzy set theory to syntactic pattern recognition, linguistics and natural language processing
Implicit learning of recursive context-free grammars
Context-free grammars are fundamental for the description of linguistic syntax. However, most artificial grammar learning
experiments have explored learning of simpler finite-state grammars, while studies exploring context-free grammars have
not assessed awareness and implicitness. This paper explores the implicit learning of context-free grammars employing
features of hierarchical organization, recursive embedding and long-distance dependencies. The grammars also featured
the distinction between left- and right-branching structures, as well as between centre- and tail-embedding, both
distinctions found in natural languages. People acquired unconscious knowledge of relations between grammatical classes
even for dependencies over long distances, in ways that went beyond learning simpler relations (e.g. n-grams) between
individual words. The structural distinctions drawn from linguistics also proved important as performance was greater for
tail-embedding than centre-embedding structures. The results suggest the plausibility of implicit learning of complex
context-free structures, which model some features of natural languages. They support the relevance of artificial grammar
learning for probing mechanisms of language learning and challenge existing theories and computational models of
implicit learning
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