6 research outputs found

    MODULAR NETWORK SOM (MNSOM): A NEW POWERFUL TOOL IN NEURAL NETWORKS

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    In this paper, a new powerful method in artificial neural networks, called modular network SOM (mnSOM) is introduced. mnSOM is a generalization of  Self Organizing Maps (SOM) formed by replacing each vector unit of SOM with function module. The modular function could be a multi layer perceptron, a recurrent neural network or even SOM itself. Having this flexibility, mnSOM becomes a new powerful tool in artificial neural network

    Research of the Intelligence of Mobile Robots using Brain Inspired Information Processing Algorithms

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    九州工業大学博士学位論文 学位記番号:生工博甲第140号 学位授与年月日:平成22年3月25日第1章 序論|第2章 知能化の基礎 -学習-|第3章 知能化の基礎 (ハードウェアの知能化)|第4章 ソフトウェアの知能化の例1: 照明環境適応型色認識 アルゴリズムの開発|第5章 ソフトウェアの知能化例2: 自律型水中ロボットの適応制御システムの開発|第6章 考察およびまとめ九州工業大学平成21年

    SOMs for Machine Learning

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    Pemahaman pelajar tingkatan lima katering terhadap bab kaedah memasak dalam mata pelajaran teknologi katering

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    Bab Kaedah Memasak merupakan salah satu bab yang penting dalam mata pelajaran Teknologi Katering. Faktor terpenting adalah memastikan pelajar menguasai serta memahami konsepnya adalah melalui proses pengajaran dan pembelajaran yang betul. Tinjauan awal di Sekolah Menengah Teknik yang menawarkan Kursus Katering, menunjukkan bahawa kebanyakan pelajar sukar untuk menguasai dan memahami bab tersebut. Berdasarkan hasil tinjauan , pengkaji ingin mengenalpasti pemasalahan dalam memahami bab tersebut. Di samping itu juga, pengkaji ingin mengenalpasti adakah pencapaian pelajar dalam PMR, minat, motivasi dan gaya pembelajaran mempengaruhi pemahaman pelajar, Kajian rintis telah dilakukan terhadap 10 orang responden dengan nilai alpha 0.91. Ini menunjukkan kebolehpercayaan terhadap kajian di jalankan adalah tinggi. Responden adalah terdiri daripada 30 orang pelajar Tingkatan Lima (ERT) Sekolah Menengah Teknik Muar, Johor. Keputusan skor min keseluruhan menunjukkan pelajar berminat dan mempunyai motivasi ynag baik dalam bidang ini. Namun begitu, gaya pembelajaran yang diamalkan tidak sesuai dan antara pemyebab wujudnya pemasalahan dalam memahami bab Kaedah Memasak. Ujian kolerasi menunjukkan bahawa tidak terdapat sebarang hubungan signifikan antara pencapaian PMR pelajar dengan pemahaman bab tersebut. Sementara minat, motivasi dan gaya pembelajaran membuktikan ada hubungan signifikan dengan pemahaman pelajar dalam bab Kaedah Memasak

    計算力学研究センター年次報告書

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    Human-Inspired Robot Task Teaching and Learning

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    Current methods of robot task teaching and learning have several limitations: highly-trained personnel are usually required to teach robots specific tasks; service-robot systems are limited in learning different types of tasks utilizing the same system; and the teacher’s expertise in the task is not well exploited. A human-inspired robot-task teaching and learning method is developed in this research with the aim of allowing general users to teach different object-manipulation tasks to a service robot, which will be able to adapt its learned tasks to new task setups. The proposed method was developed to be interactive and intuitive to the user. In a closed loop with the robot, the user can intuitively teach the tasks, track the learning states of the robot, direct the robot attention to perceive task-related key state changes, and give timely feedback when the robot is practicing the task, while the robot can reveal its learning progress and refine its knowledge based on the user’s feedback. The human-inspired method consists of six teaching and learning stages: 1) checking and teaching the needed background knowledge of the robot; 2) introduction of the overall task to be taught to the robot: the hierarchical task structure, and the involved objects and robot hand actions; 3) teaching the task step by step, and directing the robot to perceive important state changes; 4) demonstration of the task in whole, and offering vocal subtask-segmentation cues in subtask transitions; 5) robot learning of the taught task using a flexible vote-based algorithm to segment the demonstrated task trajectories, a probabilistic optimization process to assign obtained task trajectory episodes (segments) to the introduced subtasks, and generalization of the taught task trajectories in different reference frames; and 6) robot practicing of the learned task and refinement of its task knowledge according to the teacher’s timely feedback, where the adaptation of the learned task to new task setups is achieved by blending the task trajectories generated from pertinent frames. An agent-based architecture was designed and developed to implement this robot-task teaching and learning method. This system has an interactive human-robot teaching interface subsystem, which is composed of: a) a three-camera stereo vision system to track user hand motion; b) a stereo-camera vision system mounted on the robot end-effector to allow the robot to explore its workspace and identify objects of interest; and c) a speech recognition and text-to-speech system, utilized for the main human-robot interaction. A user study involving ten human subjects was performed using two tasks to evaluate the system based on time spent by the subjects on each teaching stage, efficiency measures of the robot’s understanding of users’ vocal requests, responses, and feedback, and their subjective evaluations. Another set of experiments was done to analyze the ability of the robot to adapt its previously learned tasks to new task setups using measures such as object, target and robot starting-point poses; alignments of objects on targets; and actual robot grasp and release poses relative to the related objects and targets. The results indicate that the system enabled the subjects to naturally and effectively teach the tasks to the robot and give timely feedback on the robot’s practice performance. The robot was able to learn the tasks as expected and adapt its learned tasks to new task setups. The robot properly refined its task knowledge based on the teacher’s feedback and successfully applied the refined task knowledge in subsequent task practices. The robot was able to adapt its learned tasks to new task setups that were considerably different from those in the demonstration. The alignments of objects on the target were quite close to those taught, and the executed grasping and releasing poses of the robot relative to objects and targets were almost identical to the taught poses. The robot-task learning ability was affected by limitations of the vision-based human-robot teleoperation interface used in hand-to-hand teaching and the robot’s capacity to sense its workspace. Future work will investigate robot learning of a variety of different tasks and the use of more robot in-built primitive skills
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