Performance Analysis of Open Source Machine Learning Frameworks for Various Parameters in Single-Threaded and Multi-Threaded Modes

The basic features of some of the most versatile and popular open source frameworks for machine learning (TensorFlow, Deep Learning4j, and H2O) are considered and compared. Their comparative analysis was performed and conclusions were made as to the advantages and disadvantages of these platforms. The performance tests for the de facto standard MNIST data set were carried out on H2O framework for deep learning algorithms designed for CPU and GPU platforms for single-threaded and multithreaded modes of operation Also, we present the results of testing neural networks architectures on H2O platform for various activation functions, stopping metrics, and other parameters of machine learning algorithm. It was demonstrated for the use case of MNIST database of handwritten digits in single-threaded mode that blind selection of these parameters can hugely increase (by 2-3 orders) the runtime without the significant increase of precision. This result can have crucial influence for optimization of available and new machine learning methods, especially for image recognition problems.Comment: 15 pages, 11 figures, 4 tables; this paper summarizes the activities which were started recently and described shortly in the previous conference presentations arXiv:1706.02248 and arXiv:1707.04940; it is accepted for Springer book series "Advances in Intelligent Systems and Computing

Word recognition subcomponents and passage level reading in a foreign language

Despite the growing number of studies highlighting the complex process of acquiring second language (L2) word recognition skills, comparatively little research has examined the relationship between word recognition and passage-level reading ability in L2 learners; further, the existing results are inconclusive. This study aims to help fill the gap. Three word recognition subcomponents (decoding, sight word reading, and lexical meaning access) and general English language ability were examined in terms of their contributions to predicting the reading comprehension and reading rate of Japanese university students learning English. Multiple regression analyses revealed that, in addition to the contribution made by English language ability, lexical meaning access was a significant predictor of both reading comprehension and reading rate, and decoding was a predictor of reading rate only. These results not only supported some previous findings but also added new insight into the influence of efficiency of lexical meaning access to reading comprehension

Emergent Literacy and Early Reading Skills in Chinese-Mandarin: Evidence from Kindergarten and First-Grade Children

The development of emergent literacy, a precursor to formal reading, has been linked to subsequent conventional literacy skills in Chinese children. The factors important for acquiring Chinese reading skills, such as phonological and morphological awareness, have primarily been studied in primary school children rather than preschoolers. The complete picture of factors contributing to early reading skills in Mandarin-speaking Chinese preschool children remains unclear. Objectives: The aim of this study was to explore emergent literacy and early reading skills in preschool and early school-aged children and investigate the connections between them to address gaps in existing literature. Methodology: A cross-sectional design was used to collect data from a sample of 66 children, including 35 in their second year of kindergarten and 31 first-grade children. Assessments were conducted on phonological awareness (syllable deletion), morphological awareness (lexical compounding, homophone judgment, and homophone generation), orthographic awareness (character judgment), vocabulary, and rapid automatized naming (RAN) of numbers. Reading outcomes were measured by character naming and word recognition. Results: The MANOVA findings showed a significant grade group effect on all measures, except for RAN accuracy. Specifically,first-grade children outperformed second-year kindergarten children in syllable deletion, lexical compounding, homophone generation, homophone judgment, character judgment, and vocabulary. Additionally, first-grade children named numbers faster than kindergarten children in RAN. The correlation and regression analyses suggest that advanced emergent literacy skills in children improve word reading, but the associations between emergent literacy and reading vary by grade level. Syllable deletion and lexical compounding are particularly important for kindergarten children at the initial stage of learning to read, while character judgment plays a prominent role in the reading development of primary school children. Homophone judgment develops early and expands progressively as children gain reading experience during their primary school years. The significance of homophone generation is minimal at preschool and early school ages. RAN response time may provide more informative insights than RAN accuracy, and the link between RAN and reading skills appears to weaken once children begin schooling. Additionally, maternal education level was a significant co-variate associated with character naming in preschool children. Implications: Findings carry implications for Chinese educators and parents. Incorporating metalinguistic awareness into classroom instruction can support children’s early reading development. Moreover, parents are encouraged to foster a literacy-rich home environment through experiences like interactive reading and character recognition, especially for preschool children without formal literacy instructions. Further longitudinal research is recommended to predict early reading skills in a larger sample of Mandarin-speaking preschoolers and establish age-specific educational goals