Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

Genie: A Generator of Natural Language Semantic Parsers for Virtual Assistant Commands

To understand diverse natural language commands, virtual assistants today are trained with numerous labor-intensive, manually annotated sentences. This paper presents a methodology and the Genie toolkit that can handle new compound commands with significantly less manual effort. We advocate formalizing the capability of virtual assistants with a Virtual Assistant Programming Language (VAPL) and using a neural semantic parser to translate natural language into VAPL code. Genie needs only a small realistic set of input sentences for validating the neural model. Developers write templates to synthesize data; Genie uses crowdsourced paraphrases and data augmentation, along with the synthesized data, to train a semantic parser. We also propose design principles that make VAPL languages amenable to natural language translation. We apply these principles to revise ThingTalk, the language used by the Almond virtual assistant. We use Genie to build the first semantic parser that can support compound virtual assistants commands with unquoted free-form parameters. Genie achieves a 62% accuracy on realistic user inputs. We demonstrate Genie's generality by showing a 19% and 31% improvement over the previous state of the art on a music skill, aggregate functions, and access control.Comment: To appear in PLDI 201

An exploratory study of co-authorships among Iranian scientists in experimental sciences

This paper investigates the factors that made international co-authorship between scientists in Iran and elsewhere possible. A questionnaire was sent out to Iranian scientists in fields of physics, chemistry, and biology who had co-authored an internationally published journal article during 2003. The main foreign co-author in each of the articles was identified and questions regarding this co-author and the collaborative event were asked. The results show that not all co-authored articles were the results of collaborative projects. Also, the main collaborative motives behind the co-authorships were identified and described. Among these, we could mention sharing laboratory devices, accessing knowledge, and increase the efficiency of the study at hand. It is clear that emigrated Iranian scientists play an important role as collaborators and probably also as links to the international scientific community as a whole. Cultural factors mix with scientific and work related one

Users' trust in information resources in the Web environment: a status report

This study has three aims; to provide an overview of the ways in which trust is either assessed or asserted in relation to the use and provision of resources in the Web environment for research and learning; to assess what solutions might be worth further investigation and whether establishing ways to assert trust in academic information resources could assist the development of information literacy; to help increase understanding of how perceptions of trust influence the behaviour of information users

A Participatory Model for Evaluating Social Programs

Describes the participatory approach to evaluation, which emphasizes client participation in the design and implementation process

Natural Language Query in the Biochemistry and Molecular Biology Domains Based on Cognition Search™

Motivation: With the tremendous growth in scientific literature, it is necessary to improve upon the standard pattern matching style of the available search engines. Semantic NLP may be the solution to this problem. Cognition Search (CSIR) is a natural language technology. It is best used by asking a simple question that might be answered in textual data being queried, such as MEDLINE. CSIR has a large English dictionary and semantic database. Cognition’s semantic map enables the search process to be based on meaning rather than statistical word pattern matching and, therefore, returns more complete and relevant results. The Cognition Search engine uses downward reasoning and synonymy which also improves recall. It improves precision through phrase parsing and word sense disambiguation.
Result: Here we have carried out several projects to "teach" the CSIR lexicon medical, biochemical and molecular biological language and acronyms from curated web-based free sources. Vocabulary from the Alliance for Cell Signaling (AfCS), the Human Genome Nomenclature Consortium (HGNC), the United Medical Language System (UMLS) Meta-thesaurus, and The International Union of Pure and Applied Chemistry (IUPAC) was introduced into the CSIR dictionary and curated. The resulting system was used to interpret MEDLINE abstracts. Meaning-based search of MEDLINE abstracts yields high precision (estimated at >90%), and high recall (estimated at >90%), where synonym information has been encoded. The present implementation can be found at http://MEDLINE.cognition.com. 
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Retrieve-and-Read: Multi-task Learning of Information Retrieval and Reading Comprehension

This study considers the task of machine reading at scale (MRS) wherein, given a question, a system first performs the information retrieval (IR) task of finding relevant passages in a knowledge source and then carries out the reading comprehension (RC) task of extracting an answer span from the passages. Previous MRS studies, in which the IR component was trained without considering answer spans, struggled to accurately find a small number of relevant passages from a large set of passages. In this paper, we propose a simple and effective approach that incorporates the IR and RC tasks by using supervised multi-task learning in order that the IR component can be trained by considering answer spans. Experimental results on the standard benchmark, answering SQuAD questions using the full Wikipedia as the knowledge source, showed that our model achieved state-of-the-art performance. Moreover, we thoroughly evaluated the individual contributions of our model components with our new Japanese dataset and SQuAD. The results showed significant improvements in the IR task and provided a new perspective on IR for RC: it is effective to teach which part of the passage answers the question rather than to give only a relevance score to the whole passage.Comment: 10 pages, 6 figure. Accepted as a full paper at CIKM 201