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Developing object concepts in infancy: an associative learning perspective.
Monographs of the Society for Research in Child Development, 2008We present a domain-general framework called constrained attentional associative learning to provide a developmental account for how and when infants form concepts for animates and inanimates that encapsulate not only their surface appearance but also their movement characteristics.
David H, Rakison, Gary, Lupyan
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Learning structural concept with 3-D information of objects
Proceedings of ANZIIS '94 - Australian New Zealnd Intelligent Information Systems Conference, 2002A new approach is proposed which learns structural concepts using learning from example, by taking 3D information of objects obtained from stereo vision as input for the system. In order to solve the scale problem in the quantitative representation of 3D information, the concept description language (CDL) is defined which represents the 3D relations of
G. Dong, T. Yamaguchi, M. Yachida
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3D Printed Tactile Learning Objects: Proof of Concept
Journal of Blindness Innovation and Research, 2014Image-based learning objects produced today are primarily designed for the virtual world and are not easily accessible to blind or visually impaired students. The opportunity to 3D print images from disciplines such as anatomy, histology, cell biology, astronomy, and geology has opened new vistas for the construction of tactile learning objects made ...
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A music programming tool for learning object-oriented concepts
Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007), 2007Object-oriented concepts are difficult to learn. In this paper, we propose a music programming language that involves music in object-oriented programming. We also present a client-server based system for individual learning and a P2P-based system for collaborative learning in a JXTA network.
Hyosook Jung, Seongbin Park
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2021
It has been shown that answering questions contributes to students learning effectively. However, generating questions is an expensive task and requires a lot of effort. Although there has been research reported on the automation of question generation in the literature of Natural Language Processing, these technologies do not necessarily generate ...
Machi Shimmei, Noboru Matsuda
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It has been shown that answering questions contributes to students learning effectively. However, generating questions is an expensive task and requires a lot of effort. Although there has been research reported on the automation of question generation in the literature of Natural Language Processing, these technologies do not necessarily generate ...
Machi Shimmei, Noboru Matsuda
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Knowing Verb From Object: Retagging With Transfer Learning on Verb-Object Concept Images
IEEE Transactions on Multimedia, 2015Image retagging is significant and essential for tag-based applications, such as search and browsing. However, most existing image retagging approaches are typically based on enriching-and-removing and/or reranking strategies, which lead to two drawbacks: 1) since the object and/or human appeared in the images are tagged as individuals, the meanings ...
Chao Sun, Bing-Kun Bao, Changsheng Xu
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Learning Object-Oriented Programming Concepts Through Visual Analogies
IEEE Transactions on Learning Technologies, 2022Victor Lian +2 more
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Concept Mapping to Design, Organize, and Explore Digital Learning Objects
2009This chapter investigates the problem of connecting advanced domain knowledge (from geography educators in this instance) with the strong pedagogic descriptions provided by colleagues from the University of Southampton, as described in Chapter IX, and then adding to this the learning materials that together comprise a learning object. Specifically, the
David DiBiase, Mark Gahegan
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Classifying Learning Objectives in Commercial Games, Proof of Concept
2006An important step towards gaining an understanding of how a particular medium can be used most effectively in education is to study its outstanding examples, regardless of their original purpose. It is assumed that “good” games already embody sound pedagogy in their designs even if that incorporation was not deliberate.
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Learning object-oriented concepts with multimedia technology
ACM SIGPLAN OOPS Messenger, 1993A. Amandi +4 more
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