Traditional Learning Strategy Research Articles

Deep Reinforcement Learning Based on Link Prediction Method in Social Network Analysis

Improving the performance of link prediction is a significant role in the evaluation of social network. Link prediction is known as one of the primary purposes for recommended systems, bio information, and web. Most machine learning methods that depend on SNA model’s metrics use supervised learning to develop link prediction models. Supervised learning actually needed huge amount of data set to train the model of link prediction to obtain an optimal level of performance. In few years, Deep Reinforcement Learning (DRL) has achieved excellent success in various domain such as SNA. In this paper, we present the use of deep reinforcement learning (DRL) to improve the performance and accuracy of the model for the applied dataset. The experiment shows that the dataset created by the DRL model through self-play or auto-simulation can be utilized to improve the link prediction model. We have used three different datasets: JUNANES, MAMBO, JAKE. Experimental results show that the DRL proposed method provide accuracy of 85% for JUNANES, 87% for MAMABO, and 78% for JAKE dataset which outperforms the GBM next highest accuracy of 75% for JUNANES, 79% for MAMBO and 71% for JAKE dataset respectively trained with 2500 iteration and also in terms of AUC measures as well. The DRL model shows the better efficiency than a traditional machine learning strategy, such as, Random Forest and the gradient boosting machine (GBM).

INTEGRATING MOBILE LISTENING AND PHYSICAL ACTIVITY TO FACILITATE INTENTIONAL AND INCIDENTAL VOCABULARY ACQUISITION

This paper examines the development and effectiveness of a strategy that promotes rapid vocabulary retention among university students who are learning English as a second language. This approach to vocabulary acquisition is based on research that shows that activating implicit memory has a stronger effect than simply activating intentional memory. The hypothesis was that listening to carefully structured mobile English vocabulary lessons during routine physical activity would have a significant and positive effect on students’ vocabulary acquisition and performance. The audio lessons were designed to introduce vocabulary by moving from L1 to L2. Participants (N = 51) were first-year Ukrainian university students majoring in English as a second language. Their average age was 17-18. They were randomly assigned to one of three classes, one experimental and two comparison. The experimental group used the “integrating physical activity with listening to vocabulary lessons” strategy in addition to the traditional intentional learning strategy used by the comparison group. The results indicate that performance on the End-of-Unit test benefitted students who were in the Listening While Physically Active group. Their mean score was 81.9 versus 63.2 for the Comparison group. Results from a one-way ANOVA indicate that exam performance difference was statistically significant, F= 8.761, df = 1 , p < 05. Mobile devices offer students multiple opportunities to listen to, and pronounce, new vocabulary based on L1 to L2 translation while performing routine physical actions. This allows students to create not only receptive but also reproductive skills of L2 translation and communication

Trois fugues de Luigi Cherubini: mises en partition de piano by Frédéric Chopin

Reviewed by: Trois fugues de Luigi Cherubini: mises en partition de pianoby Frédéric Chopin Jonathan D. Bellman Frédéric Chopin. Trois fugues de Luigi Cherubini: mises en partition de piano. Fac-similé et transcription présentés par Jean-Jacques Eigeldinger. (Publications de la Société française de musicologie, Serie 1, Monuments de la musique ancienne, tome XXIX.) Paris: Société française de musicologie, 2017. [Introd. in Fre., Eng., p. ix–xxxi; facsimile and transcription, p. 1–24; crit. report in Fre., Eng., p. 25–28; appendix: excerpts from Cherubini's Cours de contrepoint, p. 29–36. ISBN 978-2-85357-259-0. €35.] It is well known in the Chopin community that the composer studied strict counterpoint with his teacher Józef Elsner as a teenager—he says so in a letter of 2 October 1826 to his friend Jan Białobłocki—and that counterpoint itself would remain a lifelong fascination. In the introduction to this volume, Jean-Jacques Eigeldinger assembles the traces of this preoccupation thereafter, through Chopin's youthfully dismissive descriptions of counterpoint pedagogues Luigi Cherubini and Anton Reicha (in a letter of 7 December 1831), to a written request to his friend Julian Fontana (sent mid-June 1841) that the treatises of Cherubini and Georges Kastner be sent from Paris to him in the village of Nohant, in central France, to the many contrapuntal passages that show up in late works such as the op. 65 Sonata for Cello and Piano, "in particular in the reversible counterpoint of the Largo—a sublime Preghiera—and in the rondo finale, with its richly chromatic principal theme" (p. xxx). Harder to pinpoint is precisely how Chopin pursued such study, in the absence of either teacher or study partner, as Brahms and Joachim later found in each other. With the appearance of this publication, we now have a much better idea. Eigeldinger, a towering figure in Chopin studies, now presents Chopin's arrangement, in piano score, of three fugues from Cherubini's Cours de contrepoint et de fugue(Paris: M. Schlesinger, 1835), which were originally published in score, with three C clefs (soprano, alto, tenor) and the familiar F clef for the bass. Instructive excerpts from Cherubini's treatise are provided in the appendix. Eigeldinger observes that Chopin must have been less than completely comfortable reading from score in relatively unfamiliar clefs. Few would blame him if so, and it is no surprise that he would have seen fit to transcribe these pieces into his preferred piano idiom. It has already been established (by among others David Kasunic) that however much Chopin attended the opera, his closest encounters with it took place via commercially available piano-vocal scores—in other words, in reduced and user-friendly form. Moreover, the act of music copying was a study technique with a long, long history; the familiar stories of J. S. Bach sneaking down to his older brother's music cabinet in the middle of the night for unsanctioned copying projects testify to this. Far from a mechanical exercise, Chopin's Cherubini transcriptions reflect a traditional learning strategy that clearly benefited him for the remainder of his compositional life. And despite Cherubini's sometime reputation as a dry and static figure (Chopin himself, in the 1831 letter), a less dynamic and creative teacher than Reicha (Berlioz, Mémoires, quoted here on p. xxiii), or as less visionary than the opera composer Gaspare Spontini (the artist Eugène [End Page 705]Delacroix, quoted on p. xxxi), he clearly had sufficient credibility and authority for the now more mature Chopin to learn from and respect. Eigeldinger points out (p. xxx) that the British scholar Gerald Abraham was among the first to stress Cherubini's intermediary role in Chopin's attraction to Bach's counterpoint. Whether or not an intermediary was needed (I personally suspect it was not), Cherubini did represent a kind of Bachian representative, a systematic tutor of the learned art and aesthetic Chopin had studied and played since his youth. And the fugue transcriptions presented in this book—beautifully presented, thoroughly glossed and explained, and now (for the first time) readily available—are proof of that...

Application of Cooperative Learning Strategies (CLS) for Students’ Focused Teaching (SFT) in EFL Class: An Experimental Study in the Summer Remedial Course for Adult Learners

Cooperative Learning Strategies (CLS) for Students Focused Teaching (SFT), known as 'students-centered learning' (SCL), is the acknowledged pedagogical strategy. This research article is based on an experiment in an EFL class and analyses various fundamental aspects of CLS concentrating on the classroom barriers, diagnosis of students' linguistic problems and the results of the adopted strategies. During eight weeks of teaching instructions, three tests of integrated Reading and Writing skills were conducted in Level-3/4 classes in Preparatory Years Program with intervals. The students were given treatment through two different methodologies viz., Cooperative Learning Strategy and Traditional Learning Strategy (TLS) in two different groups. It was hypothesized that CLS would motivate them to participate in the classroom activities. Major research findings are that to achieve teaching objectives successfully, motivated and trained teachers are required to handle the students who do not cooperate in the CLS implementation process. The study also found out other pedagogical problems in the process of implementation by comparing CLS and TLS. The comparative analysis of the experimental and the controlled groups revealed that there was no significant impact of CLS on adult EFL learners. The study discusses the factors for the lack of CLS impact on the EFL learners and gives recommendations.

A laguerre neural network-based ADP learning scheme with its application to tracking control in the Internet of Things

Sensory data have becoming widely available in large volume and variety due to the increasing presence and adoption of the Internet of Things. Such data can be tremendously useful if they are processed properly in a timely fashion. They could play a key role in the coordination of industrial production. It is thus desirable to explore an effective and efficient scheme to support data tracking and monitoring. This paper intends to propose a novel automatic learning scheme to improve the tracking efficiency while maintaining or improving the data tracking accuracy. A core strategy in the proposed scheme is the design of Laguerre neural network (LaNN)-based approximate dynamic programming (ADP). As a traditional optimal learning strategy, ADP is a popular approach for data processing. The action neural network (NN) and the critic NN as two important components in ADP have big impact on the performance of ADP. In this paper, a LaNN is employed as the implementation of the action NN in ADP considering Laguerre polynomials' approximation capability. In addition, this LaNN-based ADP is integrated into an online parameter-tuning framework to optimize those parameters of characteristic model that is used to trace the data in the tracking control system. Meanwhile, this article provides an associated Lyapunov convergence analysis to guarantee a uniformly ultimately boundedness property for tracking errors in the proposed approach. Furthermore, the proposed LaNN-based ADP optimal online parameter-tuning scheme is validated using a temperature dynamic tracking control task. The simulation results demonstrate that the scheme has satisfactory learning performance over time.

A Study on the Effects of Reciting on Chinese College Students‟ Oral English Proficiency

This paper aims to illuminate the relationship between reciting and the efficiency of English learning among Chinese college students. Through a series of experiments and tests, the research draws the conclusion that the traditional English learning strategy----reciting promotes the students’ oral English proficiency.

Effect of Jigsaw Ⅲ Cooperative Learning on Science Achievement and Learning Attitude of Middle School Female Students

In this study, Jigsaw III cooperative learning strategy and traditional learning strategy have been applied to the ‘electricity’ chapter of grade 8 science textbooks to know the effects of learning strategy, gender, and GPA on the students' science achievement and science learning attitude of middle school female students in genderseparated classes. For this purpose, 143 students of 4 classes in separated classes were chosen from a middle school in Daegu. One female class and one male class were assigned to the experimental group and other female class and male class were assigned to the control group. Traditional learning strategy was applied to the control group and the Jigsaw III cooperative learning strategy was applied to the experimental group. Four worksheets for expert groups were used for 18 hours through 5 weeks. Both tests for science achievement and learning attitude were administered as pre and post test. The test results were analyzed through analysis of covariance(ANCOVA) as pre test score as covariant The overall conclusions of this study were as follows: The Jigsaw III cooperative learning has improved science achievement, especially on subjective-type questions, of female students and mid-lower level students. The Jigsaw III Cooperative Learning has also improved self-directed attitude toward science learning. Female students have expressed more positive opinion about the Jigsaw III cooperative learning.

A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition

This article draws on work done in educational psychology to propose a new approach to generating a psychometrically-based measure of second language learners’ strategic learning, operationalized as their self-regulatory capacity ,a s an alternative to the scales traditionally used to quantify language learning strategy use. The self-regulation instrument was developed through a three-phase process, focusing on the realm of vocabulary learning. The first phase involved the generation of an item pool, the second a pilot study in a sizeable sample, and the third an evaluation of the psychometric properties of the revised instrument, using confirmatory and exploratory factor analysis. The results show that the proposed instrument has satisfactory psychometric characteristics and that the hypothesized theoretical model had a good fit with the data. We argue that the results provide evidence for the validity of transferring the theoretical construct of self-regulation from educational psychology to the area of second language acquisition. We also propose that instruments targeting learner self-regulation in a similar way to the questionnaire presented in this study can provide a more psychometrically sound measure of strategic learning than traditional language learning strategy scales.