Learning phase

Changed neuronal activity during a distinct learning phase provides at best an indirect hint for a critical involvement of this brain structure in memory... 

For some years a family of nonlinear methods, called (artificial) neural networks, has gained some importance in chemistry in general [ZUPAN and GASTEIGER, 1993] and in analytical chemistry in particular [JANSON, 1991 KATEMAN, 1993]. These networks are black boxes trained in a learning phase to give the best fit output to given responses. 

During the testing phase, each of the 100 input vectors is presented in a fixed order to the model, and a response is generated following the spread of activation as before. The response is scored as correct or incorrect, and the next vector is presented. If the model fails to reach the defined criterion (i.e., errs on more than 10 of the items), the learning phase resumes with another block of trials. When the model reaches the defined criterion, the weights are stored for later use.5... 

Certain government departments in Ireland had serious concerns regarding the advantages to Member States of delaying the submission of their NAPs to watch the Commission s assessment of the first wave of Plans, though equally it could be argued that it was better to have the NAP assessed early when the Commission themselves were in a learning phase. 

Change of method or sequence is this simple or do you need another long learning phase after your vacation ... 

Sensor drift is a first serious impairment of chemical sensors. They alter over time and so have poor repeatability since they produce different responses for the same odour. That is particularly troublesome for electronic noses (Remain et al. 2002). The sensor signals can drift during the learning phase (Holmberg et al. 1997). To try to compensate the sensor drift, three types of solutions were tested for our applications. 

For supervised learning the network receives additional information about the associated patterns or classifiers in the learning phase, which helps to adjust the weights. Unknown patterns and classes can subsequently be classified. 

Ambroise and McLachlan (2002) address that CV may cause selection bias in gene selection and leads too optimistic test error rate with few genes. If the CV error is calculated within the feature-selection process, there may be a selection bias in it when it is used as an estimate of the prediction error. To correct for this selection bias, it is necessary that CV be used external to the gene selection process or gene selection should be performed in the learning phase of CV. 

Correlation between feedback and execution speed during the learning phase of a manual assembly task (mean values of 10 subjects and 8 hand and arm muscles). 

Po,..., /Sp)is an unknown (j5- -l)-dimensional parameter, and Xi,..., X are /i-dimensional random vectors. This model has so-called learning phase in which... 

A preparatory learning phase in school is necessary to raise effective learning in the non-formal setting. 

In the proposed scheme the predicted version of the probability of cell loss is given as feedback to the source. The DANN gets the training data from the background RED algorithm. For some time, the DANN will be in a learning phase. It then predicts the data and arbitrary k steps in advance. This is provided as the feedback signal to the source. The source then re-computes the transmission rate. It may be seen that the cell loss ratio has been reduced with feedback. 

We see that 51 examples are assigned for learning phase, and the other 49 examples... 

After the learning phase, the subjects worked on a computer based comprehension test consisting of 57 items. They had to react to a series of statements There were two keys at their disposal green for Yes, the statement is true and red for No, the statement is false . In the so-called non-comparison items (N=42), the focus was only on relations within the objects in the comparison items (N=15), comparisons between both types of therapy were made. The instruction was worded with the intention for the subjects to work thoroughly and fast. After the comprehension test, the subjects had to either present the two topics separately in written form (i.e., object-oriented instruction), or to describe and compare the topics with each other in written form (i.e., aspect-oriented instruction). For this performance there was half an hour available. 

After some short explanations, the child went himself through the three phases, spending as much time as he wished. Each action of the subject, each decision he took, was recorded on an individual protocol card. Figure 8 shows the results of the first production of the subjects in the learning phase. 

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