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learning</title> <meta name="description" content="Search results for: perceptual learning"> <meta name="keywords" content="perceptual learning"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="perceptual learning"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7307</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: perceptual learning</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7307</span> 3D Printing Perceptual Models of Preference Using a Fuzzy Extreme Learning Machine Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xinyi%20Le">Xinyi Le</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, 3D printing orientations were determined through our perceptual model. Some FDM (Fused Deposition Modeling) 3D printers, which are widely used in universities and industries, often require support structures during the additive manufacturing. After removing the residual material, some surface artifacts remain at the contact points. These artifacts will damage the function and visual effect of the model. To prevent the impact of these artifacts, we present a fuzzy extreme learning machine approach to find printing directions that avoid placing supports in perceptually significant regions. The proposed approach is able to solve the evaluation problem by combing both the subjective knowledge and objective information. Our method combines the advantages of fuzzy theory, auto-encoders, and extreme learning machine. Fuzzy set theory is applied for dealing with subjective preference information, and auto-encoder step is used to extract good features without supervised labels before extreme learning machine. An extreme learning machine method is then developed successfully for training and learning perceptual models. The performance of this perceptual model will be demonstrated on both natural and man-made objects. It is a good human-computer interaction practice which draws from supporting knowledge on both the machine side and the human side. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=3d%20printing" title="3d printing">3d printing</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20model" title=" perceptual model"> perceptual model</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20evaluation" title=" fuzzy evaluation"> fuzzy evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=data-driven%20approach" title=" data-driven approach"> data-driven approach</a> </p> <a href="https://publications.waset.org/abstracts/67233/3d-printing-perceptual-models-of-preference-using-a-fuzzy-extreme-learning-machine-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">438</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7306</span> Perceptual Learning with Hand-Eye Coordination as an Effective Tool for Managing Amblyopia: A Prospective Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anandkumar%20S.%20Purohit">Anandkumar S. Purohit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Amblyopia is a serious condition resulting in monocular impairment of vision. Although traditional treatment improves vision, we attempted the results of perceptual learning in this study. Methods: The prospective cohort study included all patients with amblyopia who were subjected to perceptual learning. The presenting data on vision, stereopsis, and contrast sensitivity were documented in a pretested online format, and the pre‑ and post‑treatment information was compared using descriptive, cross‑tabulation, and comparative methods on SPSS 22. Results: The cohort consisted of 47 patients (23 females and 24 males) with a mean age of 14.11 ± 7.13 years. A significant improvement was detected in visual acuity after the PL sessions, and the median follow‑up period was 17 days. Stereopsis improved significantly in all age groups. Conclusion: PL with hand-eye coordination is an effective method for managing amblyopia. This approach can improve vision in all age groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=amblyopia" title="amblyopia">amblyopia</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20learning" title=" perceptual learning"> perceptual learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hand-eye%20coordination" title=" hand-eye coordination"> hand-eye coordination</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20acuity" title=" visual acuity"> visual acuity</a>, <a href="https://publications.waset.org/abstracts/search?q=stereopsis" title=" stereopsis"> stereopsis</a>, <a href="https://publications.waset.org/abstracts/search?q=contrast%20sensitivity" title=" contrast sensitivity"> contrast sensitivity</a>, <a href="https://publications.waset.org/abstracts/search?q=ophthalmology" title=" ophthalmology"> ophthalmology</a> </p> <a href="https://publications.waset.org/abstracts/190032/perceptual-learning-with-hand-eye-coordination-as-an-effective-tool-for-managing-amblyopia-a-prospective-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190032.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">26</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7305</span> Improving Perceptual Reasoning in School Children through Chess Training</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ebenezer%20Joseph">Ebenezer Joseph</a>, <a href="https://publications.waset.org/abstracts/search?q=Veena%20Easvaradoss"> Veena Easvaradoss</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Sundar%20Manoharan"> S. Sundar Manoharan</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Chandran"> David Chandran</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumathi%20Chandrasekaran"> Sumathi Chandrasekaran</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20R.%20Uma"> T. R. Uma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Perceptual reasoning is the ability that incorporates fluid reasoning, spatial processing, and visual motor integration. Several theories of cognitive functioning emphasize the importance of fluid reasoning. The ability to manipulate abstractions and rules and to generalize is required for reasoning tasks. This study, funded by the Cognitive Science Research Initiative, Department of Science and Technology, Government of India, analyzed the effect of 1-year chess training on the perceptual reasoning of children. A pretest–posttest with control group design was used, with 43 (28 boys, 15 girls) children in the experimental group and 42 (26 boys, 16 girls) children in the control group. The sample was selected from children studying in two private schools from South India (grades 3 to 9), which included both the genders. The experimental group underwent weekly 1-hour chess training for 1 year. Perceptual reasoning was measured by three subtests of WISC-IV INDIA. Pre-equivalence of means was established. Further statistical analyses revealed that the experimental group had shown statistically significant improvement in perceptual reasoning compared to the control group. The present study clearly establishes a correlation between chess learning and perceptual reasoning. If perceptual reasoning can be enhanced in children, it could possibly result in the improvement of executive functions as well as the scholastic performance of the child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chess" title="chess">chess</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20reasoning" title=" perceptual reasoning"> perceptual reasoning</a> </p> <a href="https://publications.waset.org/abstracts/71492/improving-perceptual-reasoning-in-school-children-through-chess-training" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71492.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">356</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7304</span> The Interleaving Effect of Subject Matter and Perceptual Modality on Students’ Attention and Learning: A Portable EEG Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen%20Chen">Wen Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To investigate the interleaving effect of subject matter (mathematics vs. history) and perceptual modality (visual vs. auditory materials) on student’s attention and learning outcomes, the present study collected self-reported data on subjective cognitive load (SCL) and attention level, EEG data, and learning outcomes from micro-lectures. Eighty-one 7th grade students were randomly assigned to four learning conditions: blocked (by subject matter) micro-lectures with auditory textual information (B-A condition), blocked (by subject matter) micro-lectures with visual textual information (B-V condition), interleaved (by subject matter) micro-lectures with auditory textual information (I-A condition), and interleaved micro-lectures by both perceptual modality and subject matter (I-all condition). The results showed that although interleaved conditions may show advantages in certain indices, the I-all condition showed the best overall outcomes (best performance, low SCL, and high attention). This study suggests that interleaving by both subject matter and perceptual modality should be preferred in scheduling and planning classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20load" title="cognitive load">cognitive load</a>, <a href="https://publications.waset.org/abstracts/search?q=interleaving%20effect" title=" interleaving effect"> interleaving effect</a>, <a href="https://publications.waset.org/abstracts/search?q=micro-lectures" title=" micro-lectures"> micro-lectures</a>, <a href="https://publications.waset.org/abstracts/search?q=sustained%20attention" title=" sustained attention"> sustained attention</a> </p> <a href="https://publications.waset.org/abstracts/105780/the-interleaving-effect-of-subject-matter-and-perceptual-modality-on-students-attention-and-learning-a-portable-eeg-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105780.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7303</span> Research on Perceptual Features of Couchsurfers on New Hospitality Tourism Platform Couchsurfing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yuanxiang%20Miao">Yuanxiang Miao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to examine the perceptual features of couchsurfers on a new hospitality tourism platform, the free homestay website couchsurfing. As a local host, the author has accepted 61 couchsurfers in Kyoto, Japan, and attempted to figure out couchsurfers' characteristics on perception by hosting them. Moreover, the methodology of this research is mainly based on in-depth interviews, by talking with couchsurfers, observing their behaviors, doing questionnaires, etc. Five dominant perceptual features of couchsurfers were identified: (1) Trusting; (2) Meeting; (3) Sharing; (4) Reciprocity; (5) Worries. The value of this research lies in figuring out a deeper understanding of the perceptual features of couchsurfers, and the author indeed hosted and stayed with 61 couchsurfers from 30 countries and areas over one year. Lastly, the author offers practical suggestions for future research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=couchsurfing" title="couchsurfing">couchsurfing</a>, <a href="https://publications.waset.org/abstracts/search?q=depth%20interview" title=" depth interview"> depth interview</a>, <a href="https://publications.waset.org/abstracts/search?q=hospitality%20tourism" title=" hospitality tourism"> hospitality tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20features" title=" perceptual features"> perceptual features</a> </p> <a href="https://publications.waset.org/abstracts/125558/research-on-perceptual-features-of-couchsurfers-on-new-hospitality-tourism-platform-couchsurfing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125558.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7302</span> Perceptual Organization within Temporal Displacement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michele%20Sinico">Michele Sinico</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The psychological present has an actual extension. When a sequence of instantaneous stimuli falls in this short interval of time, observers perceive a compresence of events in succession and the temporal order depends on the qualitative relationships between the perceptual properties of the events. Two experiments were carried out to study the influence of perceptual grouping, with and without temporal displacement, on the duration of auditory sequences. The psychophysical method of adjustment was adopted. The first experiment investigated the effect of temporal displacement of a white noise on sequence duration. The second experiment investigated the effect of temporal displacement, along the pitch dimension, on temporal shortening of sequence. The results suggest that the temporal order of sounds, in the case of temporal displacement, is organized along the pitch dimension. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=time%20perception" title="time perception">time perception</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20present" title=" perceptual present"> perceptual present</a>, <a href="https://publications.waset.org/abstracts/search?q=temporal%20displacement" title=" temporal displacement"> temporal displacement</a>, <a href="https://publications.waset.org/abstracts/search?q=Gestalt%20laws%20of%20perceptual%20organization" title=" Gestalt laws of perceptual organization"> Gestalt laws of perceptual organization</a> </p> <a href="https://publications.waset.org/abstracts/76211/perceptual-organization-within-temporal-displacement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76211.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">251</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7301</span> To Estimate the Association between Visual Stress and Visual Perceptual Skills</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijay%20Reena%20Durai">Vijay Reena Durai</a>, <a href="https://publications.waset.org/abstracts/search?q=Krithica%20Srinivasan"> Krithica Srinivasan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The two fundamental skills involved in the growth and wellbeing of any child can be categorized into visual motor and perceptual skills. Visual stress is a disorder which is characterized by visual discomfort, blurred vision, misspelling words, skipping lines, letters bunching together. There is a need to understand the deficits in perceptual skills among children with visual stress. Aim: To estimate the association between visual stress and visual perceptual skills Objective: To compare visual perceptual skills of children with and without visual stress Methodology: Children between 8 to 15 years of age participated in this cross-sectional study. All children with monocular visual acuity better than or equal to 6/6 were included. Visual perceptual skills were measured using test for visual perceptual skills (TVPS) tool. Reading speed was measured with the chosen colored overlay using Wilkins reading chart and pattern glare score was estimated using a 3cpd gratings. Visual stress was defined as change in reading speed of greater than or equal to 10% and a pattern glare score of greater than or equal to 4. Results: 252 children participated in this study and the male: female ratio of 3:2. Majority of the children preferred Magenta (28%) and Yellow (25%) colored overlay for reading. There was a significant difference between the two groups (MD=1.24±0.6) (p<0.04, 95% CI 0.01-2.43) only in the sequential memory skills. The prevalence of visual stress in this group was found to be 31% (n=78). Binary logistic regression showed that odds ratio of having poor visual perceptual skills was OR: 2.85 (95% CI 1.08-7.49) among children with visual stress. Conclusion: Children with visual stress are found to have three times poorer visual perceptual skills than children without visual stress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20stress" title="visual stress">visual stress</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perceptual%20skills" title=" visual perceptual skills"> visual perceptual skills</a>, <a href="https://publications.waset.org/abstracts/search?q=colored%20overlay" title=" colored overlay"> colored overlay</a>, <a href="https://publications.waset.org/abstracts/search?q=pattern%20glare" title=" pattern glare"> pattern glare</a> </p> <a href="https://publications.waset.org/abstracts/41580/to-estimate-the-association-between-visual-stress-and-visual-perceptual-skills" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41580.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">388</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7300</span> Auditory and Visual Perceptual Category Learning in Adults with ADHD: Implications for Learning Systems and Domain-General Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yafit%20Gabay">Yafit Gabay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention deficit hyperactivity disorder (ADHD) has been associated with both suboptimal functioning in the striatum and prefrontal cortex. Such abnormalities may impede the acquisition of perceptual categories, which are important for fundamental abilities such as object recognition and speech perception. Indeed, prior research has supported this possibility, demonstrating that children with ADHD have similar visual category learning performance as their neurotypical peers but use suboptimal learning strategies. However, much less is known about category learning processes in the auditory domain or among adults with ADHD in which prefrontal functions are more mature compared to children. Here, we investigated auditory and visual perceptual category learning in adults with ADHD and neurotypical individuals. Specifically, we examined learning of rule-based categories – presumed to be optimally learned by a frontal cortex-mediated hypothesis testing – and information-integration categories – hypothesized to be optimally learned by a striatally-mediated reinforcement learning system. Consistent with striatal and prefrontal cortical impairments observed in ADHD, our results show that across sensory modalities, both rule-based and information-integration category learning is impaired in adults with ADHD. Computational modeling analyses revealed that individuals with ADHD were slower to shift to optimal strategies than neurotypicals, regardless of category type or modality. Taken together, these results suggest that both explicit, frontally mediated and implicit, striatally mediated category learning are impaired in ADHD. These results suggest impairments across multiple learning systems in young adults with ADHD that extend across sensory modalities and likely arise from domain-general mechanisms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=category%20learning" title=" category learning"> category learning</a>, <a href="https://publications.waset.org/abstracts/search?q=modality" title=" modality"> modality</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20modeling" title=" computational modeling"> computational modeling</a> </p> <a href="https://publications.waset.org/abstracts/185848/auditory-and-visual-perceptual-category-learning-in-adults-with-adhd-implications-for-learning-systems-and-domain-general-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185848.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7299</span> Auteur 3D Filmmaking: From Hitchcock’s Protrusion Technique to Godard’s Immersion Aesthetic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Delia%20Enyedi">Delia Enyedi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Throughout film history, the regular return of 3D cinema has been discussed in connection to crises caused by the advent of television or the competition of the Internet. In addition, the three waves of stereoscopic 3D (from 1952 up to 1983) and its current digital version have been blamed for adding a challenging technical distraction to the viewing experience. By discussing the films <em>Dial M for Murder</em> (1954) and <em>Goodbye to Language</em> (2014), the paper aims to analyze the response of recognized auteurs to the use of 3D techniques in filmmaking. For Alfred Hitchcock, the solution to attaining perceptual immersion paradoxically resided in restraining the signature effect of 3D, namely protrusion. In Jean-Luc Godard’s vision, 3D techniques allowed him to explore perceptual absorption by means of depth of field, for which he had long advocated as being central to cinema. Thus, both directors contribute to the foundation of an auteur aesthetic in 3D filmmaking. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alfred%20Hitchcock" title="Alfred Hitchcock">Alfred Hitchcock</a>, <a href="https://publications.waset.org/abstracts/search?q=authorship" title=" authorship"> authorship</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20filmmaking" title=" 3D filmmaking"> 3D filmmaking</a>, <a href="https://publications.waset.org/abstracts/search?q=Jean-Luc%20Godard" title=" Jean-Luc Godard"> Jean-Luc Godard</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20absorption" title=" perceptual absorption"> perceptual absorption</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20immersion" title=" perceptual immersion"> perceptual immersion</a> </p> <a href="https://publications.waset.org/abstracts/61084/auteur-3d-filmmaking-from-hitchcocks-protrusion-technique-to-godards-immersion-aesthetic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61084.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7298</span> Perceptual and Ultrasound Articulatory Training Effects on English L2 Vowels Production by Italian Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Sonia%20d%E2%80%99Apolito">I. Sonia d’Apolito</a>, <a href="https://publications.waset.org/abstracts/search?q=Bianca%20Sisinni"> Bianca Sisinni</a>, <a href="https://publications.waset.org/abstracts/search?q=Mirko%20Grimaldi"> Mirko Grimaldi</a>, <a href="https://publications.waset.org/abstracts/search?q=Barbara%20Gili%20Fivela"> Barbara Gili Fivela</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The American English contrast /ɑ-ʌ/ (cop-cup) is difficult to be produced by Italian learners since they realize L2-/ɑ-ʌ/ as L1-/ɔ-a/ respectively, due to differences in phonetic-phonological systems and also in grapheme-to-phoneme conversion rules. In this paper, we try to answer the following research questions: Can a short training improve the production of English /ɑ-ʌ/ by Italian learners? Is a perceptual training better than an articulatory (ultrasound - US) training? Thus, we compare a perceptual training with an US articulatory one to observe: 1) the effects of short trainings on L2-/ɑ-ʌ/ productions; 2) if the US articulatory training improves the pronunciation better than the perceptual training. In this pilot study, 9 Salento-Italian monolingual adults participated: 3 subjects performed a 1-hour perceptual training (ES-P); 3 subjects performed a 1-hour US training (ES-US); and 3 control subjects did not receive any training (CS). Verbal instructions about the phonetic properties of L2-/ɑ-ʌ/ and L1-/ɔ-a/ and their differences (representation on F1-F2 plane) were provided during both trainings. After these instructions, the ES-P group performed an identification training based on the High Variability Phonetic Training procedure, while the ES-US group performed the articulatory training, by means of US video of tongue gestures in L2-/ɑ-ʌ/ production and dynamic view of their own tongue movements and position using a probe under their chin. The acoustic data were analyzed and the first three formants were calculated. Independent t-tests were run to compare: 1) /ɑ-ʌ/ in pre- vs. post-test respectively; /ɑ-ʌ/ in pre- and post-test vs. L1-/a-ɔ/ respectively. Results show that in the pre-test all speakers realize L2-/ɑ-ʌ/ as L1-/ɔ-a/ respectively. Contrary to CS and ES-P groups, the ES-US group in the post-test differentiates the L2 vowels from those produced in the pre-test as well as from the L1 vowels, although only one ES-US subject produces both L2 vowels accurately. The articulatory training seems more effective than the perceptual one since it favors the production of vowels in the correct direction of L2 vowels and differently from the similar L1 vowels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=L2%20vowel%20production" title="L2 vowel production">L2 vowel production</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20training" title=" perceptual training"> perceptual training</a>, <a href="https://publications.waset.org/abstracts/search?q=articulatory%20training" title=" articulatory training"> articulatory training</a>, <a href="https://publications.waset.org/abstracts/search?q=ultrasound" title=" ultrasound"> ultrasound</a> </p> <a href="https://publications.waset.org/abstracts/71568/perceptual-and-ultrasound-articulatory-training-effects-on-english-l2-vowels-production-by-italian-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71568.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7297</span> The Combination of the Mel Frequency Cepstral Coefficients (MFCC), Perceptual Linear Prediction (PLP), JITTER and SHIMMER Coefficients for the Improvement of Automatic Recognition System for Dysarthric Speech</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brahim-Fares%20Zaidi">Brahim-Fares Zaidi</a>, <a href="https://publications.waset.org/abstracts/search?q=Malika%20Boudraa"> Malika Boudraa</a>, <a href="https://publications.waset.org/abstracts/search?q=Sid-Ahmed%20Selouani"> Sid-Ahmed Selouani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our work aims to improve our Automatic Recognition System for Dysarthria Speech (ARSDS) based on the Hidden Models of Markov (HMM) and the Hidden Markov Model Toolkit (HTK) to help people who are sick. With pronunciation problems, we applied two techniques of speech parameterization based on Mel Frequency Cepstral Coefficients (MFCC's) and Perceptual Linear Prediction (PLP's) and concatenated them with JITTER and SHIMMER coefficients in order to increase the recognition rate of a dysarthria speech. For our tests, we used the NEMOURS database that represents speakers with dysarthria and normal speakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hidden%20Markov%20model%20toolkit%20%28HTK%29" title="hidden Markov model toolkit (HTK)">hidden Markov model toolkit (HTK)</a>, <a href="https://publications.waset.org/abstracts/search?q=hidden%20models%20of%20Markov%20%28HMM%29" title=" hidden models of Markov (HMM)"> hidden models of Markov (HMM)</a>, <a href="https://publications.waset.org/abstracts/search?q=Mel-frequency%20cepstral%20coefficients%20%28MFCC%29" title=" Mel-frequency cepstral coefficients (MFCC)"> Mel-frequency cepstral coefficients (MFCC)</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20linear%20prediction%20%28PLP%E2%80%99s%29" title=" perceptual linear prediction (PLP’s)"> perceptual linear prediction (PLP’s)</a> </p> <a href="https://publications.waset.org/abstracts/143303/the-combination-of-the-mel-frequency-cepstral-coefficients-mfcc-perceptual-linear-prediction-plp-jitter-and-shimmer-coefficients-for-the-improvement-of-automatic-recognition-system-for-dysarthric-speech" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143303.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7296</span> A Study on the Factors Affecting Student Behavior Intention to Attend Robotics Courses at the Primary and Secondary School Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jingwen%20Shan">Jingwen Shan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to explore the key factors affecting the robot program learning intention of school students, this study takes the technology acceptance model as the theoretical basis and invites 167 students from Jiading District of Shanghai as the research subjects. In the robot course, the model of school students on their learning behavior is constructed. By verifying the causal path relationship between variables, it is concluded that teachers can enhance students’ perceptual usefulness to robotics courses by enhancing subjective norms, entertainment perception, and reducing technical anxiety, such as focusing on the gradual progress of programming and analyzing learner characteristics. Students can improve perceived ease of use by enhancing self-efficacy. At the same time, robot hardware designers can optimize in terms of entertainment and interactivity, which will directly or indirectly increase the learning intention of the robot course. By changing these factors, the learning behavior of primary and secondary school students can be more sustainable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TAM" title="TAM">TAM</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20behavior%20intentions" title=" learning behavior intentions"> learning behavior intentions</a>, <a href="https://publications.waset.org/abstracts/search?q=robot%20courses" title=" robot courses"> robot courses</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20and%20secondary%20school%20students" title=" primary and secondary school students"> primary and secondary school students</a> </p> <a href="https://publications.waset.org/abstracts/107126/a-study-on-the-factors-affecting-student-behavior-intention-to-attend-robotics-courses-at-the-primary-and-secondary-school-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107126.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7295</span> Naturalistic Neuroimaging: From Film to Learning Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Asha%20Dukkipati">Asha Dukkipati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cognitive neuroscience explores neural functioning and aberrant brain activity during cognitive and perceptual tasks. Neurocinematics is a subfield of cognitive neuroscience that observes neural responses of individuals watching a film to see similarities and differences between individuals. This method is typically used for commercial use, allowing directors and filmmakers to produce better visuals and increasing their results in the box office. However, neurocinematics is increasingly becoming a common tool for neuroscientists interested in studying similar patterns of brain activity across viewers outside of the film industry. In this review, it argue that neurocinematics provides an easy, naturalistic approach for studying and diagnosing learning disorders. While the neural underpinnings of developmental learning disorders are traditionally assessed with well-established methods like EEG and fMRI that target particular cognitive domains, such as simple visual and attention tasks, there is initial evidence and theoretical background in support of neurocinematics as a biomarker for learning differences. By using ADHD, dyslexia, and autism as case studies, this literature review discusses the potential advantages of neurocinematics as a new tool for learning disorders research. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20and%20social%20sciences" title="behavioral and social sciences">behavioral and social sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroscience" title=" neuroscience"> neuroscience</a>, <a href="https://publications.waset.org/abstracts/search?q=neurocinematics" title=" neurocinematics"> neurocinematics</a>, <a href="https://publications.waset.org/abstracts/search?q=biomarkers" title=" biomarkers"> biomarkers</a>, <a href="https://publications.waset.org/abstracts/search?q=neurobehavioral%20disorders" title=" neurobehavioral disorders"> neurobehavioral disorders</a> </p> <a href="https://publications.waset.org/abstracts/156890/naturalistic-neuroimaging-from-film-to-learning-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156890.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7294</span> The Effectiveness of Gamified Learning on Student Learning in Computer Science Education: A Systematic Review (2010-2018)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shurui%20Bai">Shurui Bai</a>, <a href="https://publications.waset.org/abstracts/search?q=Biyun%20Huang"> Biyun Huang</a>, <a href="https://publications.waset.org/abstracts/search?q=Khe%20Foon%20Hew"> Khe Foon Hew</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Gamification is defined as the use of game design elements in non-game contexts. The primary purpose of using gamification in an educational context is to engage students in school activities such that their likelihood of completion is increased. But how actually effective is gamification in improving student learning? In order to answer this question, this paper provides a systematic review of prior research studies on gamification in K-12 and university contexts limited to computer science discipline. Unlike other published gamification review works, we specifically analyzed comparison-based studies in quasi-experiment, historical control, and randomization rather than studies with mere anecdotal or phenomenological results. The main purpose for this is to discuss possible causal effects of gamified practices on student performance, behavior change, and perceptual skills following an integrative model. Implications for practice are discussed, along with several suggestions for future research studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science" title="computer science">computer science</a>, <a href="https://publications.waset.org/abstracts/search?q=gamification" title=" gamification"> gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20performance" title=" learning performance"> learning performance</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a> </p> <a href="https://publications.waset.org/abstracts/107023/the-effectiveness-of-gamified-learning-on-student-learning-in-computer-science-education-a-systematic-review-2010-2018" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107023.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7293</span> SIFT and Perceptual Zoning Applied to CBIR Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simone%20B.%20K.%20Aires">Simone B. K. Aires</a>, <a href="https://publications.waset.org/abstracts/search?q=Cinthia%20O.%20de%20A.%20Freitas"> Cinthia O. de A. Freitas</a>, <a href="https://publications.waset.org/abstracts/search?q=Luiz%20E.%20S.%20Oliveira"> Luiz E. S. Oliveira</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper contributes to the CBIR systems applied to trademark retrieval. The proposed model includes aspects from visual perception of the shapes, by means of feature extractor associated to a non-symmetrical perceptual zoning mechanism based on the Principles of Gestalt. Thus, the feature set were performed using Scale Invariant Feature Transform (SIFT). We carried out experiments using four different zonings strategies (Z = 4, 5H, 5V, 7) for matching and retrieval tasks. Our proposal method achieved the normalized recall (Rn) equal to 0.84. Experiments show that the non-symmetrical zoning could be considered as a tool to build more reliable trademark retrieval systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CBIR" title="CBIR">CBIR</a>, <a href="https://publications.waset.org/abstracts/search?q=Gestalt" title=" Gestalt"> Gestalt</a>, <a href="https://publications.waset.org/abstracts/search?q=matching" title=" matching"> matching</a>, <a href="https://publications.waset.org/abstracts/search?q=non-symmetrical%20zoning" title=" non-symmetrical zoning"> non-symmetrical zoning</a>, <a href="https://publications.waset.org/abstracts/search?q=SIFT" title=" SIFT"> SIFT</a> </p> <a href="https://publications.waset.org/abstracts/15764/sift-and-perceptual-zoning-applied-to-cbir-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15764.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">313</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7292</span> Distributed System Computing Resource Scheduling Algorithm Based on Deep Reinforcement Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yitao%20Lei">Yitao Lei</a>, <a href="https://publications.waset.org/abstracts/search?q=Xingxiang%20Zhai"> Xingxiang Zhai</a>, <a href="https://publications.waset.org/abstracts/search?q=Burra%20Venkata%20Durga%20Kumar"> Burra Venkata Durga Kumar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As the quantity and complexity of computing in large-scale software systems increase, distributed system computing becomes increasingly important. The distributed system realizes high-performance computing by collaboration between different computing resources. If there are no efficient resource scheduling resources, the abuse of distributed computing may cause resource waste and high costs. However, resource scheduling is usually an NP-hard problem, so we cannot find a general solution. However, some optimization algorithms exist like genetic algorithm, ant colony optimization, etc. The large scale of distributed systems makes this traditional optimization algorithm challenging to work with. Heuristic and machine learning algorithms are usually applied in this situation to ease the computing load. As a result, we do a review of traditional resource scheduling optimization algorithms and try to introduce a deep reinforcement learning method that utilizes the perceptual ability of neural networks and the decision-making ability of reinforcement learning. Using the machine learning method, we try to find important factors that influence the performance of distributed system computing and help the distributed system do an efficient computing resource scheduling. This paper surveys the application of deep reinforcement learning on distributed system computing resource scheduling proposes a deep reinforcement learning method that uses a recurrent neural network to optimize the resource scheduling, and proposes the challenges and improvement directions for DRL-based resource scheduling algorithms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=resource%20scheduling" title="resource scheduling">resource scheduling</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20reinforcement%20learning" title=" deep reinforcement learning"> deep reinforcement learning</a>, <a href="https://publications.waset.org/abstracts/search?q=distributed%20system" title=" distributed system"> distributed system</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/152538/distributed-system-computing-resource-scheduling-algorithm-based-on-deep-reinforcement-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152538.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">111</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7291</span> The Combination of the Mel Frequency Cepstral Coefficients, Perceptual Linear Prediction, Jitter and Shimmer Coefficients for the Improvement of Automatic Recognition System for Dysarthric Speech</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brahim%20Fares%20Zaidi">Brahim Fares Zaidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Our work aims to improve our Automatic Recognition System for Dysarthria Speech based on the Hidden Models of Markov and the Hidden Markov Model Toolkit to help people who are sick. With pronunciation problems, we applied two techniques of speech parameterization based on Mel Frequency Cepstral Coefficients and Perceptual Linear Prediction and concatenated them with JITTER and SHIMMER coefficients in order to increase the recognition rate of a dysarthria speech. For our tests, we used the NEMOURS database that represents speakers with dysarthria and normal speakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ARSDS" title="ARSDS">ARSDS</a>, <a href="https://publications.waset.org/abstracts/search?q=HTK" title=" HTK"> HTK</a>, <a href="https://publications.waset.org/abstracts/search?q=HMM" title=" HMM"> HMM</a>, <a href="https://publications.waset.org/abstracts/search?q=MFCC" title=" MFCC"> MFCC</a>, <a href="https://publications.waset.org/abstracts/search?q=PLP" title=" PLP"> PLP</a> </p> <a href="https://publications.waset.org/abstracts/158636/the-combination-of-the-mel-frequency-cepstral-coefficients-perceptual-linear-prediction-jitter-and-shimmer-coefficients-for-the-improvement-of-automatic-recognition-system-for-dysarthric-speech" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">108</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7290</span> Correlation between Visual Perception and Social Function in Patients with Schizophrenia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Candy%20Chieh%20Lee">Candy Chieh Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The purpose of this study is to investigate the relationship between visual perception and social function in patients with schizophrenia. The specific aims are: 1) To explore performances in visual perception and social function in patients with schizophrenia 2) to examine the correlation between visual perceptual skills and social function in patients with schizophrenia The long-term goal is to be able to provide the most adequate intervention program for promoting patients’ visual perceptual skills and social function, as well as compensatory techniques. Background: Perceptual deficits in schizophrenia have been well documented in the visual system. Clinically, a considerable portion (up to 60%) of schizophrenia patients report distorted visual experiences such as visual perception of motion, color, size, and facial expression. Visual perception is required for the successful performance of most activities of daily living, such as dressing, making a cup of tea, driving a car and reading. On the other hand, patients with schizophrenia usually exhibit psychotic symptoms such as auditory hallucination and delusions which tend to alter their perception of reality and affect their quality of interpersonal relationship and limit their participation in various social situations. Social function plays an important role in the prognosis of patients with schizophrenia; lower social functioning skills can lead to poorer prognosis. Investigations on the relationship between social functioning and perceptual ability in patients with schizophrenia are relatively new but important as the results could provide information for effective intervention on visual perception and social functioning in patients with schizophrenia. Methods: We recruited 50 participants with schizophrenia in the mental health hospital (Taipei City Hospital, Songde branch, Taipei, Taiwan) acute ward. Participants who have signed consent forms, diagnosis of schizophrenia and having no organic vision deficits were included. Participants were administered the test of visual-perceptual skills (non-motor), third edition (TVPS-3) and the personal and social performance scale (PSP) for assessing visual perceptual skill and social function. The assessments will take about 70-90 minutes to complete. Data Analysis: The IBM SPSS 21.0 will be used to perform the statistical analysis. First, descriptive statistics will be performed to describe the characteristics and performance of the participants. Lastly, Pearson correlation will be computed to examine the correlation between PSP and TVPS-3 scores. Results: Significant differences were found between the means of participants’ TVPS-3 raw scores of each subtest with the age equivalent raw score provided by the TVPS-3 manual. Significant correlations were found between all 7 subtests of TVPS-3 and PSP total score. Conclusions: The results showed that patients with schizophrenia do exhibit visual perceptual deficits and is correlated social functions. Understanding these facts of patients with schizophrenia can assist health care professionals in designing and implementing adequate rehabilitative treatment according to patients’ needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=occupational%20therapy" title="occupational therapy">occupational therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20function" title=" social function"> social function</a>, <a href="https://publications.waset.org/abstracts/search?q=schizophrenia" title=" schizophrenia"> schizophrenia</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20perception" title=" visual perception"> visual perception</a> </p> <a href="https://publications.waset.org/abstracts/102067/correlation-between-visual-perception-and-social-function-in-patients-with-schizophrenia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102067.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7289</span> A Blind Three-Dimensional Meshes Watermarking Using the Interquartile Range</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emad%20E.%20Abdallah">Emad E. Abdallah</a>, <a href="https://publications.waset.org/abstracts/search?q=Alaa%20E.%20Abdallah"> Alaa E. Abdallah</a>, <a href="https://publications.waset.org/abstracts/search?q=Bajes%20Y.%20Alskarnah"> Bajes Y. Alskarnah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We introduce a robust three-dimensional watermarking algorithm for copyright protection and indexing. The basic idea behind our technique is to measure the interquartile range or the spread of the 3D model vertices. The algorithm starts by converting all the vertices to spherical coordinate followed by partitioning them into small groups. The proposed algorithm is slightly altering the interquartile range distribution of the small groups based on predefined watermark. The experimental results on several 3D meshes prove perceptual invisibility and the robustness of the proposed technique against the most common attacks including compression, noise, smoothing, scaling, rotation as well as combinations of these attacks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=watermarking" title="watermarking">watermarking</a>, <a href="https://publications.waset.org/abstracts/search?q=three-dimensional%20models" title=" three-dimensional models"> three-dimensional models</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20invisibility" title=" perceptual invisibility"> perceptual invisibility</a>, <a href="https://publications.waset.org/abstracts/search?q=interquartile%20range" title=" interquartile range"> interquartile range</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20attacks" title=" 3D attacks"> 3D attacks</a> </p> <a href="https://publications.waset.org/abstracts/15946/a-blind-three-dimensional-meshes-watermarking-using-the-interquartile-range" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15946.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">474</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7288</span> Comparing the Effect of Virtual Reality and Sound on Landscape Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mark%20Lindquist">Mark Lindquist</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents preliminary results of exploratory empirical research investigating the effect of viewing 3D landscape visualizations in virtual reality compared to a computer monitor, and how sound impacts perception. Five landscape types were paired with three sound conditions (no sound, generic sound, realistic sound). Perceived realism, preference, recreational value, and biodiversity were evaluated in a controlled laboratory environment. Results indicate that sound has a larger perceptual impact than display mode regardless of sound source across all perceptual measures. The results are considered to assess how sound can impact landscape preference and spatiotemporal understanding. The paper concludes with a discussion of the impact on designers, planners, and the public and targets future research endeavors in this area. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=landscape%20experience" title="landscape experience">landscape experience</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=soundscape" title=" soundscape"> soundscape</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20reality" title=" virtual reality"> virtual reality</a> </p> <a href="https://publications.waset.org/abstracts/114889/comparing-the-effect-of-virtual-reality-and-sound-on-landscape-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114889.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">169</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7287</span> Nature of Body Image Distortion in Eating Disorders</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Katri%20K.%20Cornelissen">Katri K. Cornelissen</a>, <a href="https://publications.waset.org/abstracts/search?q=Lise%20Gulli%20Brokjob"> Lise Gulli Brokjob</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristofor%20McCarty"> Kristofor McCarty</a>, <a href="https://publications.waset.org/abstracts/search?q=Jiri%20Gumancik"> Jiri Gumancik</a>, <a href="https://publications.waset.org/abstracts/search?q=Martin%20J.%20Tovee"> Martin J. Tovee</a>, <a href="https://publications.waset.org/abstracts/search?q=Piers%20L.%20Cornelissen"> Piers L. Cornelissen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent research has shown that body size estimation of healthy women is driven by independent attitudinal and perceptual components. The attitudinal component represents psychological concerns about body, coupled to low self-esteem and a tendency towards depressive symptomatology, leading to over-estimation of body size, independent of the Body Mass Index (BMI) someone actually has. The perceptual component is a normal bias known as contraction bias, which, for bodies is dependent on actual BMI. Women with a BMI less than the population norm tend to overestimate their size, while women with a BMI greater than the population norm tend to underestimate their size. Women whose BMI is close to the population mean are most accurate. This is indexed by a regression of estimated BMI on actual BMI with a slope less than one. It is well established that body dissatisfaction, i.e. an attitudinal distortion, leads to body size overestimation in eating disordered individuals. However, debate persists as to whether women with eating disorders may also suffer a perceptual body distortion. Therefore, the current study was set to ask whether women with eating disorders exhibit the normal contraction bias when they estimate their own body size. If they do not, this would suggest differences in the way that women with eating disorders process the perceptual aspects of body shape and size in comparison to healthy controls. 100 healthy controls and 33 women with a history of eating disorders were recruited. Critically, it was ensured that both groups of participants represented comparable and adequate ranges of actual BMI (e.g. ~18 to ~40). Of those with eating disorders, 19 had a history of anorexia nervosa, 6 bulimia nervosa, and 8 OSFED. 87.5% of the women with a history of eating disorders self-reported that they were either recovered or recovering, and 89.7% of them self-reported that they had had one or more instances of relapse. The mean time lapsed since first diagnosis was 5 years and on average participants had experienced two relapses. Participants were asked to fill number of psychometric measures (EDE-Q, BSQ, RSE, BDI) to establish the attitudinal component of their body image as well as their tendency to internalize socio-cultural body ideals. Additionally, participants completed a method of adjustment psychophysical task, using photorealistic avatars calibrated for BMI, in order to provide an estimate of their own body size and shape. The data from the healthy controls replicate previous findings, revealing independent contributions to body size estimation from both attitudinal and perceptual (i.e. contraction bias) body image components, as described above. For the eating disorder group, once the adequacy of their actual BMI ranges was established, a regression of estimated BMI on actual BMI had a slope greater than 1, significantly different to that from controls. This suggests that (some) eating disordered individuals process the perceptual aspects of body image differently from healthy controls. It therefore is necessary to develop interventions which are specific to the perceptual processing of body shape and size for the management of (some) individuals with eating disorders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=body%20image%20distortion" title="body image distortion">body image distortion</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=recovery" title=" recovery"> recovery</a>, <a href="https://publications.waset.org/abstracts/search?q=relapse" title=" relapse"> relapse</a>, <a href="https://publications.waset.org/abstracts/search?q=BMI" title=" BMI"> BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=eating%20disorders" title=" eating disorders"> eating disorders</a> </p> <a href="https://publications.waset.org/abstracts/171930/nature-of-body-image-distortion-in-eating-disorders" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171930.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7286</span> A Review of Machine Learning for Big Data</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Devatha%20Kalyan%20Kumar">Devatha Kalyan Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Aravindraj%20D."> Aravindraj D.</a>, <a href="https://publications.waset.org/abstracts/search?q=Sadathulla%20A."> Sadathulla A.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Big data are now rapidly expanding in all engineering and science and many other domains. The potential of large or massive data is undoubtedly significant, make sense to require new ways of thinking and learning techniques to address the various big data challenges. Machine learning is continuously unleashing its power in a wide range of applications. In this paper, the latest advances and advancements in the researches on machine learning for big data processing. First, the machine learning techniques methods in recent studies, such as deep learning, representation learning, transfer learning, active learning and distributed and parallel learning. Then focus on the challenges and possible solutions of machine learning for big data. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data" title=" big data"> big data</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20learning" title=" machine learning"> machine learning</a> </p> <a href="https://publications.waset.org/abstracts/72161/a-review-of-machine-learning-for-big-data" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72161.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7285</span> Leveraging Learning Analytics to Inform Learning Design in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mingming%20Jiang">Mingming Jiang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This literature review aims to offer an overview of existing research on learning analytics and learning design, the alignment between the two, and how learning analytics has been leveraged to inform learning design in higher education. Current research suggests a need to create more alignment and integration between learning analytics and learning design in order to not only ground learning analytics on learning sciences but also enable data-driven decisions in learning design to improve learning outcomes. In addition, multiple conceptual frameworks have been proposed to enhance the synergy and alignment between learning analytics and learning design. Future research should explore this synergy further in the unique context of higher education, identifying learning analytics metrics in higher education that can offer insight into learning processes, evaluating the effect of learning analytics outcomes on learning design decision-making in higher education, and designing learning environments in higher education that make the capturing and deployment of learning analytics outcomes more efficient. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title="learning analytics">learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20design" title=" learning design"> learning design</a>, <a href="https://publications.waset.org/abstracts/search?q=big%20data%20in%20higher%20education" title=" big data in higher education"> big data in higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20learning%20environments" title=" online learning environments"> online learning environments</a> </p> <a href="https://publications.waset.org/abstracts/149822/leveraging-learning-analytics-to-inform-learning-design-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149822.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">172</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7284</span> Hydration Matters: Impact on 3 km Running Performance in Trained Male Athletes Under Heat Conditions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhaoqi%20He">Zhaoqi He</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research Context: Endurance performance in hot environments is influenced by the interplay of hydration status and physiological responses. This study aims to investigate how dehydration, up to 2.11% body weight loss, affects the 3 km running performance of trained male athletes under conditions mimicking high temperatures. Methodology: In a randomized crossover design, five male athletes participated in two trials – euhydrated (EU) and dehydrated (HYPO). Both trials included a 70-minute preload run at 55-60% VO2max in 32°C and 50% humidity, followed by a 3-kilometer time trial. Fluid intake was restricted in HYPO to induce a 2.11% body weight loss. Physiological metrics, including heart rate, core temperature, and oxygen uptake, were measured, along with perceptual metrics like perceived exertion and thirst sensation. Findings: The 3-kilometer run completion times showed no significant differences between EU and HYPO trials (p=0.944). Physiological indicators, including heart rate, core temperature, and oxygen uptake, did not significantly vary (p>0.05). Thirst sensation was markedly higher in HYPO (p=0.013), confirming successful induction of dehydration. Other perceptual metrics and gastrointestinal comfort remained consistent. Conclusion: Contrary to the hypothesis, the study reveals that dehydration, inducing up to 2.11% body weight loss, does not significantly impair 3 km running performance in trained male athletes under hot conditions. Thirst sensation was notably higher in the dehydrated state, emphasizing the importance of considering perceptual factors in hydration strategies. The findings suggest that trained runners can maintain performance despite moderate dehydration, highlighting the need for nuanced hydration guidelines in hot-weather running. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hypohydration" title="hypohydration">hypohydration</a>, <a href="https://publications.waset.org/abstracts/search?q=euhydration" title=" euhydration"> euhydration</a>, <a href="https://publications.waset.org/abstracts/search?q=hot%20environment" title=" hot environment"> hot environment</a>, <a href="https://publications.waset.org/abstracts/search?q=3km%20running%20time%20trial" title=" 3km running time trial"> 3km running time trial</a>, <a href="https://publications.waset.org/abstracts/search?q=endurance%20performance" title=" endurance performance"> endurance performance</a>, <a href="https://publications.waset.org/abstracts/search?q=trained%20athletes" title=" trained athletes"> trained athletes</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20metrics" title=" perceptual metrics"> perceptual metrics</a>, <a href="https://publications.waset.org/abstracts/search?q=dehydration%20impact" title=" dehydration impact"> dehydration impact</a>, <a href="https://publications.waset.org/abstracts/search?q=physiological%20responses" title=" physiological responses"> physiological responses</a>, <a href="https://publications.waset.org/abstracts/search?q=hydration%20strategies" title=" hydration strategies"> hydration strategies</a> </p> <a href="https://publications.waset.org/abstracts/182418/hydration-matters-impact-on-3-km-running-performance-in-trained-male-athletes-under-heat-conditions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182418.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">66</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7283</span> Deep Learning for Image Correction in Sparse-View Computed Tomography</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shubham%20Gogri">Shubham Gogri</a>, <a href="https://publications.waset.org/abstracts/search?q=Lucia%20Florescu"> Lucia Florescu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Medical diagnosis and radiotherapy treatment planning using Computed Tomography (CT) rely on the quantitative accuracy and quality of the CT images. At the same time, requirements for CT imaging include reducing the radiation dose exposure to patients and minimizing scanning time. A solution to this is the sparse-view CT technique, based on a reduced number of projection views. This, however, introduces a new problem— the incomplete projection data results in lower quality of the reconstructed images. To tackle this issue, deep learning methods have been applied to enhance the quality of the sparse-view CT images. A first approach involved employing Mir-Net, a dedicated deep neural network designed for image enhancement. This showed promise, utilizing an intricate architecture comprising encoder and decoder networks, along with the incorporation of the Charbonnier Loss. However, this approach was computationally demanding. Subsequently, a specialized Generative Adversarial Network (GAN) architecture, rooted in the Pix2Pix framework, was implemented. This GAN framework involves a U-Net-based Generator and a Discriminator based on Convolutional Neural Networks. To bolster the GAN's performance, both Charbonnier and Wasserstein loss functions were introduced, collectively focusing on capturing minute details while ensuring training stability. The integration of the perceptual loss, calculated based on feature vectors extracted from the VGG16 network pretrained on the ImageNet dataset, further enhanced the network's ability to synthesize relevant images. A series of comprehensive experiments with clinical CT data were conducted, exploring various GAN loss functions, including Wasserstein, Charbonnier, and perceptual loss. The outcomes demonstrated significant image quality improvements, confirmed through pertinent metrics such as Peak Signal-to-Noise Ratio (PSNR) and Structural Similarity Index (SSIM) between the corrected images and the ground truth. Furthermore, learning curves and qualitative comparisons added evidence of the enhanced image quality and the network's increased stability, while preserving pixel value intensity. The experiments underscored the potential of deep learning frameworks in enhancing the visual interpretation of CT scans, achieving outcomes with SSIM values close to one and PSNR values reaching up to 76. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=generative%20adversarial%20networks" title="generative adversarial networks">generative adversarial networks</a>, <a href="https://publications.waset.org/abstracts/search?q=sparse%20view%20computed%20tomography" title=" sparse view computed tomography"> sparse view computed tomography</a>, <a href="https://publications.waset.org/abstracts/search?q=CT%20image%20correction" title=" CT image correction"> CT image correction</a>, <a href="https://publications.waset.org/abstracts/search?q=Mir-Net" title=" Mir-Net"> Mir-Net</a> </p> <a href="https://publications.waset.org/abstracts/172152/deep-learning-for-image-correction-in-sparse-view-computed-tomography" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172152.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7282</span> Perceptual Image Coding by Exploiting Internal Generative Mechanism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuo-Cheng%20Liu">Kuo-Cheng Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the perceptual image coding, the objective is to shape the coding distortion such that the amplitude of distortion does not exceed the error visibility threshold, or to remove perceptually redundant signals from the image. While most researches focus on color image coding, the perceptual-based quantizer developed for luminance signals are always directly applied to chrominance signals such that the color image compression methods are inefficient. In this paper, the internal generative mechanism is integrated into the design of a color image compression method. The internal generative mechanism working model based on the structure-based spatial masking is used to assess the subjective distortion visibility thresholds that are visually consistent to human eyes better. The estimation method of structure-based distortion visibility thresholds for color components is further presented in a locally adaptive way to design quantization process in the wavelet color image compression scheme. Since the lowest subband coefficient matrix of images in the wavelet domain preserves the local property of images in the spatial domain, the error visibility threshold inherent in each coefficient of the lowest subband for each color component is estimated by using the proposed spatial error visibility threshold assessment. The threshold inherent in each coefficient of other subbands for each color component is then estimated in a local adaptive fashion based on the distortion energy allocation. By considering that the error visibility thresholds are estimated using predicting and reconstructed signals of the color image, the coding scheme incorporated with locally adaptive perceptual color quantizer does not require side information. Experimental results show that the entropies of three color components obtained by using proposed IGM-based color image compression scheme are lower than that obtained by using the existing color image compression method at perceptually lossless visual quality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internal%20generative%20mechanism" title="internal generative mechanism">internal generative mechanism</a>, <a href="https://publications.waset.org/abstracts/search?q=structure-based%20spatial%20masking" title=" structure-based spatial masking"> structure-based spatial masking</a>, <a href="https://publications.waset.org/abstracts/search?q=visibility%20threshold" title=" visibility threshold"> visibility threshold</a>, <a href="https://publications.waset.org/abstracts/search?q=wavelet%20domain" title=" wavelet domain"> wavelet domain</a> </p> <a href="https://publications.waset.org/abstracts/75216/perceptual-image-coding-by-exploiting-internal-generative-mechanism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75216.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">248</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7281</span> OSEME: A Smart Learning Environment for Music Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konstantinos%20Sofianos">Konstantinos Sofianos</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Stefanidakis"> Michael Stefanidakis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nowadays, advances in information and communication technologies offer a range of opportunities for new approaches, methods, and tools in the field of education and training. Teacher-centered learning has changed to student-centered learning. E-learning has now matured and enables the design and construction of intelligent learning systems. A smart learning system fully adapts to a student's needs and provides them with an education based on their preferences, learning styles, and learning backgrounds. It is a wise friend and available at any time, in any place, and with any digital device. In this paper, we propose an intelligent learning system, which includes an ontology with all elements of the learning process (learning objects, learning activities) and a massive open online course (MOOC) system. This intelligent learning system can be used in music education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intelligent%20learning%20systems" title="intelligent learning systems">intelligent learning systems</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=music%20education" title=" music education"> music education</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20web" title=" semantic web"> semantic web</a> </p> <a href="https://publications.waset.org/abstracts/168933/oseme-a-smart-learning-environment-for-music-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168933.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7280</span> Studying the Spatial Aspects of Visual Attention Processing in Global Precedence Paradigm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shreya%20Borthakur">Shreya Borthakur</a>, <a href="https://publications.waset.org/abstracts/search?q=Aastha%20Vartak"> Aastha Vartak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This behavioral experiment aimed to investigate the global precedence phenomenon in a South Asian sample and its correlation with mobile screen time. The global precedence effect refers to the tendency to process overall structure before attending to specific details. Participants completed attention tasks involving global and local stimuli with varying consistencies. The results showed a tendency towards local precedence, but no significant differences in reaction times were found between consistency levels or attention conditions. However, the correlation analysis revealed that participants with higher screen time exhibited a stronger negative correlation with local attention, suggesting that excessive screen usage may impact perceptual organization. Further research is needed to explore this relationship and understand the influence of screen time on cognitive processing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20precedence" title="global precedence">global precedence</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20attention" title=" visual attention"> visual attention</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20organization" title=" perceptual organization"> perceptual organization</a>, <a href="https://publications.waset.org/abstracts/search?q=screen%20time" title=" screen time"> screen time</a>, <a href="https://publications.waset.org/abstracts/search?q=cognition" title=" cognition"> cognition</a> </p> <a href="https://publications.waset.org/abstracts/169660/studying-the-spatial-aspects-of-visual-attention-processing-in-global-precedence-paradigm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169660.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">68</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7279</span> Scheduling Algorithm Based on Load-Aware Queue Partitioning in Heterogeneous Multi-Core Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hong%20Kai">Hong Kai</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhong%20Jun%20Jie"> Zhong Jun Jie</a>, <a href="https://publications.waset.org/abstracts/search?q=Chen%20Lin%20Qi"> Chen Lin Qi</a>, <a href="https://publications.waset.org/abstracts/search?q=Wang%20Chen%20Guang"> Wang Chen Guang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are inefficient global scheduling parallelism and local scheduling parallelism prone to processor starvation in current scheduling algorithms. Regarding this issue, this paper proposed a load-aware queue partitioning scheduling strategy by first allocating the queues according to the number of processor cores, calculating the load factor to specify the load queue capacity, and it assigned the awaiting nodes to the appropriate perceptual queues through the precursor nodes and the communication computation overhead. At the same time, real-time computation of the load factor could effectively prevent the processor from being starved for a long time. Experimental comparison with two classical algorithms shows that there is a certain improvement in both performance metrics of scheduling length and task speedup ratio. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=load-aware" title="load-aware">load-aware</a>, <a href="https://publications.waset.org/abstracts/search?q=scheduling%20algorithm" title=" scheduling algorithm"> scheduling algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptual%20queue" title=" perceptual queue"> perceptual queue</a>, <a href="https://publications.waset.org/abstracts/search?q=heterogeneous%20multi-core" title=" heterogeneous multi-core"> heterogeneous multi-core</a> </p> <a href="https://publications.waset.org/abstracts/162110/scheduling-algorithm-based-on-load-aware-queue-partitioning-in-heterogeneous-multi-core-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162110.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7278</span> How to Guide Students from Surface to Deep Learning: Applied Philosophy in Management Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lihong%20Wu">Lihong Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Raymond%20Young"> Raymond Young</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The ability to learn is one of the most critical skills in the information age. However, many students do not have a clear understanding of what learning is, what they are learning, and why they are learning. Many students study simply to pass rather than to learn something useful for their career and their life. They have a misconception about learning and a wrong attitude towards learning. This research explores student attitudes to study in management education and explores how to intercede to lead students from shallow to deeper modes of learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=surface%20learning" title=" surface learning"> surface learning</a>, <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title=" deep learning"> deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/143479/how-to-guide-students-from-surface-to-deep-learning-applied-philosophy-in-management-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143479.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span 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