The Experts below are selected from a list of 56631 Experts worldwide ranked by ideXlab platform
Jean-luc Velay - One of the best experts on this subject based on the ideXlab platform.
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On the auditory-proprioception substitution hypothesis: Movement sonification in two deafferented subjects Learning to Write new characters
Frontiers in Neuroscience, 2017Co-Authors: Jérémy Danna, Jean-luc VelayAbstract:The aim of this study was to evaluate the compensatory effects of real-time auditory feedback on two proprioceptively deafferented subjects. The real-time auditory feedback was based on a movement sonification approach, consisting of translating some movement variables into synthetic sounds to make them audible. The two deafferented subjects and 16 age-matched control participants were asked to learn four new characters. The characters were learned under two different conditions, one without sonification and one with sonification, respecting a within-subject protocol. The results revealed that characters learned with sonification were reproduced more quickly and more fluently than characters learned without and that the effects of sonification were larger in deafferented than in control subjects. Secondly, whereas control subjects were able to learn the characters without sounds the deafferented subjects were able to learn them only when they were trained with sonification. Thirdly, although the improvement was still present in controls, the performance of deafferented subjects came back to the pre-test level 2 h after the training with sounds. Finally, the two deafferented subjects performed differently from each other, highlighting the importance of studying at least two subjects to better understand the loss of proprioception and its impact on motor control and Learning. to conclude, movement sonification may compensate for a lack of proprioception, supporting the auditory-proprioception substitution hypothesis. However, sonification would act as a "sensory prosthesis" helping deafferented subjects to better feel their movements, without permanently modifying their motor performance once the prosthesis is removed. Potential clinical applications for motor rehabilitation are numerous: people with a limb prosthesis, with a stroke, or with some peripheral nerve injury may potentially be interested.
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the influence of writing practice on letter recognition in preschool children a comparison between handwriting and typing
Acta Psychologica, 2005Co-Authors: Marieke Longcamp, Marietherese Zerbatopoudou, Jean-luc VelayAbstract:A large body of data supports the view that movement plays a crucial role in letter representation and suggests that handwriting contributes to the visual recognition of letters. If so, changing the motor conditions while children are Learning to Write by using a method based on typing instead of handwriting should affect their subsequent letter recognition performances. In order to test this hypothesis, we trained two groups of 38 children (aged 3–5 years) to copy letters of the alphabet either by hand or by typing them. After three weeks of Learning, we ran two recognition tests, one week apart, to compare the letter recognition performances of the two groups. The results showed that in the older children, the handwriting training gave rise to a better letter recognition than the typing training.
Jun Zhu - One of the best experts on this subject based on the ideXlab platform.
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Learning to Write stylized chinese characters by reading a handful of examples
International Joint Conference on Artificial Intelligence, 2018Co-Authors: Danyang Sun, Tongzheng Ren, Jun ZhuAbstract:Automatically writing stylized characters is an attractive yet challenging task, especially for Chinese characters with complex shapes and structures. Most current methods are restricted to generate stylized characters already present in the training set, but require to retrain the model when generating characters of new styles. In this paper, we develop a novel framework of Style-Aware Variational Auto-Encoder (SA-VAE), which disentangles the content-relevant and style-relevant components of a Chinese character feature with a novel intercross pair-wise optimization method. In this case, our method can generate Chinese characters flexibly by reading a few examples. Experiments demonstrate that our method has a powerful one-shot/ few-shot generalization ability by inferring the style representation, which is the first attempt to learn to Write new-style Chinese characters by observing only one or a few examples.
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Learning to Write stylized chinese characters by reading a handful of examples
arXiv: Computer Vision and Pattern Recognition, 2017Co-Authors: Danyang Sun, Tongzheng Ren, Jun ZhuAbstract:Automatically writing stylized Chinese characters is an attractive yet challenging task due to its wide applicabilities. In this paper, we propose a novel framework named Style-Aware Variational Auto-Encoder (SA-VAE) to flexibly generate Chinese characters. Specifically, we propose to capture the different characteristics of a Chinese character by disentangling the latent features into content-related and style-related components. Considering of the complex shapes and structures, we incorporate the structure information as prior knowledge into our framework to guide the generation. Our framework shows a powerful one-shot/low-shot generalization ability by inferring the style component given a character with unseen style. to the best of our knowledge, this is the first attempt to learn to Write new-style Chinese characters by observing only one or a few examples. Extensive experiments demonstrate its effectiveness in generating different stylized Chinese characters by fusing the feature vectors corresponding to different contents and styles, which is of significant importance in real-world applications.
Danyang Sun - One of the best experts on this subject based on the ideXlab platform.
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Learning to Write stylized chinese characters by reading a handful of examples
International Joint Conference on Artificial Intelligence, 2018Co-Authors: Danyang Sun, Tongzheng Ren, Jun ZhuAbstract:Automatically writing stylized characters is an attractive yet challenging task, especially for Chinese characters with complex shapes and structures. Most current methods are restricted to generate stylized characters already present in the training set, but require to retrain the model when generating characters of new styles. In this paper, we develop a novel framework of Style-Aware Variational Auto-Encoder (SA-VAE), which disentangles the content-relevant and style-relevant components of a Chinese character feature with a novel intercross pair-wise optimization method. In this case, our method can generate Chinese characters flexibly by reading a few examples. Experiments demonstrate that our method has a powerful one-shot/ few-shot generalization ability by inferring the style representation, which is the first attempt to learn to Write new-style Chinese characters by observing only one or a few examples.
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Learning to Write stylized chinese characters by reading a handful of examples
arXiv: Computer Vision and Pattern Recognition, 2017Co-Authors: Danyang Sun, Tongzheng Ren, Jun ZhuAbstract:Automatically writing stylized Chinese characters is an attractive yet challenging task due to its wide applicabilities. In this paper, we propose a novel framework named Style-Aware Variational Auto-Encoder (SA-VAE) to flexibly generate Chinese characters. Specifically, we propose to capture the different characteristics of a Chinese character by disentangling the latent features into content-related and style-related components. Considering of the complex shapes and structures, we incorporate the structure information as prior knowledge into our framework to guide the generation. Our framework shows a powerful one-shot/low-shot generalization ability by inferring the style component given a character with unseen style. to the best of our knowledge, this is the first attempt to learn to Write new-style Chinese characters by observing only one or a few examples. Extensive experiments demonstrate its effectiveness in generating different stylized Chinese characters by fusing the feature vectors corresponding to different contents and styles, which is of significant importance in real-world applications.
Christopher J Lonigan - One of the best experts on this subject based on the ideXlab platform.
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Learning to Write letters examination of student and letter factors
Journal of Experimental Child Psychology, 2014Co-Authors: Cynthia S Puranik, Yaacov Petscher, Christopher J LoniganAbstract:Abstract Learning to Write the letters of the alphabet is an important part of Learning how to Write conventionally. In this study, we investigated critical factors in the development of letter-writing skills using exploratory item response models to simultaneously account for variance in responses due to differences between students and between letters. Letter-writing skills were assessed in 415 preschool children aged 3 to 5 years. At the student level, we examined the contribution of letter-name knowledge, letter-sound knowledge, and phonological awareness to letter-writing skills. At the letter level, we examined seven intrinsic and extrinsic factors in understanding how preschool children learn to Write alphabet letters: first letter of name, letters in name, letter order, textual frequency, number of strokes, symmetry, and letter type. Results indicated that variation in letter-writing skills was accounted for more by differences between students rather than by differences between letters, with most of the variability accounted for by letter-name knowledge and age. Although significant, the contribution of letter-sound knowledge and phonological awareness was relatively small. Student-level mechanisms underlying the acquisition of letter-writing skills are similar to the mechanisms underlying the Learning of letter sounds. However, letter characteristics, which appear to play a major role in the Learning of letter names and letter sounds, did not appear to influence Learning how to Write letters in a substantial way. The exception was if the letter was in the child’s name.
G C W Rijlaarsdam - One of the best experts on this subject based on the ideXlab platform.
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Learning to Write synthesis texts in secondary education a review of intervention studies
The Journal of Writing Research, 2019Co-Authors: L Van Ockenburg, D Van Weijen, G C W RijlaarsdamAbstract:This study aims to explore effective ways in which students can learn to Write synthesis texts. First, through a systematic literature search we found 16 (quasi-)experimental studies from 6th grade to undergraduate level in the field of Learning to Write source-based synthesis texts, that met our inclusion criteria. Second, we formulated a general instructional design principle, that included three main processes: (a) selecting relevant/important information from sources, (b) organizing, and (c) connecting that information. Bottom-up analyses of the six most effective studies yielded a set of Learning activities that contribute to the improvement of students’ performance on writing synthesis texts. Subsequently, we supplemented our general design principle with relevant Learning activities obtained from these effective interventions. One effective intervention differed considerably from the others due to its divergent nature, but its content was considered valuable enough to warrant the inclusion of an additional design principle. The design principles formulated in this study can be used as guidelines for future interventions in synthesis writing or as a means of support for teachers who want to develop educational materials for teaching synthesis writing.
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observation of peers in Learning to Write practice and research
The Journal of Writing Research, 2008Co-Authors: G C W Rijlaarsdam, M Braaksma, M J Couzijn, T M Janssen, Mariet Raedts, E Van Steendam, A Toorenaar, H Van Den BerghAbstract:In this paper we discuss the role of observation in Learning to Write. We argue that the acquisition of skill in such a complex domain as writing relies on observation, the classical imitatio. An important phase in Learning to Write, at all ages, is Learning to Write by observing and evaluating relevant processes: writing processes, reading processes or communication processes between Writers and readers. First, we present two practical cases: writing lessons in which observation and inquiry are amongst other key elements and where students participate in a community of learners. Then, we review research that may inspire and substantiate proposals for implementing observation as a Learning activity in writing education. Two types of studies are discussed: studies in which learners acquire strategies by observing and evaluating writing and reading processes of peers, as a prewriting instructional activity, and studies in which learners are stimulated to "pre-test" and then revise their first draft, as a post writing instructional activity. The paper closes with some recommendations for further research.
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the study of revision as a writing process and as a Learning to Write process
Studies in Writing: Vol. 13. Revision: Cognitive and Instructional Processes, 2004Co-Authors: G C W Rijlaarsdam, M J Couzijn, Huub Van Den BerghAbstract:This chapter analyzes revision as a component of the writing process and as a tool for Learning to Write. We explore the field of revision via three excursions. The first excursion is undertaken to define revision. It is suggested that in writing research, revision should be reserved for the intentional, reflective activity during and after writing which the Writer implements to improve the text. This definition excludes making transformations or other operations on pretext. A second excursion concerns the question as to why revision has received so much attention from writing researchers. The validity of making inferences from text changes about writing processes is questioned. In the last excursion, we take the reader through the landscape of writing instruction: what difficulties do teachers and learners need to overcome to learn to Write? What role can be played by revision activities? For both revision as a writing process and revision as a Learning-to-Write process, we propose a prospective research agenda. We conclude with some methodological considerations.
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effective Learning activities in observation taks when Learning to Write and read argumentative texts
European Journal of Psychology of Education, 2001Co-Authors: M A H Braaksma, G C W Rijlaarsdam, Huub Van Den Bergh, M J CouzijnAbstract:On repeated occasions, observational Learning has proved itself to be an effective instruction method. Experimental studies have shown to be effective for complex tasks such as reading and writing for both teachers and students as models. The problem when interpreting the results of such research is that, in observation tasks, several mental activities play a simultaneous role. In this study we therefore set out to identify the effective elements of observation tasks. We focused on two elements of the observation tasks, both aimed at stimulating monitoring activities: evaluation of the model’s performance and elaboration on this evaluation. We have also distinguished between elaboration on the observed products (the models’ written answers), and elaboration on the observed processes (the models’ verbalisations of their mental activities).