• Proceedings of the KIEE Conference
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• 2008.10b
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• pp.292-293
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• 2008

In this paper, we propose a face hallucination method based on example-learning. The traditional approach based on example-learning requires alignment of face images. In the proposed method, facial images are segmented into patches and the weights are computed to represent input low resolution facial images into weighted sum of low resolution example images. High resolution facial images are hallucinated by combining the weight vectors with the corresponding high resolution patches in the training set. Experimental results show that the proposed method produces more reliable results of face hallucination than the ones by the traditional approach based on example-learning.

• Education of Primary School Mathematics
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• v.24 no.4
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• pp.247-264
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• 2021

The area of a trapezoid is an important concept to develop mathematical thinking and competency, but many students tend to understand the formula for the area of a trapezoid instrumentally. A clue to solving these problems could be found in Dienes' theory of learning mathematics and Watson and Mason' concept of example spaces. The purpose of this study is to obtain implications for the teaching and learning of the area of the trapezoid. This study analyzed the example spaces constructed by students in learning the area of a trapezoid based on Dienes' theory of learning mathematics. As a result of the analysis, the example spaces for each stage of math learning constructed by the students were a trapezoidal variation example spaces in the play stage, a common representation example spaces in the comparison-representation stage, and a trapezoidal area formula example spaces in the symbolization-formalization stage. The type, generation, extent, and relevance of examples constituting example spaces were analyzed, and the structure of the example spaces was presented as a map. This study also analyzed general examples, special examples, conventional examples of example spaces, and discussed how to utilize examples and example spaces in teaching and learning the area of a trapezoid. Through this study, it was found that it is appropriate to apply Dienes' theory of learning mathematics to learning the are of a trapezoid, and this study can be a model for learning the area of the trapezoid.

• Journal of Electrical Engineering and information Science
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• v.2 no.6
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• pp.191-196
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• 1997

Fuzzy clustering has been playing an important role in solving many problems. Fuzzy c-Means(FCM) algorithm is most frequently used for fuzzy clustering. But some fixed point of FCM algorithm, know as Tucker's counter example, is not a reasonable solution. Moreover, FCM algorithm is impossible to perform the on-line learning since it is basically a batch learning scheme. This paper presents unsupervised learning networks as an attempt to improve shortcomings of the conventional clustering algorithm. This model integrates optimization function of FCM algorithm into unsupervised learning networks. The learning rule of the proposed scheme is a result of formal derivation based on the gradient descent procedure of a fuzzy objective function. Using the result of formal derivation, two algorithms of fuzzy cluster analysis, the batch learning version and on-line learning version, are devised. They are tested on several data sets and compared with FCM. The experimental results show that the proposed algorithms find out the reasonable solution on Tucker's counter example.

• The Mathematical Education
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• v.56 no.3
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• pp.257-280
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• 2017

The purpose of this study is to analyze middle school students' learning characteristics they showed on the inquiry-based learning process of circumcenter using various teaching tools, and then to identify the effects of using teaching tools in the middle school students' learning process of circumcenter. For this purpose, we developed teaching materials for inquiry-based learning of circumcenter using textbook, origami, ruler and compass, GeoGebra and sand experiment. Then we applied them on the learning process of circumcenter for five groups of middle school students. From the analyzing of audio/video materials and documents which are collected from the process of participants' inquiry-based learning of circumcenter, we identified the following results. First, inquiry-based learning of circumcenter using various teaching tools promoted mathematical discourses among participants of this study. For example, they conjectured mathematical properties or justified their opinions after manipulated teaching tools in the process of learning circumcenter. Second, inquiry-based learning of circumcenter using various teaching tools promoted participants' divergent thinking. They tried many inquiry methods to find new mathematical properties relate to circumcenter. For example, they tried many inquiry methods to know whether there is unique circle containing four vertices of given quadrangles. Third, we found several didactic implications relate to inquiry-based learning of circumcenter using various teaching tools which are due to characteristics of teaching tools themselves. Participants showed several misconceptions about mathematical properties during they participated inquiry-based activity for learning of circumcenter using various teaching tools. We identified their misconceptions were not due to any other variables containing their learning characteristics but to characteristics of teaching tools.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.11 no.8
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• pp.3021-3027
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• 2010

Example-based chatBot generates a response to user's utterance by searching the most similar utterance in a collection of dialogue examples. Though finding an appropriate example is very important as it is closely related to a response quality, few studies have reported regarding what features should be considered and how to use the features for similar utterance searching. In this paper, we propose a machine learning framework which uses various linguistic features. Experimental results show that simultaneously using both semantic features and lexical features significantly improves the performance, compared to conventional approaches, in terms of 1) the utilization of example database, 2) precision of example matching, and 3) the quality of responses.

• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 1996.10a
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• pp.27-34
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• 1996

GENIE is a learning-based engine for building intelligent systems. Learning in GENIE proceeds by incrementally modeling its human or technical environment using a neural network and a genetic algorithm. The neural network is used to represent the knowledge for solving a given task and has the ability to grow its structure. The genetic algorithm provides the neural network with training examples by actively exploring the example space of the problem. Integrated into the training examples by actively exploring the example space of the problem. Integrated into the GENIE system architecture, the genetic algorithm and the neural network build a virtually self-teaching autonomous learning system. This paper describes the structure of GENIE and its learning components. The performance is demonstrated on a robot learning problem. We also discuss the lessons learned from experiments with GENIE and point out further possibilities of effectively hybridizing genetic algorithms with neural networks and other softcomputing techniques.

• Proceedings of the Korea Inteligent Information System Society Conference
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• 2001.01a
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• pp.292-297
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• 2001

In writing learning as a second/foreign language, a learner has to acquire not only lexical and syntactical knowledge but also the skills to choose suitable words for content which s/he is interested in. A learning system should extrapolate learner\\`s intention and give example phrases that concern with the content in order to support this on the system. However, a learner cannot always represent a content of his/her desired phrase as inputs to the system. Therefore, the system should be equipped with a diagnosis function for learner\\`s intention. Additionally, a system also should be equipped with an analysis function to score similarity between learner\\`s intention and phrases which is stored in the system on both syntactic and idiomatic level in order to present appropriate example phrases to a learner. In this paper, we propose architecture of an interactive support method for English writing learning which is based an analogical search technique of sample phrases from corpora. Our system can show a candidate of variation/next phrases to write and an analogous sentence that a learner wants to represents from corpora.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.7 no.4
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• pp.594-601
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• 2006

Coding of occupational and industrial codes is a major operation in census survey of Korean statistics bureau. The coding process has been done manually. Such manual work is very labor and cost intensive and it usually causes inconsistent results. This paper proposes an automatic coding system based on example-based learning. The system converts natural language input into corresponding numeric codes using code generation system trained by example-based teaming after applying manually built rules. As experimental results performed with training data consisted of 400,000 records and 260 manual rules, the proposed system showed about 76.69% and 99.68% accuracy for occupational code classification and industrial code classification, respectively.

• International journal of advanced smart convergence
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• v.2 no.2
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• pp.7-9
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• 2013

Current physics-based simulation is an important tool in the fluid animation. However some problems require a new change to current research trends which depend only on the simulation. The ultimate goal of this project is to obtain information of flow example, analyze an example through machine learning and the novel fluid animation reconfigure without physical simulation.

• School Mathematics
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• v.1 no.1
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• pp.109-122
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• 1999

In this paper we give a description of students' obstacles in their learning of geometry, especially resulted from their confusing a physical drawing with a figure, a geometrical object which a physical drawing represents. In computer-based teaching-learning environment, we could relieve such obstacles through providing students for experiences in which they must focus on elements of a figure and relations of them. But there may be potential in computer-based environment if we offer students only visual experience for validity of geometrical gacts: students' lack of understanding for need of proof and experience of cognitive obstacles which is very important for students to reflect their thinking and activities. Thus an didactical treatment must follows, which we also give an example.