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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The Rule Extraction from Multi-layer Feed-forward Neural Networks

柯文乾, Ke, Wen-Chyan Unknown Date (has links)
神經網路已經被成功地應用於解決各種分類及函數近似的問題,尤其因為神經網路是個萬能的近似器(universal approximator),所以對於函數近似的問題效果更為顯著。以往對於此類問題雖然多數以線性的分析工具為主,但是實際上多數問題本質上是非線性的,所以對於非線性分析工具的需求其實是很大的。自1986年起,神經網路本身的運作一直被視為一個黑箱作業,難以判斷網路學習結果的合理性,更無法有效地幫助使用者增進其知識,因此提供一套合理及有效的神經網路分析方法是重要。 本文提出一套分析神網路系統的方法;利用線性規劃的技巧萃取及分析網路中的規則(rule),而不需要對任何資料集做分析;進而利用統計無母數方法-符號檢定-歸納出網路中的知識。以債券評價為例,驗證此方法的可行性,實證結果亦顯示此方法所萃取出來的規則是合理的,且由這些萃取出的規則中,所歸納出來有關債券評價的知識多數是合理的。 / Neural networks have been successfully applied to solve a variety of application problems including classification and function approximation. They are especially useful for function approximation problems because they have been shown to be uni-versal approximators. In the past, for function approximation problems, they were mainly analyzed via tools of linear analyses. However, most of the function approxi-mation problems needed tools of nonlinear analyses in fact. Thus, there is the much demand for tools of nonlinear analyses. Since 1986, the neural network is considered a black box. It is hard to determine if the learning result of a neural network is rea-sonable, and the network can not effectively help users to develop the domain knowl-edge. Thus, it is important to supply a reasonable and effective analytic method of the neural network. Here, we propose an analytic method of the neural network. It can extract rules from the neural network and analyze them via the Linear Programming and does not depend on any data analysis. Then we can generalize domain knowledge from these rules via the sign test, a statistical non-parameter method. We take the bond-pricing as an instance to examine the feasibility of our proposed method. The result shows that these extracted rules are reasonable by our method and that these generalized domain knowledge from these rules is also reasonable.
2

合作式閱讀標註之知識萃取機制研究 / A study on developing knowledge extraction mechanisms from cooperative reading annotation

陳勇汀, Chen, YungTing Unknown Date (has links)
本研究在合作式數位閱讀環境中發展了一套「知識標註學習系統」,可以支援多人同時針對一篇數位文本進行閱讀標註與互動討論,以提升讀者閱讀的深度與廣度。此外,本研究更進一步地以專家評估法設計「知識萃取機制」,用於判斷讀者閱讀標註的重要度。 「知識萃取機制」是基於讀者閱讀標註中所蘊含的閱讀理解策略與閱讀技巧,以及合作式閱讀社群中產生的標註共識,考量了「標註範圍長度」、「標註範圍詞性」、「標註範圍位置」、「標註策略類型」、「標註範圍共識」與「標註喜愛共識」等六項因素,以專家評估法制定的標註重要度模糊隸屬函數來評定各因素的重要度並量化為「標註因素分數」指標,最後將六項因素以模糊綜合評判進行推論,再將推論結果解模糊化而成為代表標註重要度的量化指標「標註分數」。基於「知識萃取機制」所計算代表標註重要度的「標註分數」,可作為讀者進行閱讀標註是否不佳的判斷,並據此提供標註技巧建議與優質標註內容推薦的「標註建議」,以幫助讀者提昇閱讀理解能力。 為了驗證「知識萃取機制」計算「標註分數」的有效性,以及探討未來改善「知識萃取機制」和可加入的考量因素與適性化設計的可能方向,本研究以單組後測設計規劃實驗,並以國立政治大學圖書資訊數位碩士在職專班19位學生作為實驗對象,進行一份數位學習論文的合作式閱讀標註學習,並於實驗後評估實驗對象閱讀文章之後的閱讀理解能力,作為評鑑「知識萃取機制」計算方式是否有效的指標。最後再以問卷蒐集實驗對象對於「知識萃取機制」的意見,歸納成為未來研究改善的參考依據。 研究結果發現,本研究所提出「知識萃取機制」中計算標註重要度的「標註分數」與實驗對象的閱讀理解能力呈現低度正相關,一定程度地證實了「知識萃取機制」計算方式的有效性。而「知識萃取機制」六項考量因素中,「標註範圍長度」與「標註喜愛共識」為分辨實驗對象閱讀理解能力的關鍵因素;「標註策略類型」與「標註範圍詞性」的標註重要度模糊隸屬函數有待修正;「標註範圍共識」與「標註範圍位置」為無效因素,但這可能是受到計算方式錯誤與閱讀文章類型的影響,未來仍有待進一步評估。在未來發展方面,系統操作標註行為頻率越高,實驗對象的閱讀理解能力也有較高的跡象,未來可以將其納入「知識萃取機制」作為考量因素之一;而閱讀理解能力較差的實驗對象,呈現出比較不願意回應「標註建議」與較常使用社群互動的現象。本研究歸納可能原因為實驗對象自身的閱讀素養不成熟,以至於無法判斷「標註建議」的正確性,而需要參考他人閱讀標註。 未來研究可針對本研究的實驗對象與閱讀標註資料進行更深入的分析,並且將改良後的「知識萃取機制」擴大至探討其他類型的數位文本閱讀標註與實驗對象。也可以搭配認知策略教學法建構閱讀教學鷹架,或是將「知識標註學習系統」用於支援數位典藏與數位圖書館閱讀學習,以激發更多不同領域的應用研究。 / Based on the concept of cooperative reading learning, the study presented a cooperative reading annotation system termed as "Knowledge-based Annotation Learning System (KALS)", which can support cooperative reading annotation while reading a common text-based digital material, to accumulate reading knowledge and to promote readers’ reading comprehension abilities. Through KALS, readers could freely increase annotation for any text words on a text-based digital material with HTML format. Readers can also share and discuss the contributed annotation with other readers via interaction interface in KALS. Furthermore, this study also developed an intelligent Knowledge Extraction Mechanism (KEM), which can mine the quality annotation knowledge and annotation skills based on a large amount of readers’ annotation archived on KALS, to further promote reading comprehension of readers via on-line recommending high quality annotation knowledge and good annotation skills to readers. KEM employed fuzzy synthetic decision approach to quantify each reader’s annotation as a numeric index termed as "Annotation Score" under simultaneously considering two annotation consensuses including anchor consensus and favorite consensus, and four annotation features including anchor length, part of speech of anchor word, anchor location and annotation strategy. In a manner, "Annotation Score" can represent the importance of reader's annotation. Thus, KEN uses "Annotation Score" to determine which annotation needs the suggestion of annotation skill tips, and which high-quality annotation can be recommended to readers. At the same time, readers are encouraged to reflect their annotation behavior based on the suggestion of annotation skill tips and high-quality annotation recommended by KEN, and are asked to respond the feedback from KEM. To evaluate the effectiveness of the proposed KALS with KEM, the study designed an experiment to collect readers' annotation behavior after readers read an assigned text-based digital material, and then assessed readers’ reading comprehension ability. Reading comprehension ability was used to verify the effectiveness of "Annotation Score" inferred by KEM and to explore the potential factors that can improve KEM. In the designed experiment, participants were 19 graduate students of E-learning Master Program of Library and Information Studies of National Chengchi University who took the course of Integrating Information Technology into Teaching. All participants were asked to read an academic paper related E-Learning issue based on the support of KALS with KEM during two weeks. Moreover, they had to finish a reading report and accept a test of reading comprehension after finishing reading learning activity. The report and test were served as the measurement of participants' reading comprehension. The experimental results show that there is a low positive correlation between "Annotation Score" and participants' reading comprehension score, thus confirming the effectiveness of the proposed KEM. Furthermore, KEM could be improved by adjusting the annotation importance calculation approach of part of speech anchor word and annotation strategy. This study also confirmed that the considered factors of KEM should eliminate two factors including anchor consensus and anchor location. Additionally, future study should consider adopting frequency of annotation behavior as considered factors of KEM. Moreover, the experimental results also show that participants with low level of reading comprehension ability have higher need of community interaction than participants with high level of reading comprehension ability while using KALS for reading learning, and they are difficult to confirm whether the recommending tips of annotation from KEM is correct or not. Obviously, exploring the difference of participants’ annotation behavior between different levels of reading comprehension abilities provides benefits to develop adaptive functionalities of KEM in the future.

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