Character N-Gram Tokenization for European Language Text Retrieval     

Paul McNamee  James Mayfield 《Information Retrieval》2004,7(1-2):73-97

The Cross-Language Evaluation Forum has encouraged research in text retrieval methods for numerous European languages and has developed durable test suites that allow language-specific techniques to be investigated and compared. The labor associated with crafting a retrieval system that takes advantage of sophisticated linguistic methods is daunting. We examine whether language-neutral methods can achieve accuracy comparable to language-specific methods with less concomitant software complexity. Using the CLEF 2002 test set we demonstrate empirically how overlapping character n-gram tokenization can provide retrieval accuracy that rivals the best current language-specific approaches for European languages. We show that n = 4 is a good choice for those languages, and document the increased storage and time requirements of the technique. We report on the benefits of and challenges posed by n-grams, and explain peculiarities attendant to bilingual retrieval. Our findings demonstrate clearly that accuracy using n-gram indexing rivals or exceeds accuracy using unnormalized words, for both monolingual and bilingual retrieval.  相似文献   

Scholarly communication in the digital environment: what do authors want?     

Ian Rowlands  Dave Nicholas  Paul Huntington 《Learned Publishing》2004,17(4):261-273

This article reports on a large‐scale international survey of authors' perception and experience of the journals system conducted by ciber in association with National Opinion Polls (NOP). It explores the factors that inform authors' decisions where to publish and, in particular, which groups of readers they perceive to be most important. It probes readership behaviour and the values that underlie authors' attitudes towards copyright and emerging business models, notably open access. It is concluded that many aspects of author behaviour are highly conservative and that a significant shift towards open access is, in the short to medium term, highly unlikely.  相似文献   

The failure of a paradigm | Henk F. Moed. Applied Evaluative Informetrics,Springer International Publishing (2017)     

Paul Wouters 《Journal of Informetrics》2018,12(2):534-540

  相似文献   

Recording and Accounting for Stakeholder Involvement in Systematic Reviews          下载免费PDF全文

Marieke C. Saan  Hennie R. Boeije  Jane N. T. Sattoe  Marjolijn I. Bal  Marjolein Missler  Floryt van Wesel 《Health information and libraries journal》2015,32(2):95-106

  相似文献   

Full of Wonder     

Paul Martin Lester 《Visual Communication Quarterly》2016,23(4):234-235

  相似文献   

(Un)knowing Diversity: Researching Narratives of Neocolonial Classrooms Through Youth’s Testimonies,by Paul Badenhorst     

Reviewed by Paul Badenhorst 《Journal of Language, Identity & Education》2016,15(1):64-66

  相似文献   

Democratisation,rights and accountability in education systems     

Nitya Rao  Paul Morris  Yusuf Sayed 《Compare》2014,44(3):309-313

  相似文献   

Big data and little people     

Paul Hewson  Helen MacGillivray 《Teaching Statistics》2016,38(3):75-76

  相似文献   

Neuroanatomy Learning: Augmented Reality vs. Cross-Sections     

Dylan J.H.A. Henssen  Loes van den Heuvel  Guido De Jong  Marc A.T.M. Vorstenbosch  Anne-Marie van Cappellen van Walsum  Marianne M. Van den Hurk  Jan G.M. Kooloos  Ronald H.M.A. Bartels 《Anatomical sciences education》2020,13(3):353-365

Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures.  相似文献   

Editorial     

Paul A. Kurzman 《Journal of Teaching in Social Work》2017,37(5)

  相似文献