LARC: Learning to Assign Knowledge Roles to Textual Cases
نویسندگان
چکیده
In this paper, we present a learning framework for the semantic annotation of text documents that can be used as textual cases in case-based reasoning applications. The annotations are known as knowledge roles and are task-dependent. The framework relies on deep natural language processing techniques and does not require the existence of any domain-dependent resources. Several experiments are presented to demonstrate the feasibility of the proposed approach. The results show that the framework allows to robustly label cases with features which can be used for case representation, contributing to the retrieval of and the reasoning with textual cases.
منابع مشابه
L2 Learners' Acquisition of English Nominal Clauses: Effects of Textual Enhancement, Metalinguistic Explanation, and Self-Regulation
This study aimed to investigate the impact of textual enhancement and metalinguistic explanation as focus-on-form tasks tending to encourage the acquisition of nominal clauses (NCs) in English. It explored (a) whether textual enhancement and metalinguistic explanation would promote and enhance the knowledge of NCs, (b) whether these two tasks would differ in terms of enhancing learners' knowled...
متن کاملProbabilistic Task Content Modeling for Episodic Textual Narratives
Episodic knowledge is often stored in the form of textual narratives written in natural language. However, a large repository of such narratives will contain both repetitive and novel knowledge. In this paper, we propose an approach for discovering interesting pieces of knowledge by using a priori task knowledge. By considering the narratives as generated by an underlying task structure, the el...
متن کاملAutomatic Generation of Student Report Cards
The Learning Analytics Report Card (LARC) is a pilot system which takes time-series data from a student’s course-related activity in a Virtual Learning Environment and generates automatic textual summaries in real time. Students are able to generate reports as often as they like, and to choose which aspects of their behaviour are included in each report. As well as rating a student’s scores aga...
متن کاملThe Effects of VAK Learning Style and Input Type on Causative Construction Development by Iranian EFL Learners
Long’s Interactional Input Hypothesis and Smith’s Input Enhancement Hypothesis hold both foci on Zellig Harris's (1976) formalist approach. Accordingly, the pivotal role of learner’s attention as one of the subcomponents of focus-on-form approach may have confused instruction types. However, whether such learning theories on drawing learners' attention on target language forms suit all types of...
متن کاملOn the Impact of Two Input-Oriented Techniques and Perceptual Learning Styles on Causative Construction Development: The Case of Iranian Learners of English
This study sought to investigate the effect of the two input types interactionally modified input (IM) and textual input enhancement (TIE), the impact of a commonly used learning styles taxonomy as the Visual, Auditory and Kinesthetic learning styles (VAK) by itself as well as the interactional effect of perceptual learning styles and input types on the causative construction development of EFL...
متن کامل