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LA PROPAGATION GUIDEE EST UN MODELE CONNEXIONNISTE FONDE SUR LA DETECTION DE COINCIDENCES ENTRE SIGNAUX. L'ARCHITECTURE DU RESEAU DANS LEQUEL CES SIGNAUX SE PROPAGENT REFLETE LA STRUCTURE DES CONNAISSANCES. LA RECONNAISSANCE AUTOMATIQUE DE LA PAROLE EST ENVISAGEE DANS LE CADRE DE CE FORMALISME. NOUS PROPOSONS D'AJOUTER UNE TECHNIQUE D'APPRENTISSAGE AU MODELE. LE MECANISME DE CREATION DES RESEAUX EST AINSI PROLONGE PAR UNE PROCEDURE D'ADAPTATION DES POIDS ET DES DELAIS ASSOCIES AUX CONNEXIONS. CETTE PROCEDURE PERMET L'OBTENTION DE REPRESENTATIONS PROTOTYPIQUES PLUS GENERALES. DES LIMITATIONS LIEES A L'ANALYSE DU SIGNAL SONT ALORS OBSERVEES. CE CODAGE FOURNIT DES REPRESENTATIONS SPECTROGRAPHIQUES EN EVENEMENTS TEMPS-FREQUENCE DISCRETS. IL EST EXPERIMENTE DANS DES CONDITIONS DIVERSES DE BRUIT ET EST PROLONGE POUR UN TRAITEMENT DE VOCABULAIRES PLUS AMBIGUS. LA RECONNAISSANCE DE CHIFFRES ENCHAINES ET PLUS GENERALEMENT LA RECONNAISSANCE DE PAROLE CONTINUE SONT ENFIN ENVISAGEES. DES SOLUTIONS AU PROBLEME DE SEGMENTATION, A LA GESTION EN PARALLELE D'HYPOTHESES ET L'UTILISATION DE CONNAISSANCES SYNTAXIQUES SONT SUCCESSIVEMENT ENVISAGEES. LES SOLUTIONS PROPOSEES CHERCHENT A RESTER COHERENTES AVEC LES PRINCIPES DE LA PROPAGATION GUIDEE NOTAMMENT AVEC LE PRINCIPE D'HOMOGENEITE DES TRAITEMENTS AUX DIFFERENTS NIVEAUX DE REPRESENTATIONS ET ENTRE LES PHASES D'APPRENTISSAGE ET DE RECONNAISSANCE
Frank Popper traces the development of immersive, interactive new media art from its antecedents through today's digital, multimedia, & networked art.
Memory Evolutive Systems; Hierarchy, Emergence, Cognition provides comprehensive and comprehensible coverage of Memory Evolutive Systems (MEM). Written by the developers of the MEM, the book proposes a mathematical model for autonomous evolutionary systems based on the Category Theory of mathematics. It describes a framework to study and possibly simulate the structure of living systems and their dynamic behavior. This book contributes to understanding the multidisciplinary interfaces between mathematics, cognition, consciousness, biology and the study of complexity. It is organized into three parts. Part A deals with hierarchy and emergence and covers such topics as net of interactions and categories; the binding problem; and complexifications and emergence. Part B is about MEM while Part C discusses MEM applications to cognition and consciousness. The book explores the characteristics of a complex evolutionary system, its differences from inanimate physical systems, and its functioning and evolution in time, from its birth to its death. This book is an ideal reference for researchers, teachers and students in pure mathematics, computer science, cognitive science, study of complexity and systems theory, Category Theory, biological systems theory, and consciousness theory. It would also be of interest to both individuals and institutional libraries. - Comprehensive and comprehensible coverage of Memory Evolutive System - Written by the developers of the Memory Evolutive Systems - Designed to explore the common language between sciences
In a highly engaging style, Rheingold tells the story of what he calls the patriarchs, pioneers, and infonauts of the computer, focusing in particular on such pioneers as J. C. R. Licklider, Doug Engelbart, Bob Taylor, and Alan Kay. The digital revolution did not begin with the teenage millionaires of Silicon Valley, claims Howard Rheingold, but with such early intellectual giants as Charles Babbage, George Boole, and John von Neumann. In a highly engaging style, Rheingold tells the story of what he calls the patriarchs, pioneers, and infonauts of the computer, focusing in particular on such pioneers as J. C. R. Licklider, Doug Engelbart, Bob Taylor, and Alan Kay. Taking the reader step by step from nineteenth-century mathematics to contemporary computing, he introduces a fascinating collection of eccentrics, mavericks, geniuses, and visionaries. The book was originally published in 1985, and Rheingold's attempt to envision computing in the 1990s turns out to have been remarkably prescient. This edition contains an afterword, in which Rheingold interviews some of the pioneers discussed in the book. As an exercise in what he calls "retrospective futurism," Rheingold also looks back at how he looked forward.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
The development of the child's ability to draw is an inherently fascinating and complex subject. Many theories have been proposed to explain this development, but until now o on has undertaken a cross-cultural, controlled study of children in the act of drawing. "Playing with Form" is the first empirical study of children drawing in diverse cultures. Alexander Alland, Jr. spent eight months observing and filming children six cultures - Japan, Bali, Taiwan, Ponape, France, and the U.S. - as they drew. Attempting to determine the accuracy of current generalizations about the development of drawing skills as well as to understand the step-by step process of drawing, Alland amassed 240 drawings (100 of which are reproduced here) by children ranging from two to eight years old. The author uses this wealth of primary material to dispute much current thinking about children's drawing, particular theories about specific universal stages of development. While he does suggest some general rules which underlie the process of drawing, Alland argues that cultural differences reflect rules which are specific to the culture in which children' "play with form". An invaluable first step toward understanding the exact role culture plays in the development of style in children's drawing, "Playing with Form" will be of fundamental interest to anthropologists, developmental psychologists, art historians, and elementary school teachers. -- back cover
Every human society displays some form of behavior that can be called “art,” and in most societies other than our own the arts play an integral part in social life. Those who wish to understand art in its broadest sense, as a universal human endowment, need to go beyond modern Western elitist notions that disregard other cultures and ignore the human species’ four-million-year evolutionary history. This book offers a new and unprecedentedly comprehensive theory of the evolutionary significance of art. Art, meaning not only visual art, but music, poetic language, dance, and performance, is for the first time regarded from a biobehavioral or ethical viewpoint. It is shown to be a biological necessity in human existence and fundamental characteristic of the human species. In this provocative study, Ellen Dissanayake examines art along with play and ritual as human behaviors that “make special,” and proposes that making special is an inherited tendency as intrinsic to the human species as speech and toolmaking. She claims that the arts evolved as means of making socially important activities memorable and pleasurable, and thus have been essential to human survival. Avoiding simplism and reductionism, this original synthetic approach permits a fresh look at old questions about the origins, nature, purpose, and value of art. It crosses disciplinary boundaries and integrates a number of divers fields: human ethology; evolutionary biology; the psychology and philosophy of art; physical and cultural anthropology; “primitive” and prehistoric art; Western cultural history; and children’s art. The final chapter, “From Tradition to Aestheticism,” explores some of the ways in which modern Western society has diverged from other societies--particularly the type of society in which human beings evolved--and considers the effects of the aberrance on our art and our attitudes toward art. This book is addressed to readers who have a concerned interest in the arts or in human nature and the state of modern society.
The fourth volume based on the annual University of Miami symposia on stress and coping, this new addition to the series is the first to focus on developmental and clinical stressors during infancy and childhood. While developmental stressors such as early separation and stranger anxiety, novelty stress, and fear-evoked personal distress, arise during normal development, clinical stressors result from certain conditions that are relatively common in infancy and early childhood such as premature birth and respiratory disease. Various therapies are discussed -- for example, relaxation and massage -- that can alleviate the stress associated with psychiatric conditions in childhood and adolescence, including depression and adjustment disorder. The result is an integration of diverse research and theory on the psychophysiological, developmental, and psychosocial aspects of stress and coping in animals and humans by some of the leading researchers in the field.