How are internal models of unstable tasks formed?

The results of recent studies suggest that humans can form internal models that they use in a feedforward manner to compensate for both stable and unstable dynamics. To examine how internal models are formed, we performed adaptation experiments in novel dynamics, and measured the endpoint force, trajectory and EMG during learning. Analysis of reflex feedback and change of feedforward commands between consecutive trials suggested a unified model of motor learning, which can coherently unify the learning processes observed in stable and unstable dynamics and reproduce available data on motor learning. To our knowledge, this algorithm, based on the concurrent minimization of (reflex) feedback and muscle activation, is also the first nonlinear adaptive controller able to stabilize unstable dynamics.

Extending noise robust structured support vector machines to larger vocabulary tasks

This paper describes a structured SVM framework suitable for noise-robust medium/large vocabulary speech recognition. Several theoretical and practical extensions to previous work on small vocabulary tasks are detailed. The joint feature space based on word models is extended to allow context-dependent triphone models to be used. By interpreting the structured SVM as a large margin log-linear model, illustrates that there is an implicit assumption that the prior of the discriminative parameter is a zero mean Gaussian. However, depending on the definition of likelihood feature space, a non-zero prior may be more appropriate. A general Gaussian prior is incorporated into the large margin training criterion in a form that allows the cutting plan algorithm to be directly applied. To further speed up the training process, 1-slack algorithm, caching competing hypothesis and parallelization strategies are also proposed. The performance of structured SVMs is evaluated on noise corrupted medium vocabulary speech recognition task: AURORA 4. © 2011 IEEE.

A population perspective on mobile phone related tasks

Chapter 6 A Population Perspective on Mobile Phone Related Tasks M. Bradley, S. Waller, J. Goodman-Deane, l. Hosking, R. Tenneti, PM Langdon and PJ Clarkson 6.1 Introduction For design to be truly inclusive, it needs to take into ...

Exploring key sustainable development themes through learning activities

Purpose: The paper examines how a number of key themes are introduced in the Masters programme in Engineering for Sustainable Development at Cambridge University through student centred activities. These themes include dealing with complexity, uncertainty, change, other disciplines, people, environmental limits, whole life costs, and trade-offs. Design/methodology/approach: The range of exercises and assignments designed to encourage students to test their own assumptions and abilities to develop competencies in these areas are analysed by mapping the key themes onto the formal activities which all students undertake throughout the core MPhil programme. The paper reviews the range of these activities that are designed to help support the formal delivery of the taught programme. These include residential field courses, role plays, change challenges, games, systems thinking, multi criteria decision making, awareness of literature from other disciplines and consultancy projects. An axial coding approach to the analysis of routine feedback questionnaires drawn from recent years has been used to identify how student’s own awareness develops. Also results of two surveys are presented which tests the students’ perceptions about whether or not the course is providing learning environments to develop awareness and skills in these areas. Findings: Students generally perform well against these tasks with a significant feature being the mutual support they give to each other in their learning. The paper concludes that for students from an engineering background it is an holistic approach to delivering a new way of thinking through a combination of lectures, class activities, assignments, interactions between class members, and access to material elsewhere in the University that enables participants to develop their skills in each of the key themes. Originality /value: The paper provides a reflection on different pedagogical approaches to exploring key sustainable themes and reports students own perceptions of the value of these kinds of activities. Experiences are shared of running a range of diverse learning activities within a professional practice Masters programme.

A framework for estimating difficulty and exclusion from tasks during inclusive design

Measuring capability variations within the population isanimportant process that can be used to support decision making regarding the inclusivity of design for all users, thus allowing the level of exclusion tobe defined veryearly and throughout the design process. Our hands often represent a central feature of the human-task interaction, and therefore, variations in the capabilities of the hands has the potential to exclude people from all or part of the tasks they perform. Data is presented from the performance of 15 people in one of three age groups (18-40, 41-64 and 65+). Using a classification system for defining hand actions the prevalence of different grips in response to a range of physical task demands was mapped in a way that allowed capability to be measured against other variables such as task quality. This was found toenhance thegranularity with which exclusion could be both measured and predicted.