Classi cation of new electricity customers based on surveys and smart metering data

This paper proposes a process for the classifi cation of new residential electricity customers. The current state of the art is extended by using a combination of smart metering and survey data and by using model-based feature selection for the classifi cation task. Firstly, the normalized representative consumption profi les of the population are derived through the clustering of data from households. Secondly, new customers are classifi ed using survey data and a limited amount of smart metering data. Thirdly, regression analysis and model-based feature selection results explain the importance of the variables and which are the drivers of diff erent consumption profi les, enabling the extraction of appropriate models. The results of a case study show that the use of survey data signi ficantly increases accuracy of the classifi cation task (up to 20%). Considering four consumption groups, more than half of the customers are correctly classifi ed with only one week of metering data, with more weeks the accuracy is signifi cantly improved. The use of model-based feature selection resulted in the use of a signifi cantly lower number of features allowing an easy interpretation of the derived models.

Into the looking glass: Literacy acquisition and mirror invariance in preschool and first-grade children

At what point in reading development does literacy impact object recognition and orientation processing? Is it specific to mirror images? To answer these questions, forty-six 5- to 7-year-old preschoolers and first graders performed two same–different tasks differing in the matching criterion-orientation-based versus shape-based (orientation independent)-on geometric shapes and letters. On orientation-based judgments, first graders out- performed preschoolers who had the strongest difficulty with mirrored pairs. On shape-based judgments, first graders were slower for mirrored than identical pairs, and even slower than preschoolers. This mirror cost emerged with letter knowledge. Only first graders presented worse shape-based judgments for mirrored and rotated pairs of reversible (e.g., b-d; b-q) than nonreversible (e.g., e-ә) letters, indicating readers’ difficulty in ignoring orientation contrasts relevant to letters.