Internal model control for shape memory alloy actuators using fuzzy based Preisach model

This paper investigates a possible application of Preisach model to control shape memory alloy (SMA) actuators using an internal model control strategy. The developed strategy consists in including the Preisach hysteresis model of SMA actuator and the inverse Preisach model within the control structure. In this work, an extrema input hystory and a fuzzy inference is utilized to replace the classical Preisach model. This allows to reduce a large amount of experimental parameters and computation time of the classical Preisach model. To demonstrate the effectiveness of the proposed controller in improving control performance and hysteresis compensation of SMA actuators, experimental results from real time control are presented.

Application-based workload model for wireless sensor node computing platforms

Wireless sensor node platforms are very diversified and very constrained, particularly in power consumption. When choosing or sizing a platform for a given application, it is necessary to be able to evaluate in an early design stage the impact of those choices. Applied to the computing platform implemented on the sensor node, it requires a good understanding of the workload it must perform. Nevertheless, this workload is highly application-dependent. It depends on the data sampling frequency together with application-specific data processing and management. It is thus necessary to have a model that can represent the workload of applications with various needs and characteristics. In this paper, we propose a workload model for wireless sensor node computing platforms. This model is based on a synthetic application that models the different computational tasks that the computing platform will perform to process sensor data. It allows to model the workload of various different applications by tuning data sampling rate and processing. A case study is performed by modeling different applications and by showing how it can be used for workload characterization. © 2011 IEEE.

Strudel: A corpus-based semantic model based on properties and types

Computational models of meaning trained on naturally occurring text successfully model human performance on tasks involving simple similarity measures, but they characterize meaning in terms of undifferentiated bags of words or topical dimensions. This has led some to question their psychological plausibility (Murphy, 2002; Schunn, 1999). We present here a fully automatic method for extracting a structured and comprehensive set of concept descriptions directly from an English part-of-speech-tagged corpus. Concepts are characterized by weighted properties, enriched with concept-property types that approximate classical relations such as hypernymy and function. Our model outperforms comparable algorithms in cognitive tasks pertaining not only to concept-internal structures (discovering properties of concepts, grouping properties by property type) but also to inter-concept relations (clustering into superordinates), suggesting the empirical validity of the property-based approach. Copyright © 2009 Cognitive Science Society, Inc. All rights reserved.

What is the learning in games-based learning?

This chapter explores the nature of “learning” in games-based learning and the cognitive and motivational processes that might underpin that learning by drawing on psychological theories and perspectives. Firstly, changing conceptions of learning over the last few decades are reviewed. This is described in relation to the changes in formal learning theories and connections made between learning theory and GBL. Secondly, the chapter reviews empirical research on the learning outcomes that have been identified for GBL, with specific focus on cognitive benefits, school attainment, collaborative working, and the motivational and engaging appeal of games. Finally, an overview of the dominant theoretical perspectives/findings mostly associated with GBL is presented in an attempt to broaden understanding of the potential for GBL in the classroom.