Fast mining of non-derivable episode rules in complex sequences

Researchers have been endeavoring to discover concise sets of episode rules instead of complete sets in sequences. Existing approaches, however, are not able to process complex sequences and can not guarantee the accuracy of resulting sets due to the violation of anti-monotonicity of the frequency metric. In some real applications, episode rules need to be extracted from complex sequences in which multiple items may appear in a time slot. This paper investigates the discovery of concise episode rules in complex sequences. We define a concise representation called non-derivable episode rules and formularize the mining problem. Adopting a novel anti-monotonic frequency metric, we then develop a fast approach to discover non-derivable episode rules in complex sequences. Experimental results demonstrate that the utility of the proposed approach substantially reduces the number of rules and achieves fast processing.

A study on the accuracy of frequency measures and its impact on knowledge discovery in single sequences

In knowledge discovery in single sequences, different results could be discovered from the same sequence when different frequency measures are adopted. It is natural to raise such questions as (1) do these frequency measures reflect actual frequencies accurately? (2) what impacts do frequency measures have on discovered knowledge? (3) are discovered results accurate and reliable? and (4) which measures are appropriate for reflecting frequencies accurately? In this paper, taking three major factors (anti-monotonicity, maximum-frequency and window-width restriction) into account, we identify inaccuracies inherent in seven existing frequency measures, and investigate their impacts on the soundness and completeness of two kinds of knowledge, frequent episodes and episode rules, discovered from single sequences. In order to obtain more accurate frequencies and knowledge, we provide three recommendations for defining appropriate frequency measures. Following the recommendations, we introduce a more appropriate frequency measure. Empirical evaluation reveals the inaccuracies and verifies our findings. 

Subsequence frequency measurement and its impact on knowledge discovery in single sequences

Subsequence frequency measurement is a basic and essential problem in knowledge discovery in single sequences. Frequency based knowledge discovery in single sequences tends to be unreliable since different resulting sets may be obtained from a same sequence when different frequency metrics are adopted. In this chapter, we investigate subsequence frequency measurement and its impact on the reliability of knowledge discovery in single sequences. We analyse seven previous frequency metrics, identify their inherent inaccuracies, and explore their impacts on two kinds of knowledge discovered from single sequences, frequent episodes and episode rules. We further give three suggestions for frequency metrics and introduce a new frequency metric in order to improve the reliability. Empirical evaluation reveals the inaccuracies and verifies our findings.

Negotiating and Renegotiating Conversational Ground Rules : Formation of an Artifact Designed to Mediate Exploratory Collaboration

This study highlights the formation of an artifact designed to mediate exploratory collaboration. The data for this study was collected during a Finnish adaptation of the thinking together approach. The aim of the approach is to teach pulps how to engage in educationally beneficial form of joint discussion, namely exploratory talk. At the heart of the approach lies a set of conversational ground rules aimed to promote the use of exploratory talk. The theoretical framework of the study is based on a sociocultural perspective on learning. A central argument in the framework is that physical and psychological tools play a crucial role in human action and learning. With the help of tools humans can escape the direct stimulus of the outside world and learn to control ourselves by using tools. During the implementation of the approach, the classroom community negotiates a set of six rules, which this study conceptualizes as an artifact that mediates exploratory collaboration. Prior research done about the thinking together approach has not extensively researched the formation of the rules, which give ample reason to conduct this study. The specific research questions asked were: What kind of negotiation trajectories did the ground rules form during the intervention? What meanings were negotiated for the ground rules during the intervention The methodological framework of the study is based on discourse analysis, which has been specified by adapting the social construction of intertextuality to analyze the meanings negotiated for the created rules. The study has town units of analysis: thematic episode and negotiation trajectory. A thematic episode is a stretch of talk-in-interaction where the participants talk about a certain ground rule or a theme relating to it. A negotiation trajectory is a chronological representation of the negotiation process of a certain ground rule during the intervention and is constructed of thematic episodes. Thematic episodes were analyzed with the adapted intertextuality analysis. A contrastive analysis was done on the trajectories. Lastly, the meanings negotiated for the created rules were compared to the guidelines provided by the approach. The main result of the study is the observation, that the meanings of the created rules were more aligned with the ground rules of cumulative talk, rather than exploratory talk. Although meanings relating also to exploratory talk were negotiated, they clearly were not the dominant form. In addition, the study observed that the trajectories of the rules were non identical. Despite connecting dimensions (symmetry, composition, continuity and explicitness) none of the trajectories shared exactly the same features as the others.

EEG microstate duration and syntax in acute, medication-naive, first-episode schizophrenia: a multi-center study

In young, first-episode, productive, medication-naive patients with schizophrenia, EEG microstates (building blocks of mentation) tend to be shortened. Koenig et al. [Koenig, T., Lehmann, D., Merlo, M., Kochi, K., Hell, D., Koukkou, M., 1999. A deviant EEG brain microstate in acute, neuroleptic-naïve schizophrenics at rest. European Archives of Psychiatry and Clinical Neuroscience 249, 205–211] suggested that shortening concerned specific microstate classes. Sequence rules (microstate concatenations, syntax) conceivably might also be affected. In 27 patients of the above type and 27 controls, from three centers, multichannel resting EEG was analyzed into microstates using k-means clustering of momentary potential topographies into four microstate classes (A–D). In patients, microstates were shortened in classes B and D (from 80 to 70 ms and from 94 to 82 ms, respectively), occurred more frequently in classes A and C, and covered more time in A and less in B. Topography differed only in class B where LORETA tomography predominantly showed stronger left and anterior activity in patients. Microstate concatenation (syntax) generally were disturbed in patients; specifically, the class sequence A→C→D→A predominated in controls, but was reversed in patients (A→D→C→A). In schizophrenia, information processing in certain classes of mental operations might deviate because of precocious termination. The intermittent occurrence might account for Bleuler's “double bookkeeping.” The disturbed microstate syntax opens a novel physiological comparison of mental operations between patients and controls.

Justifications in young children’s language in an early childhood classroom

This paper examines the interactional phenomenon of justification as it is produced in young children’s language. A justification provides a reason for one’s position and can be produced in children’s language at an early age. There are various pragmatic reasons for justifications. For example, justifications may be drawn upon by members to compensate for the disruption of the existing social order or to explain something that is possibly questionable. Justifications are also drawn upon to extend or close disputes. This study uses the analytical techniques of conversation analysis and membership categorisation to analyse video-recorded and transcribed interactions of young children (aged 4-6 years) in a preparatory classroom in a primary school in Australia. The focus is an episode that occurred within the block play area of the classroom that involved a dispute of ownership relating to a small, wooden plank. In analysing this dispute, justifications were frequent occurrences and the young participants drew upon justificatory devices in their everyday arguments. As the turns surrounding the justificatory language were examined, a pattern emerged: in each excerpt observed, a justification arose in response to a challenge. This pattern provided the basis for developing a model that helped to discern where, why and what type of justifications occurred in the interaction. To depict this interactional phenomenon, the model of ‘if x, then y’ was used, ‘x’ referring to the challenge or prompt, and ‘y’ referring to the justificatory response. Justifications related to the concepts of ownership and were used as devices by those engaged in disputes to support their positions and provide reasons for their actions. The children drew upon these child-constructed rules as resources to use in disputes with their peers, in order to construct and maintain the social order of the block area in the classroom.