Common acquisition functions for active learning use either uncertainty or diversity sampling, aiming to select difficult and diverse data points from the pool of unlabeled data, respectively. In this work, leveraging the best of both worlds, we prop
ose an acquisition function that opts for selecting contrastive examples, i.e. data points that are similar in the model feature space and yet the model outputs maximally different predictive likelihoods. We compare our approach, CAL (Contrastive Active Learning), with a diverse set of acquisition functions in four natural language understanding tasks and seven datasets. Our experiments show that CAL performs consistently better or equal than the best performing baseline across all tasks, on both in-domain and out-of-domain data. We also conduct an extensive ablation study of our method and we further analyze all actively acquired datasets showing that CAL achieves a better trade-off between uncertainty and diversity compared to other strategies.
This paper introduces a negative factor that is related to foreign
language acquisition/learning and regarded as a barrier that impedes
the foreign language from accessing the brain. Even if the foreign
language is granted access, this factor prevents it from being processed
properly inside the brain, and hence no output to be produced.
Targeted current research to identify the impact of the map conceptual
in historical concepts development of the first year secondary students,
and to achieve the goal of research promising project teaching plan
includes three conceptual maps, and test concepts.
This study aimed at investigating the College of Education students'
views regarding their acquisition of competencies related to curriculum
and examining the effects of gender and major in these views. Therefore,
a questionnaire comprising a list
of 56 competencies related to
curriculum was built. The items were divided into five categories: (1)
definition, (2) foundations and influencing factors, (3) elements, (4)
processes and (5) curriculum of subject matter. The questionnaire was
judged for validity and reliability and then distributed among a sample of
235 students in seven specializations.
The purpose of this study was to investigate the effect of analogy
strategy in science teaching on Scientific Concepts acquisition and Basic
science Processes Skills Toward Science Among the 5th grade Students in
Mafraq. In order to achieve the pu
rpose of the study, the researcher
utilized concept acquisition test and Basic science Processes Skills test,
and a techear guide was prepared to help teachers in teaching according
to the analogy strategy.
