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首页> 外文期刊>International Journal of Innovative Computing Information and Control >A MULTIPOLAR-VALUED FUZZY SETS APPROACH TO TEACHING PEOPLE WITH DISABILITIES
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A MULTIPOLAR-VALUED FUZZY SETS APPROACH TO TEACHING PEOPLE WITH DISABILITIES

机译：一种多极化的模糊集途径教授残疾人

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Focused on deaf students, this paper approaches a new method of instruction through computer software that is able to instruct in a particular way the students with special needs. This approach is fully implemented and evaluated in an educational application model, called model of Digitized Mental Architecture - DMA. Particularly, DMA performs user modeling by dynamically identifying and updating a student's knowledge level of all the concepts of the domain knowledge. The concept of DMA is based on Multipolar-Valued Fuzzy Set (MVFS) that is used to represent the dependences among the domain concepts. DMA uses fuzzy sets to represent a student's knowledge level as a subset of the domain knowledge. Thus, it combines fuzzy theory with the overlay model. Moreover, it employs a novel inference mechanism that dynamically updates user stereotypes on fuzzy sets. The gain from this novel combination is as significant as a student level of knowledge is represented in a more realistic way by automatically modeling the learning process of a student the system can provide individualized adaptive advice. The repeatability of your applications builds a solid foundation for education, according to behavioral standards set. This cognitive ability to infer on what we observe and perceive, regarded as intrinsic human beings, does not depend of their physical capacity. This article allows reproducing inferences about sensory stimuli of deaf, focused on the implementation of DMA. In this proposal, we evaluate the contextual aspects experienced by learners during the interactions between the constituent elements of a study session, based on experiments on a public school with a teacher and two deaf students enrolled in high school. Therefore, this model constitutes a novel fuzzy tool, which offers dynamic adaptation to deaf users' needs and preferences of adaptive systems, providing expansion of the possibilities of social inclusion.
机译：专注于聋人学生，通过能够以特定方式指导特殊需求的特定方式指导新的教学方法。这种方法在教育应用模型中完全实现和评估，称为数字化心理体系结构模型 - DMA。特别是，DMA通过动态识别和更新域知识的所有概念的学生的知识级别来执行用户建模。 DMA的概念基于用于表示域概念之间的依赖性的多极化模糊集（MVF）。 DMA使用模糊集代表学生的知识水平作为域知识的子集。因此，它将模糊理论与覆盖模型结合起来。此外，它采用了一种新颖的推断机制，可动态更新模糊集上的用户刻板印象。这种新组合的增益与学生知识水平一样重要，通过自动建模学生的学习过程来以更现实的方式表示，系统可以提供个性化的自适应建议。根据行为标准集根据行为标准，您的申请的可重复性为教育建立了坚实的教育基础。这种认知能力推断我们观察和感知，被视为内在人类，不依赖于身体能力。本文允许再现关于聋人感觉刺激的推断，重点是DMA的实现。在这一提案中，我们根据学校的实验，评估学习者在学习组成部分之间的相互作用中的背景方面，基于与教师和两个聋人入学的公立学校的实验。因此，该模型构成了一种新型模糊工具，它为聋人用户的需求和自适应系统的偏好提供了动态适应，从而扩大了社会包容性的可能性。

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