Hierarchical reinforcement learning and decision making for Intelligent Machines

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华为MateBook X Pro14 使用指南说明书

华为MateBook X Pro14 使用指南说明书

Research on Hierarchical Interactive Teaching Model Based on Naive Bayesian ClassificationDongyan FanInformation faculty, Business College of Shanxi University, Taiyuan 030031, ChinaAbstract—The purpose of this research is improving the current inject classroom teaching mode that ignores individual differences and inefficiency of students. By studying classification algorithm in data mining and applying the classification method based on Naive Bayes algorithm, we designed and implemented scientific classification of students, and draw lessons from stratified and interactive teaching mode, so as to builded a new effective teaching mode. The results show that through scientific classification of students, real-time hierarchical interaction teaching effectively stimulate students' interest in learning, improve cooperation ability, and improve classroom teaching efficiency.Keywords—Naive Bayesian; student classification; hierarchical interactive; teaching modelI.I NTRODUCTIONUnder the background of big data era, the current teaching mode is not adapt to the cultivation of innovative talents, there are many problems, such as low efficiency of classroom, teachers' manipulation of teaching process, ignore the individual differences of students in knowledge transfer ability. Therefore, this study aimed at these problems, by studying classification algorithm in data mining and applying the classification method based on Naive Bayes algorithm, we design and implement scientific classification of students, and draw lessons from stratified and interactive teaching mode, so as to build a new effective teaching mode. The mode enable students to learn efficiently, so as to adapt to the trend of rapid development of new technology and cultivate innovative talents.II.R ESEARCH M ETHODThe research and practice of the hierarchical interactive teaching model based on the Naive Bayesian classification is based on the classification of students' differences. So there are two major tasks need to do: the approaches to the students' difference measurement and grouping and the design of hierarchical interactive teaching framework. Its method flow is shown in Figure I.FIGURE I. RESEARCH METHOD FLOWFirst of all, based on the samples, the naive Bayes algorithm according to the student's attribute value is used to test the students' differences. Then, according to the results to make a scientific difference classification to achieve effective grouping for students. At the same time, the design of the hierarchical interactive teaching framework is carried out by the two subjects (the student is the main body, the teacher is the leading part). Finally, the teaching effect is evaluated and analyzed.III.S TUDENT C LASSIFICATION D ESIGN B ASED ON N AIVEB AYESIANA.Naive Bayesian Theoretical PrincipleAt present, there are many kinds of algorithms in data mining, such as based on Bayes algorithm, decision tree algorithm, neural network algorithm, rough set algorithm, genetic algorithm, support vector machine algorithm and so on. In the practical application of many classification algorithms, the most widely used algorithm is Naive Bayesian algorithm model. Naive Bayes is a simple and effective classification model.From Bayes’ theorem recall that:()()()||P A B P BP B AP A= (1)Equation (1): P(A) and P(B) separate representation the probability of occurrenceof events A andevents B.()|P A B indicates the probability of occurrence of event A under the premise that event B occurs. ()|P A B is a priori probability, and its value is often easily obtained.()|P B A indicates the probability of occurrence of event B under the premise that event A occurs. ()|P B A is a posteriori probability, and its value is the result of the solution of the Bayesian formula.The classifier structure diagram based on the naive Bayes algorithm is shown in Figure II. It’s leaf node Am represents the m attribute, and the root node C represents the category. Suppose {},,D C A S=are training samples, it includes the studentcategory {}12,,iC C C C= and the student attribute {}12,,mA A A A= .Suppose {}12,,nS S S S= represents acollection of classified students, in whichnS represents nthstudent. Suppose {}12,,k mX a a a= is a student to be classified,International Conference on Computer Science, Electronics and Communication Engineering (CSECE 2018)in which each m a represents an attribute eigenvalue of the pending item k X .FIGURE II. THE CLASSIFIER STRUCTURE DIAGRAMB. Design the Individualized Attributes of StudentsThe student classification method based on the naive Bayes algorithm is used the information of the past students as the sample set , which is used to construct the naive Bayes classifier.Students are classified according to the information of the students' attributes. The students divided into the same category are not simply using the score as criterion of evaluation. Its are classified by comprehensive evaluation after combination of other attributes.The difference classification based on the naive Bayes algorithm is select the individual attributes of the students as shown in Figure III. The students which 8 attribute values similar in the two dimensions (character and learning style) are put into one category, while the 12 attributes values of the three dimensions of personal basic situation, learning interest and cognitive ability are different. The purpose of the classification is to carry out differential teaching to implicit dynamic stratification and heterogeneous cooperation for students'cognitive ability, learning interest and basic information.FIGURE III. INDIVIDUALIZED ATTRIBUTES OF STUDENTSC. Student Classification Design Based on Naive Bayesian The process based on the naive Bayes classification is shown in Figure IV.FIGURE IV. STUDENT CLASSIFICATION CYCLE FLOW CHARTBASED ON NAIVE BAYES ALGORITHM1)()i P C is set to indicate the frequency of the occurrence of the student category i C in the training sample concentration, that is the category probability. For sample data sets, there are different levels of students in each category, which avoids the discrimination of students.()()i i P C Count C n= (2)The function ()i Count C represents the number of students belonging to category i which is in the entire student sample collection of S .n represents the total number of the entire student sample collection of S .2)()|j j i P A C a = is set to represent the conditional probability of each characteristic attribute value of the student in the category.()()()|i C j j j j i i P A C Count A a a Count C ===(3)j j A a =indicates that the value of the j attribute is j a .Thefunction ()i C j j Count A a =represents the number of students which the attribute name is j A and attribute value is j a in the i student category.3) ()|k i P X C is set to represent the conditional probability of the students k X to be classified in the student category i C , m represents the number of attributes that describe student differences.()()1||mk i j j i j P X C P A C a ===∏ (4)4) ()j j P A a = is set to represent the probability of the student's attribute j A when the value is j a . ()()j j j j P A Count A a a n=== (5)The function ()j j Count A a = indicates the number when the value of attribute j is j a .5) ()k P X is set to indicate the probability that the student k X should be classified in the training sample concentration. ()()1mk j j j P X P A a ===∏ (6)6) ()|i k P C X is set to represent the conditional probability that the student k X should be classified to category i . ()()()()||k i i i k k P X C P C P C X P X =(7)7) ()max |k P C X is set to represent the maximum category probability of the student k X which should be classified to the student category .()()()(){}max 12|max |,|,,|k k k i k P C X P C X P C X P C X = (8) max C indicates the maximum category of conditionalprobability which is obtained by (8).Finally, (8) is used to calculate the maximum category probability of the students to be classified in the students category. That is the category of the students to be classified. At this point, one classification ends.IV. T HE D ESIGN OF THE H IERARCHICAL I NTERACTIVET EACHING F RAMEWORK The hierarchical interactive teaching model is an independent, inquiring and cooperative teaching model based on the classification of the naive Bayes algorithm. This model breaks the original classroom structure, and takes the interaction of teachers and students as the carrier, and also group autonomy, and let the students as the subject of the class. This model is guided by the task of the problem, and it is based on the students' self-study, and it aims at the completion of the task of the group. This model creates an ecological chain class based on group mutual learning to solve problems. It pays attention to the state of learning and the quality of life for every student. The design of the hierarchical interactive teaching model framework is shown in Figure V.FIGURE V. THE HIERARCHICAL INTERACTIVE TEACHING MODELFRAMEWORKThe four layers of the hierarchical interactive teaching model are closely related to each other, and support each other dynamically with the spiral. The five segments drive each other to form a whole, interlace and connect with each other. This teaching mode makes the classroom an active area for teachers and students to resonate with their ideology and to show their personality together.V.A NALYSIS OF T EACHING E FFECTIn this paper, the teaching effect is analyzed from two aspects by using the method of questionnaire and comparative experiment. First, the experimental class's comparative analysis before and after the experiment is carried out. Then, a comparative analysis between the experimental class and the contrast class is carried out.The comparative data of the experimental class before and after the experiment are shown in Figure VI. From Figure VI, it can be seen that 85.72% of the students have An attitude of approval towards the application of the hierarchical interactive teaching model based on the naive Bayes algorithm in the teaching. There are 70.13% of the students satisfied with the improved teaching effect. At the same time, it can be seen that the students' interest in learning and the ability to communicate and cooperate have improved obviously.FIGURE VI. THE COMPARATIVE DATA OF THE EXPERIMENTALCLASS BEFORE AND AFTER THE EXPERIMENT The comparison between the experimental class and the contrast class is shown in Figure VII. From Figure VII, we can see that students' satisfaction degree, teaching effect satisfaction and group learning atmosphere based on Naive Bayes algorithm classification are higher than those of the contrast class. At the same time, it can be seen that the students' interest in learning and the ability to communicate and cooperate have also been improved.FIGURE VII. THE COMPARISON BETWEEN THE EXPERIMENTALCLASS AND THE CONTRAST CLASSVI.C ONCLUSIONThe comprehensive analysis shows that, in the implementation of the hierarchical interactive teaching model based on the naive Bayes algorithm, the new teaching mode was accepted by the students , it was welcomed by the students. The new teaching mode can improve the ability of learning interest and collaboration of students. It has a very good teaching effect. Experiments show that the classification algorithm based on Naive Bayes has better feasibility and effectiveness in solving student classification problem.However, due to the limited personal time and ability, there are still some shortcomings in the study. In order to better achieve hierarchical interaction teaching mode based on Naive Bayes algorithm and improve teaching effect, we still need to further improve the limitation of applying naive Bayes algorithm, that is, suppose the attributes of students are independent.A CKNOWLEDGMENTThis work was supported by “Research and construction of the practice teaching system of information specialty(J2016138, The major project of teaching reform research in Shanxi Education Department)” and “The optimization and the platform construction of the practice teaching system of information specialty (SYJ201509, The major project of the research on teaching reform Business College of Shanxi University)”. Our special thanks are due to Prof. Ma Shangcai, for his helpful discussion with preparing the manuscript.R EFERENCES[1]Jonathan Rauh. Problems in Identifying Public and Private Organizations:A Demonstration Using a Simple Naive Bayesian Classification[J]. PublicOrganization Review,2015,15(1).[2]SangitaB, P., Deshmukh, S.R.. Use of Support Vector Machine, decisiontree and Naive Bayesian techniques for wind speed classification[P].Power and Energy Systems (ICPS), 2011 International Conference on,2011.[3]Yan Dong. Hierarchical interactive teaching mode and its practice andexploration of mathematics teaching in Senior High School [D].Southwest University,2016.[4]Chen Zhiqiang. Hierarchical interactive teaching mode and its practiceand exploration of mathematics teaching in Senior High School [D].Henan University,2016.[5]S. Mukherjee and N. Sharma. Intrusion detection using naïve Bayesclassifier with feature reduction[J].Procedia Technology,vol. 4, pp. 119–128, 2012.[6]L. Jiang, Z. Cai, D. Wang, and H. Zhang. Improving tree augmented naiveBayes for class probability estimation[J]. Knowledge-Based Systems, vol.26, pp. 239–245, 2012.[7]Sharma RK, Sugumaran V, Kumar H, Amarnath M. A comparative studyof naïve Bayes classifier and Bayes net classifier for fault diagnosis of roller bearing using sound signal[J].International Journal of Decision Support Systems. 2015 Jan 1; 1(1):115-29.[8]Hamse Y Mussa, John BO Mitchell,Robert C Glen.Full “Laplacianised”posterior naïve Bayesian algorithm[J]. Journal of Cheminformatics. 2013 5:37.[9]K. Magesh Kumar, P. Valarmathie. Domain and Intelligence BasedMultimedia Question Answering System[J]. International Journal of Evaluation and Research in Education, Vol. 5, No. 3, September 2016 : 227 – 234.[10][11]Zhijun Wang1, Li Chen, Terry Anderson. A Framework forInteraction and Cognitive Engagement in Connectivist Learning Contexts[J]. International Review of Research in Open and DistanceLearning, Vol. 15,No.2, Apr 2014:121-141.。

introduction to machine learning with python pdf

introduction to machine learning with python pdf

introduction to machine learning with python pdfIntroduction to Machine Learning with PythonOverview•Introduction to the book “Introduction to Machine Learning with Python”•Importance of machine learning in today’s world Chapter 1: Getting Started with Machine Learning•Understanding the basics of machine learning •Installing necessary libraries and toolsChapter 2: Exploring the Python Programming Language •Introduction to Python and its features•Using Python for machine learning tasksChapter 3: Supervised Learning•Understanding supervised learning algorithms •Implementing regression and classification algorithms Chapter 4: Unsupervised Learning•Understanding unsupervised learning algorithms•Implementing clustering and dimensionality reduction algorithmsChapter 5: Model Evaluation and Improvement•Evaluating the performance of machine learning models •Techniques for improving model accuracyChapter 6: Working with Real-world Datasets•Dealing with real-world datasets and their challenges •Preprocessing and cleaning data for machine learning tasksChapter 7: Advanced Topics in Machine Learning•Deep learning and neural networks•Reinforcement learning and its applications Conclusion•Recap of key concepts covered in the book •Importance of continuous learning in machine learning fieldIntroduction to Machine Learning with PythonOverview•Introduction to the book “Introduction to Machine Learning with Python”•Importance of machine learning in t oday’s world Chapter 1: Getting Started with Machine Learning •Understanding the basics of machine learning •Installing necessary libraries and toolsChapter 2: Exploring the Python Programming Language •Introduction to Python and its features•Using Python for machine learning tasksChapter 3: Supervised Learning•Understanding supervised learning algorithms –Decision Trees–Random Forests–Support Vector MachinesChapter 4: Unsupervised Learning•Understanding unsupervised learning algorithms–K-means Clustering–Hierarchical Clustering–Principal Component AnalysisChapter 5: Model Evaluation and Improvement•Evaluating the performance of machine learning models –Cross-validation–Grid Search•Techniques for improving model accuracy–Feature Engineering–RegularizationChapter 6: Working with Real-world Datasets•Dealing with real-world datasets and their challenges –Data cleaning–Handling missing values–Feature scalingChapter 7: Advanced Topics in Machine Learning•Deep learning and neural networks•Reinforcement learning and its applicationsConclusion•Recap of key concepts covered in the book •Importance of continuous learning in the machine learning field。

QUARC_Quancer公司产品,自动控制软件介绍

QUARC_Quancer公司产品,自动控制软件介绍

A SINGLE PC SOLUTION FOR RAPID CONTROL PROTOTYPING IN WINDOWS ®.QUARC generates real-time code directly from Simulink®-designed controllers and runs the generated code in real-time on the Windows® target - all on the same PC. The Data Acquisition Card seamlessly interfaces with Simulink® using Hardware-in-the-loop blocks provided in the QUARC T argets Library.SPLIT SECOND CONTROL DESIGN – A DECADE IN ThE MAkINGQUARC was built on the legacy of WinCon, the first real-time software to run Simulink®-generated code in Windows®. QUARC seamlessly integrates with Simulink® and redefines the traditional design-to-implementation interface toolset. Just click a button to enjoy more functionality and development flexibility, all geared towards improved real-time performance. Academics havesuccessfully deployed many advanced control and mechatronic systems, ranging from intelligent unmanned systems to force-feedback-enabled virtual reality.ADVANCEDINDUSTRIAL R&DACADEMIA INDUSTRYFOUR USES OF QUARCCONTROLS EDUCATION INNOVATIVERESEARCH GRADUATE-LEVEL EXPLORATION Enhance your engineering courses with industry- relevant hands-on learning Explore practical solutions for real-life challenges with a synergistic approachConduct ground-breaking research in emerging areas such as Unmanned Vehicle Systems and hapticsFast track time-to-market with an affordable rapid control prototyping solutionChoosing software for control system design andimplementation is critical for timely, successful research and development. Quanser knows this because we’ve pioneered control engineering for over 20 years. That’s why we created QUARC – a powerful rapid control prototyping tool that significantly accelerates control design and implementation. initially designed for industrial demands, QUARC is nonetheless ideal foradvanced research, masters-level, and evenundergraduate, teaching. QUARC is an integral part of all Quanser control lab workstations and is used all over the world by thousands of educational institutions and organizations, including the Canadian Space Agency and Defense Research and Development Canada. Discover what QUARC can help you achieve in less time and effort than you might be spending now.ACCELERATE CONTROLS EDUCATIONQUARC is an ideal tool to teach control concepts. It allows students to draw a controller, generate code and run it - all without Digital Signal Processing or without writing a single line of code. The capabilities of this powerful yet adaptable software are emphasized by the comprehensive curriculum that accompanies Quanser’s control lab equipment. The supplied Instructor and Student Workbooks feature lab exercises and projects based on Simulink®. They help focus students’ efforts on key control concepts rather than tedious code writing. The curriculum is developed by engineers for engineers to effectively demonstrate and teach the mechatronic design approach practised in industry. This includes modeling, controller design, simulation and implementation. An excellent low-cost rapid control prototyping system, QUARC is being usedby thousands of institutions worldwide. It is an effective and efficient teaching tool for undergraduate and graduate-level courses in classical and modern control theory.hOW QUARC FUSES MULTIPLEENGINEERING COURSESThe Integrated Learning Centre at Queen’s University fuses all engineering disciplines into one modern lab. Quanser’s workstations, featuring a wide range of modular Quanser experiments, are used here to teach introductory, intermediate and advanced controls. QUARC software is an integral part of all those workstations. An economical approach to outfitting a lab, it also keeps students motivated, providing access to even more hands-on learning.CONTROLS EDUCATIONis done, allowing the studentsto focus more on the controldesign theory and less on theworkings of MATLABSimulink, thus improvingthe learning experience.”Dr. Wen-Hua Chen,Loughborough University,United KingdomThis Flexible Link module furtherexpands your topics of study withthe SRV02 workstation.All on a Single PCQUARC provides a single PC solution for rapid control prototypingin Windows XP® or Vista®. It generates real-time code directly fromSimulink®-designed controllers – but for the same PC. This single PCSolution for rapid control prototyping significantly accelerates controldesign and implementation. This helps students focus on theimportant aspects of the control design process and completeproject-based assignments successfully.Simple. Intuitive.QUARC user interfaces are easy to understand without training.For example, QUARC’s “external mode” communications allow theSimulink® diagram to communicate with real-time code generatedfrom the model. Tune parameters of the running model by changingblock parameters in the Simulink® diagram. Want to view the statusof a signal in the model? Simply open a Simulink® Scope (or any otherSink in the diagram) while the model runs on the target. Furthermore,data can be streamed to the MATLAB® workspace or to a file on diskfor off-line analysis.Low MaintenanceQUARC streamlines the process of maintaining and servicing a laboratorywithout sacrificing system performance or an excessive amount of yourstaff’s time. The extremely flexible host-target structure allows QUARC usersto maximize limited resources (i.e. PC, laptop and hardware) with minimaleffort or cost. Host (control design environment) and target (platformwhich executes the real-time code) can be on separate computers yet stillcommunicate through a network connection. QUARC can sustain anypossible multi-configuration. Ask about License Server Architecture.The Integrated Learning Center, Queen’s University, Canada.BRING ThEORIES TO LIFEWhether you’re exploring emerging technologies or transforming knowledge into solutions for real-world challenges, count on Quanser to help you achieve your research goals. The power of QUARC software combined with Quanser’s innovative plants can helpresearchers test their theories in real-time, on real hardware. QUARC seamlessly integrates with Quanser’s research platforms toimplement virtually any control algorithm. Combine QUARC with Quanser’s multi-function Data Acquisition card and plants to create a self-contained control workstation ideal for advanced research. Use it to design, simulate, implement, and test a variety of time-varyingsystems: communications, controls, signal processing, video processing, and image processing.All this is achievable quickly , easily and affordably because the workstation is a fully integrated, open-architecture solution.The set-up pictured below shows a 3 DOF Gyroscope workstation as one example of a Quanser workstation for high level research. This typical configuration entails: • P lant • Amplifier• Data Acquisition Card • Virtual Plant Simulation• Rapid Control Prototyping Design Software • Pre-designed ControllersFor more information about the Quanser’s research platformsplease visit /MCC.14323 DOF GYROSCOPEFeaturing three Degrees Of Freedom (DOF), this dynamically diverse experimental platform is ideal for teaching rotational dynamic challenges.DATA ACQUISITION CARDMeasure and command real-time signals with high I/Osampling period. QUARC supports a wide range of Quanser and National Instruments data acquisition cards. For a complete list please visit /QUARC.AMPLIFIER AMPAQQuanser’s multi-channel linear current amplifier is ideal forprecision controls. The AMPAQ connects to the DAQ terminal board and is connected to the 3-DOF Gyroscope with its easy-connect cables.SOFTWARE TO ACCELERATE DESIGN3-DOF Gyroscope models are designed to run in real-time with QUARC ® software, which integrates seamlessly withMATLAB ®/Simulink ®.“Using Quanser’s software, we can easily design control systems for many plants. We can apply complex control strategies quickly and effectively - and it is very easy to verify theory on the real plant.”Kenichi yano,Associate Professor, Gifu University , JapanEFFORTLESS INTEGRATION FOR MEChATRONIC RESEARChQUARC is a powerful, flexible mechatronic integration tool, providing time-saving and simple solutions to those unique challenges encountered when you’re developing mechatronic systems. Whether you have custom-made research platforms or use manufactured equipment, QUARC is the only software that makes it easy to interface with all of them. QUARC offers a suite of third-party device blocks which help researchers seamlessly interface and control KUKA robots, PGR cameras and SensAble® PHANTOM devices, to name a few. These blocks not only allow a Simulink® model to communicate with external devices but also implement the mathematical framework for controlling them. All this is possible without the need to learn new tools or hand coding since the controller design and integration is performed in an environment most researchers are familiar with, such as Windows®, MATLAB®, Simulink®.“QUARC’s support of TCP/IP has been a tremendous help for our research. It allowed us to develop a distributed sensing system that isn’t dependent on expensive I/O hardware or DAQ boards. Further, this allows for safety-critical redundancy when we aredoing vehicle control tests.”Sean Brennan,Department of Mechanical and Nuclear Engineering,Pennsylvania State University , USAQUARC OFFERS OVER 10 BLOCKSETSThe table provides an overview. At a glance,you can see specific research applications, unique attributes and technical specifications.Now you can enjoy greater flexibility whenimplementing control schemes. QUARC expands the possibilities for complex control design by:multiple operating Systems Support.QUARC is designed so that code could be generated for multipleoperating systems and hardware platforms while maintaining a common, seamless and easy-to-use interface. Simulink® models can run in real-time on a variety of targets - a target being acombination of operating system and processor for which QUARC generates code from a Simulink® diagram. Targets includeWindows® and QNX®. The number of targets QUARC supports is continually increasing.Support for Communications.The QUARC Stream API offers a flexible and protocol-independent communications framework. Conduct standard communication between QUARC models and more: between a QUARC model and an external third-party application (e.g., graphical userinterface) or even between two external third-party applications. The Stream API is independent of the development environment and can be used in C/C++, .NET, MATLAB®, LabVIEW TM , etc. The Stream API enables the communication between multiple real-time model over the internet. This could be used for distributed control, teleoperation, device interfacing, etc. The stream API natively supports the following protocols: TCP/IP, UDP, serial, shared memory , named pipes, ARCNET, and more.For demos and tutorials on QUARC’s communication capabilities request a free trial of QUARC at /QUARC.increasing number of Blocksets.The number of interfaces QUARC supports is continuallyincreasing over time to ensure easy integration with recent and popular third-party devices. Here are a few more examples: • Nintendo Wiimote• Q bot- An Unmanned Ground Vehicle based on iRobot Create®• Schunk Grippers• SparkFun Electronics SerAccelGet an updated list of interfaces supported by QUARC at /QUARC/blocksetsDESCRIPTIONUsing the KUKA Robot Blockset you can control any KUKA robot equipped with RSI (Robot SensorInterface) through the interactive Simulink® environment without tedious hand coding and cumbersome hardware interfacing.This blockset is not included in the standard QUARC license and is sold separately.The Point Grey Research (PGR) Blockset is used to acquire images from some of the Point Grey Research cameras. QUARC also provides image processing blocksets that can be used to find objects of a given color within a source image or convert images from one format to another.This blockset is included in the standard QUARC license.The Wiimote (Wii Remote) block reads the state of the Wiimote and outputs the button, acceleration, and Infra Red (IR) camera information. Using this blockset you can easily interface the Wiimote into the controller. This blockset is included in the standard QUARC license.The Novint Falcon Blockset is used for implementing control algorithms for the Falcon haptic device. Using the Blockset significantly simplifies the task of designing controllers for the Falcon.This blockset is included in the standard Quarc license.TEChNICAL CAPABILITIES AND SPECIFICATIONS• E nables the deployment of real-time executables with GUI • S upport for setting and getting values (e.g., knobs, displays, scopes, and other inputs and outputs)Supported devices:• SensAble PHANTOM Omni • SensAble PHANTOM Desktop • SensAble PHANTOM Premium• SensAble PHANTOM Premium 6DOF Data provided as output,• GPS position (latitude, longitude, altitude)• Number of visible satellites (dilution of precision data)• Accuracy information (dilution of precision – DOP)Typical accuracy 1-3m (WAAS)SUGGESTED RESEARCh APPLICATIONS• GUI Design (e.g. Cockpit)• Force feedback virtual reality• Haptically-enabled medical simulations • Teleoperation• Precise robotic manipulation• Image-based control and localization • Autonomous navigation and control • Fault detection• Image-based control and localization• Autonomous navigation and control • Image recognition • Mapping• Obstacle detection and avoidance • Visual servoing and tracking • Vision feedback• Teleoperation• Robotic manipulation• Force feedback virtual reality• Haptically enabled medical simulations • Teleoperation• Localization• Autonomous navigation and control• M ission reconfiguration(e.g., for Unmanned Vehicle Systems)• Fault recovery • Safety watchdogDYNAMICRECONFIGURATIONkUkA ROBOT ALTIASENSABLEPhANTOM ® SERIESVISUALIzATIONPGR CAMERASWII REMOTENOVINT FALCONGPSNATURAL POINTOPTITRACkThe PHANTOM® Blockset lets you control the series of PHANTOM® haptic devices via Simulink®. For added flexibility researchers can combine the Phantom Blockset and Visualization Blockset to enjoy seamless haptics rendering of virtual environments.This blockset is not included in the standard QUARC license and is sold separately.The Visualization Blockset creates 3D visualizations of simulations or actual hardware in real-time. By combining meshes and textures, you can create objects to seamlessly integrate high-performance graphics with real-time controllers. Comprehensive documentation and examples along with additional content are provided to help new users get started and master this blockset quickly. QUARC Visualization blockset is used in the Virtual Plant Simulation of selected Quanser plants such as SRVO2 and Active Suspension. This blockset is included in the standard QUARC license.• Y coordinates of up to four IR points detected by the wiimote IR camera. Valid values range from 0 to 767 inclusive.• A compatible Bluetooth device must be installed on the PC• A bility to command either Cartesian or joint velocity set points • A bility to measure the Cartesian positions, joint angles and joint torques • A bility to set either Cartesian or the joint minimum and maximum velocity limits • K UKA built-in safety checks are still enabled for safe operation• S end forces and torques in Cartesian or joint space • Read encoder values, position, and joint angles• Send commands in two different work spaces to the Phantom device • T he block outputs the gimbal angles of the device plus the values associated with the buttons and the 7 DOF available on the device (thumb-pad or scissors)• R emotely connect to a visualization server with multiple clients • N o interference with the operation of your real-time controller• Plugins provided for Blender and Autodesk’s 3ds Max 2008, 2009 and 2010• S et different material properties such as diffuse color, opacity , specular color, shininess, and emissivity.• T exture map support for png, jpg, tiff, and bmp.• X 3D support• C onfigurable mouse and keyboard interface for manually navigating around the environment • P erformance far exceeds TMW’s Virtual Reality toolbox• U p to 16 cameras can be connected and configured for single or multiple capture volumes • C apture areass up to 400 square feet • S ingle point tracking for up to 80 markers, or 10 rigid-body objects • T ypical calibration time is under 5 minutes • P osition accuracy on the order of mm under typical conditions• U SB 2.0 connectivity to ground station PC• U p to 100 fps tracking• S upport for Draganflyer 2 HI-COL and the FireflyMV • F rame rate selection from 7.5 fps to 60 fps • R esolutions from 640 x 480 to 1024 x 768, • C olor or grayscale, and custom image (subimage) sizes supported for faster framerates• C ontinuity of states between the model being switched-out and the model being switched-in, as a necessary condition to the system stability • S witching within one sampling interval, as a necessary condition to the system stability • D ynamic reconfiguration can be triggered either automatically (e.g., from a supervisory model) or manually• D ynamic Reconfiguration can be triggered either locally or remotely (i.e., on a remote target)The OptiTrack Blockset allows motion capture and tracking by using 3 or more synchronized infrared (IR) cameras that capture images containing reflective markers within a workspace. The blockset can be used to track either individual markers or rigid bodies. This Blockset makes it easy to conduct vision-based control experiments in real-time, especially for objects that were previously difficult to track, such as indoor autonomous vehicles.This blockset is not included in the standard QUARC license and is sold separately.The GPS Blockset allows GPS receivers to be easily accessed, thereby adding GPS localization to an experimentalplatform. This Blockset integrates with Ublox GPS devices as well as NMEA compliant GPS devices. This blockset is not included in the standard Quarc license and is sold separately.The Altia Design Blockset enables the user to interact with the real-time code from Altia GUIs. Unlike theMATLAB® GUIs, MATLAB® and Simulink® are not required when using Altia GUIs. This blockset gives you the tools you need to generate complete production systems without writing a single line of code. This blockset is included in the standard QUARC license.The Dynamic Reconfiguration Blockset lets you dynamically switch models on the target machine within a sampling interval. A running model may be replaced with another model while ensuring continuity of states between both with no interruptions (i.e. no skipped sample). For a demo and tutorial on the Dynamic Reconfiguration blockset request a free trial of QUARC at /QUARC.This blockset is not included in the standard QUARC license and is sold separately.Data provided as output:• P osition: X, Y, and Z position in Cartesian coordinates• Button information: Whether a button is currently pressed or not • F orce: X, Y, and Z forces applied by the Falcon end-effectormodel 1model 2* Please note that prices for blocksets may vary. For more information or to request a quote please contact sales@.• Payload 5 kg • Number of axes 6• Repeatability <±0.02 mm • Weight 28 kg• Mounting positions floor or ceiling • Controller KR C2sr • Max speed 8.2 m/sData provided as output:• X, Y, and Z axis accelerations • Button states • X coordinates of up to four IR points detected by the wiimote IR camera. Valid values range from 0 to 1023 inclusive• S upport for setting values (i.e. Meters and other outputs)• F eatures the Quanser Plot library for AltiaBLOCkSET* • Virtual reality rendering• Game and medical simulation• Simulation of mechanical components • Data fusion • R eal-time status displays of physical hardware• Virtual cockpit for aerial vehicles REQUEST A FREE 30 DAY TRIAL OF QUARC TODAY. VISIT /QUARC• Robotic manipulation • Teleoperation“The Host Computer System for the Challenging Environment Assessment Laboratory (CEAL) at the Toronto Rehabilitation Institute (TRI) was developed using Quanser’s QU ARC real-time software. The power of QU ARC, with Quanser’s engineering support, enabled TRI to create a flexible developmentenvironment for researchers to implement sophisticated real-time experiments, using a large-scale 11-ton, 6-DOF motion platform and high-performance audio-visual rendering systems”Dr. Geoff Fernie , Vice President, Toronto Rehabilitation Institute, CanadaQUARC ACCELERATES MEChATRONIC DEVELOPMENT WITh RAPID CONTROL PROTOTYPINGQUARC is a powerful Rapid Control Prototyping (RCP) platform that meets industrial research and development demands. This robust software helps manage the increasing complexity of controlengineers’ tasks and accelerates their ability to test control strategies. Generating countless iterations of Simulink® control designsbecomes almost effortless - a block diagram design is automatically implemented on the system and computed in real time, eliminating the need for manual coding. This RCP platform is adaptable to virtually any mechatronic interfaces and scalable for complex multi-input and multi-output systems.Affordable Industrial-Grade PerformanceFor a fraction of the cost of comparable systems, Research and Development engineers can convert a PC into a powerful platform for control system development and deployment. When combined with a Quanser Power Amplifier and a Quanser Data Acquisition Card, QUARC software provides an ideal rapid prototyping and hardware-in-the-loop development environment. QUARC is also compatible with a wide range of commercially available data acquisition cards, including National Instruments boards.QUARC evolved from experience with its predecessor WinCon.The Canadian Space Agency played an intricate role in defining and confirming many of the features of QUARC. This was done in the context of their micro-satellite development program on an early stage prototype. It has since been adopted by industries requiring the latest in performance and development flexibility such as the Aerospace, Defence and Medical device industries.QUARC capabilities and features are designed to optimize the RCP process. Below are a few samples of such features.• F lexible and extensible communications blocks configurablefor real-time TCP/IP, UDP, serial, shared memory and other protocols • P erformance Diagnostics • R TW Code Optimization support • M odularity and incremental builds via model referencing • C ontrol of thread priorities and CPU affinity • A synchronous execution (e.g., ideal for efficient communication) • R un any number of models on one target – or simultaneously on multiple targets • S elf-booting models for embedded targets• E xternal Hardware-In-the-Loop card and communication interfacing provided in C/C++, MATLAB®, LabVIEW TM , and .NET languages • M ultiprocessor (SMP) support, e.g., on a quad-core Windows target QUARC models can take advantage of all four cores. • S imulink® 3D Animation (formerly known as Virtual Reality) Toolbox support• A bility to interface with MATLAB® GUIs, LabVIEW TM panels, and Altia“We have been using Quanser’s QU ARC software to do real-time robot control. QU ARC enables fast and easy prototyping of control algorithms with hardware in the loop and has been an invaluable tool for algorithm development, simulation, and verification.”Paul Bosscher, Harris Corporation, USAChallenging environment AssessmentLaboratory (CeAL) will be one of the most advanced rehabilitation research facilities in the world.INNO VATE, RESEARCHAND EXPLOIT KNOWLEDGE.QU ANSERCONSULTING SOFTWAREHARDWAREPlantDAQAmplifierQUARC®: A POWERFUL ENGINEFOR ENGINEERING DEPARTMENTSThree issues challenge university engineering departments everywhere: teaching, research and budget. One solution resolves them: QUARC software from Quanser!For T eaching: Created by engineers for engineers, QUARC is an excellent low-cost rapid control prototyping system. Working seamlessly with Simulink®, QUARC helps students put ideas andtheory into practice sooner. Plus curriculum is offered to help educators focus on what matters most. With more hands-on learning, undergraduate and graduate students alike are captivated and motivated to study further.For Research: Originally designed for industrial use, QUARC is idealfor advanced research. From the precise control of surgical robots to unmanned air vehicles and beyond, ideas can be tested in real-time- even ideas that are out of this world. Small wonder our client list includes NASA, the Canadian Space Agency and thousands of universities and colleges. (Look on your left.)For your department’s budget: QUARC seamlessly integrates over80 Quanser experiments - from introductory to very advanced. These are modular by design and maximize efficiencies, offering multiple uses for one workstation. Academics ourselves, Quanser appreciates your need for careful budgeting. So QUARC is competitively pricedand available with single- or multiple-user licenses.Learn more at /QUARCProducts and/or services pictured and referred to herein and their accompanying specifications may be subject to change without notice. Products and/or services mentioned herein are trademarks or registered trademarks of Quanser Inc. and/or its affiliates. Other product and company names mentioned herein are trademarks or registered trademarks of their respective owners.©2010 Quanser Inc. All rights reserved. Rev 2.0。

安全强化学习综述

安全强化学习综述

安全强化学习综述王雪松 1王荣荣 1程玉虎1摘 要 强化学习(Reinforcement learning, RL)在围棋、视频游戏、导航、推荐系统等领域均取得了巨大成功. 然而, 许多强化学习算法仍然无法直接移植到真实物理环境中. 这是因为在模拟场景下智能体能以不断试错的方式与环境进行交互, 从而学习最优策略. 但考虑到安全因素, 很多现实世界的应用则要求限制智能体的随机探索行为. 因此, 安全问题成为强化学习从模拟到现实的一个重要挑战. 近年来, 许多研究致力于开发安全强化学习(Safe reinforcement learning, SRL)算法, 在确保系统性能的同时满足安全约束. 本文对现有的安全强化学习算法进行全面综述, 将其归为三类: 修改学习过程、修改学习目标、离线强化学习, 并介绍了5大基准测试平台: Safety Gym 、safe-control-gym 、SafeRL-Kit 、D4RL 、NeoRL.最后总结了安全强化学习在自动驾驶、机器人控制、工业过程控制、电力系统优化和医疗健康领域中的应用, 并给出结论与展望.关键词 安全强化学习, 约束马尔科夫决策过程, 学习过程, 学习目标, 离线强化学习引用格式 王雪松, 王荣荣, 程玉虎. 安全强化学习综述. 自动化学报, 2023, 49(9): 1813−1835DOI 10.16383/j.aas.c220631Safe Reinforcement Learning: A SurveyWANG Xue-Song 1 WANG Rong-Rong 1 CHENG Yu-Hu 1Abstract Reinforcement learning (RL) has proved a prominent success in the game of Go, video games, naviga-tion, recommendation systems and other fields. However, a large number of reinforcement learning algorithms can-not be directly transplanted to real physical environment. This is because in the simulation scenario, the agent is able to interact with the environment in a trial-and-error manner to learn the optimal policy. Considering the safety of systems, many real-world applications require the limitation of random exploration behavior of agents. Hence,safety has become an essential factor for reinforcement learning from simulation to reality. In recent years, many re-searches have been devoted to develope safe reinforcement learning (SRL) algorithms that satisfy safety constraints while ensuring system performance. This paper presents a comprehensive survey of existing SRL algorithms, which are divided into three categories: Modification of learning process, modification of learning objective, and offline re-inforcement learning. Furthermore, five experimental platforms are introduced, including Safety Gym, safe-control-gym, SafeRL-Kit, D4RL, and NeoRL. Lastly, the applications of SRL in the fields of autonomous driving, robot control, industrial process control, power system optimization, and healthcare are summarized, and the conclusion and perspective are briefly drawn.Key words Safe reinforcement learning (SRL), constrained Markov decision process (CMDP), learning process,learning objective, offline reinforcement learningCitation Wang Xue-Song, Wang Rong-Rong, Cheng Yu-Hu. Safe reinforcement learning: A survey. Acta Automat-ica Sinica , 2023, 49(9): 1813−1835作为一种重要的机器学习方法, 强化学习 (Re-inforcement learning, RL) 采用了人类和动物学习中 “试错法” 与 “奖惩回报” 的行为心理学机制, 强调智能体在与环境的交互中学习, 利用评价性的反馈信号实现决策的优化[1]. 早期的强化学习主要依赖于人工提取特征, 难以处理复杂高维状态和动作空间下的问题. 近年来, 随着计算机硬件设备性能的提升和神经网络学习算法的发展, 深度学习由于其强大的表征能力和泛化性能受到了众多研究人员的关注[2−3]. 于是, 将深度学习与强化学习相结合就成为了解决复杂环境下感知决策问题的一个可行方案. 2016年, Google 公司的研究团队DeepMind 创新性地将具有感知能力的深度学习与具有决策能收稿日期 2022-08-08 录用日期 2023-01-11Manuscript received August 8, 2022; accepted January 11,2023国家自然科学基金(62176259, 61976215), 江苏省重点研发计划项目(BE2022095)资助Supported by National Natural Science Foundation of China (62176259, 61976215) and Key Research and Development Pro-gram of Jiangsu Province (BE2022095)本文责任编委 黎铭Recommended by Associate Editor LI Ming1. 中国矿业大学信息与控制工程学院 徐州 2211161. School of Information and Control Engineering, China Uni-versity of Mining and Technology, Xuzhou 221116第 49 卷 第 9 期自 动 化 学 报Vol. 49, No. 92023 年 9 月ACTA AUTOMATICA SINICASeptember, 2023力的强化学习相结合, 开发的人工智能机器人Al-phaGo 成功击败了世界围棋冠军李世石[4], 一举掀起了深度强化学习的研究热潮. 目前, 深度强化学习在视频游戏[5]、自动驾驶[6]、机器人控制[7]、电力系统优化[8]、医疗健康[9]等领域均得到了广泛的应用.近年来, 学术界与工业界开始逐步注重深度强化学习如何从理论研究迈向实际应用. 然而, 要实现这一阶段性的跨越还有很多工作需要完成, 其中尤为重要的一项任务就是保证决策的安全性. 安全对于许多应用至关重要, 一旦学习策略失败则可能会引发巨大灾难. 例如, 在医疗健康领域, 微创手术机器人辅助医生完成关于大脑或心脏等关键器官手术时, 必须做到精准无误, 一旦偏离原计划位置, 则将对病人造成致命危害. 再如, 自动驾驶领域, 如果智能驾驶车辆无法规避危险路障信息, 严重的话将造成车毁人亡. 因此, 不仅要关注期望回报最大化,同时也应注重学习的安全性.García 和Fernández [10]于2015年给出了安全强化学习 (Safe reinforcement learning, SRL) 的定义: 考虑安全或风险等概念的强化学习. 具体而言,所谓安全强化学习是指在学习或部署过程中, 在保证合理性能的同时满足一定安全约束的最大化长期回报的强化学习过程. 自2015年起, 基于此研究,学者们提出了大量安全强化学习算法. 为此, 本文对近年来的安全强化学习进行全面综述, 围绕智能体的安全性问题, 从修改学习过程、修改学习目标以及离线强化学习三方面进行总结, 并给出了用于安全强化学习的5大基准测试平台: Safety Gym 、safe-control-gym 、SafeRL-Kit 、D4RL 、NeoRL, 以及安全强化学习在自动驾驶、机器人控制、工业过程控制、电力系统优化以及医疗健康领域的应用.安全强化学习中所涉及的方法、基准测试平台以及应用领域之间的关系如图1所示.本文结构如下: 第1节对安全强化学习问题进行形式化描述; 第2节对近年来的安全强化学习方法进行分类与综述; 第3节介绍5种基准测试平台;第4节总结安全强化学习的实际应用场景; 第5节对未来研究方向进行探讨; 第6节对文章进行总结.1 问题描述M ∪C M =⟨S ,A ,T ,γ,r ⟩C ={c,d }S A T (s ′|s,a )γr :S ×A →R c :S ×A →R d π∗安全强化学习问题通常被定义为一个约束马尔科夫决策过程 (Constrained Markov decision pro-cess, CMDP) [11], 即在标准马尔科夫决策过程 的基础上添加了关于成本函数的约束项 . 表示状态空间集, 表示动作空间集, 表示用于描述动力学模型的状态转移函数, 表示折扣因子, 表示奖励函数; 表示成本函数, 表示安全阈值. 这种情况下, 安全强化学习问题可以表述为在满足安全约束的情况下, 求解使期望回报最大化的最优可行策略J (π)=E τ∼π(∞t =0γtr (s t ,a t ))τ=(s 0,a 0,s 1,a 1,···)τ∼πτπΠc 其中, , 表示一条轨迹, 表示轨迹 根据策略 采样得到, 表示满足安全约束的安全策略集. 值得注意的是, 本文公式所描述的都是单成本约束的形式, 但不失一般性, 这些公式都可以拓展为多成本约束的形式. 对于不同类型的决策任务,安全策略集可以有不同的表达形式.Πc 对于安全性要求严格的决策任务, 例如自动驾驶[12−13]任务, 通常采用硬约束方式, 即在所有的时刻都需要强制满足单步约束. 这种情况下 表示为环境知识人类知识无先验知识拉格朗日法信赖域法策略约束值约束预训练模型图 1 安全强化学习方法、基准测试平台与应用Fig. 1 Methods, benchmarking platforms, and applications of safe reinforcement learning1814自 动 化 学 报49 卷Π其中, 表示可行策略集. 但由于这种约束方式要求过于严格, 因此通常需要借助模型信息加以实现.Πc 在无模型情况下, 软约束方式有着更广泛的应用, 即对折扣累积成本的期望进行约束, 这种情况下 表示为c :S ×A →{0,1}c (s t ,a t )=0c (s t ,a t )=1E τ∼π(∑∞t =0γtc (s t ,a t ))π这种约束方式可以很好地适用于机器人行走[14]、油泵安全控制[15]和电力系统优化[16]等任务, 但对于需要明确定义状态或动作是否安全的任务却难以处理. 为了使软约束方式更好地适用于不同类型的决策任务, 可以将成本函数修改为 ,利用成本函数对当前状态动作对进行安全性判断,若安全, 则 , 否则, , 并且在智能体与环境交互期间遇到不安全的状态动作对时终止当前回合. 这时, 约束项 可以表示 产生不安全状态动作对的概率, 因此经过这样修改后的软约束也被称为机会型约束. 机会型约束由于其良好的任务适应性, 已被成功应用于无模型的自动驾驶[17]和机械臂控制[18]等任务.M =⟨S ,A ,T ,γ,r ⟩π∗=arg max π∈ΠJ (π)B ={(s,a,r,s ′)}π∗另一方面, 离线强化学习[19−20]从一个静态的数据集中学习最优策略, 它避免了与环境的交互过程,可以保障训练过程中的安全性. 因此, 可以将离线强化学习作为安全强化学习的一种特殊形式. 离线强化学习考虑一个标准马尔科夫决策过程 , 它的目标是求解使期望回报最大化的最优可行策略 , 与在线方式不同的是, 智能体在训练过程中不再被允许与环境进行交互, 而是只能从一个静态数据集 中进行学习. 尽管这种方式可以保障训练过程中的安全性, 但分布偏移问题 (目标策略与行为策略分布不同)[19−20]也给求解 的过程带来了困难.因此, 现如今的离线强化学习方法大多关注于如何解决分布偏移问题. 离线强化学习在有先验离线数据集支持的情况下, 借助于其训练过程安全的优势,已被应用于微创手术机器人控制[21]和火力发电机组控制[22]等任务.2 方法分类求解安全强化学习问题的方法有很多, 受Gar-cía 和Fernández [10]启发, 本文从以下三方面进行综述:1) 修改学习过程. 通过约束智能体的探索范围, 采用在线交互反馈机制, 在强化学习的学习或探索过程中阻止其产生危险动作, 从而确保了训练时策略的安全性. 根据是否利用先验知识, 将此类方法划分为三类: 环境知识、人类知识、无先验知识.2) 修改学习目标. 同样采用在线交互反馈机制, 在强化学习的奖励函数或目标函数中引入风险相关因素, 将约束优化问题转化为无约束优化问题,如拉格朗日法、信赖域法.3) 离线强化学习. 仅在静态的离线数据集上训练而不与环境产生交互, 从而完全避免了探索, 但对部署时安全没有任何约束保证, 并未考虑风险相关因素. 因此大多数离线强化学习能实现训练时安全, 但无法做到部署时安全.三类安全强化学习方法的适用条件、优缺点以及应用领域对比如表1所示. 下面对安全强化学习的现有研究成果进行详细综述与总结.2.1 修改学习过程在强化学习领域, 智能体需要通过不断探索来减小外界环境不确定性对自身学习带来的影响. 因此, 鼓励智能体探索一直是强化学习领域非常重要的一个研究方向. 然而, 不加限制的自由探索很有可能使智能体陷入非常危险的境地, 甚至酿成重大安全事故. 为避免强化学习智能体出现意外和不可逆的后果, 有必要在训练或部署的过程中对其进行安全性评估并将其限制在 “安全” 的区域内进行探索, 将此类方法归结为修改学习过程. 根据智能体利用先验知识的类型将此类方法进一步细分为环境知识、人类知识以及无先验知识. 其中环境知识利用系统动力学先验知识实现安全探索; 人类知识借鉴人类经验来引导智能体进行安全探索; 无先验知识没有用到环境知识和人类知识, 而是利用安全约束结构将不安全的行为转换到安全状态空间中.2.1.1 环境知识基于模型的方法因其采样效率高而得以广泛研究. 该类方法利用了环境知识, 需要学习系统动力学模型, 并利用模型生成的轨迹来增强策略学习,其核心思想就是通过协调模型使用和约束策略搜索来提高安全探索的采样效率. 可以使用高斯过程对模型进行不确定性估计, 利用Shielding 修改策略动作从而生成满足约束的安全过滤器, 使用李雅普诺夫函数法或控制障碍函数法来限制智能体的动作选择, 亦或使用已学到的动力学模型预测失败并生成安全策略. 具体方法总结如下.高斯过程. 一种主流的修改学习过程方式是使用高斯过程对具有确定性转移函数和值函数的动力9 期王雪松等: 安全强化学习综述1815学建模, 以便能够估计约束和保证安全学习. Sui等[38]将 “安全” 定义为: 在智能体学习过程中, 选择的动作所收到的期望回报高于一个事先定义的阈值. 由于智能体只能观测到当前状态的安全函数值, 而无法获取相邻状态的信息, 因此需要对安全函数进行假设. 为此, 在假设回报函数满足正则性、Lipschitz 连续以及范数有界等条件的前提下, Sui等[38]利用高斯过程对带参数的回报函数进行建模, 提出一种基于高斯过程的安全探索方法SafeOpt. 在学习过程中, 结合概率生成模型, 通过贝叶斯推理即可求得高斯过程的后验分布, 即回报函数空间的后验.进一步, 利用回报函数置信区间来评估决策的安全性, 得到一个安全的参数区间并约束智能体只在这个安全区间内进行探索. 然而, SafeOpt仅适用于类似多臂老虎机这类的单步、低维决策问题, 很难推广至复杂决策问题. 为此, Turchetta等[39]利用马尔科夫决策过程的可达性, 在SafeOpt的基础上提出SafeMDP安全探索方法, 使其能够解决确定性有限马尔科夫决策过程问题. 在SafeOpt和SafeM-DP中, 回报函数均被视为是先验已知和时不变的,但在很多实际问题中, 回报函数通常是先验未知和时变的. 因此, 该方法并未在考虑安全的同时优化回报函数. 针对上述问题, Wachi等[40]把时间和空间信息融入核函数, 利用时−空高斯过程对带参数的回报函数进行建模, 提出一种新颖的安全探索方法: 时−空SafeMDP (Spatio-temporal SafeMDP, ST-SafeMDP), 能够依概率确保安全性并同时优化回报目标. 尽管上述方法是近似安全的, 但正则性、Lipschitz连续以及范数有界这些较为严格的假设条件限制了SafeOpt、SafeMDP和ST-SafeM-DP在实际中的应用, 而且, 此类方法存在理论保证与计算成本不一致的问题, 在高维空间中很难达到理论上保证的性能.Shielding. Alshiekh等[41]首次提出Shield-ing的概念来确保智能体在学习期间和学习后保持安全. 根据Shielding在强化学习环节中部署的位置, 将其分为两种类型: 前置Shielding和后置Shielding. 前置Shielding是指在训练过程中的每个时间步, Shielding仅向智能体提供安全的动作以供选择. 后置Shielding方式较为常用, 它主要影响智能体与环境的交互过程, 如果当前策略不安全则触发Shielding, 使用一个备用策略来覆盖当前策略以保证安全性. 可以看出, 后置Shielding方法的使用主要涉及两个方面的工作: 1) Shielding触发条件的设计. Zhang等[42]通过一个闭环动力学模型来估计当前策略下智能体未来的状态是否为可恢复状态, 如果不可恢复, 则需要采用备用策略将智能体还原到初始状态后再重新训练. 但如果智能体的状态不能还原, 则此方法就会失效. Jansen等[43]一方面采用形式化验证的方法来计算马尔科夫决策过程安全片段中关键决策的概率, 另一方面根据下一步状态的安全程度来估计决策的置信度. 当关键决策的概率及其置信度均较低时, 则启用备用策略. 但是, 在复杂的强化学习任务中, 从未知的环境中提取出安全片段并不是一件容易的事情. 2) 备用 (安全)策略的设计. Li和Bastani[44]提出了一种基于tube 的鲁棒非线性模型预测控制器并将其作为备用控制器, 其中tube为某策略下智能体多次运行轨迹组成的集合. Bastani[45]进一步将备用策略划分为不变策略和恢复策略, 其中不变策略使智能体在安全平衡点附近运动, 恢复策略使智能体运行到安全平衡点. Shielding根据智能体与安全平衡点的距离来表 1 安全强化学习方法对比Table 1 Comparison of safe reinforcement learning methods方法类别训练时安全部署时安全与环境实时交互优点缺点应用领域修改学习过程环境知识√√√采样效率高需获取环境的动力学模型、实现复杂自动驾驶[12−13, 23]、工业过程控制[24−25]、电力系统优化[26]、医疗健康[21]人类知识√√√加快学习过程人工监督成本高机器人控制[14, 27]、电力系统优化[28]、医疗健康[29]无先验知识√√√无需获取先验知识、可扩展性强收敛性差、训练不稳定自动驾驶[30]、机器人控制[31]、工业过程控制[32]、电力系统优化[33]、医疗健康[34]修改学习目标拉格朗日法×√√思路简单、易于实现拉格朗日乘子选取困难工业过程控制[15]、电力系统优化[16]信赖域法√√√收敛性好、训练稳定近似误差不可忽略、采样效率低机器人控制[35]离线强化学习策略约束√××收敛性好方差大、采样效率低医疗健康[36]值约束√××值函数估计方差小收敛性差工业过程控制[22]预训练模型√××加快学习过程、泛化性强实现复杂工业过程控制[37]1816自 动 化 学 报49 卷决定选用何种类型的备用策略, 从而进一步增强了智能体的安全性. 但是, 在复杂的学习问题中, 很难定义安全平衡点, 往往也无法直观地观测状态到平衡点的距离. 综上所述, 如果环境中不存在可恢复状态, Shielding即便判断出了危险, 也没有适合的备用策略可供使用. 此外, 在复杂的强化学习任务中, 很难提供充足的先验知识来搭建一个全面的Shielding以规避所有的危险.李雅普诺夫法. 李雅普诺夫稳定性理论对于控制理论学科的发展产生了深刻的影响, 是现代控制理论中一个非常重要的组成部分. 该方法已被广泛应用于控制工程中以设计出达到定性目标的控制器, 例如稳定系统或将系统状态维持在所需的工作范围内. 李雅普诺夫函数可以用来解决约束马尔科夫决策过程问题并保证学习过程中的安全性. Per-kins和Barto[46]率先提出了在强化学习中使用李雅普诺夫函数的思路, 通过定性控制技术设计一些基准控制器并使智能体在这些给定的基准控制器间切换, 用于保证智能体的闭环稳定性. 为了规避风险,要求强化学习方法具有从探索动作中安全恢复的能力, 也就是说, 希望智能体能够恢复到安全状态. 众所周知, 这种状态恢复的能力就是控制理论中的渐近稳定性. Berkenkamp等[47]使用李雅普诺夫函数对探索空间进行限制, 让智能体大概率地探索到稳定的策略, 从而能够确保基于模型的强化学习智能体可以在探索过程中被带回到 “吸引区域”. 所谓吸引区域是指: 状态空间的子集, 从该集合中任一状态出发的状态轨迹始终保持在其中并最终收敛到目标状态. 然而, 该方法只有在满足Lipschitz连续性假设条件下才能逐步探索安全状态区域, 这需要事先对具体系统有足够了解, 一般的神经网络可能并不具备Lipschitz连续. 上述方法是基于值函数的,因此将其应用于连续动作问题上仍然具有挑战性.相比之下, Chow等[48]更专注于策略梯度类方法,从原始CMDP安全约束中生成一组状态相关的李雅普诺夫约束, 提出一种基于李雅普诺夫函数的CMDP安全策略优化方法. 主要思路为: 使用深度确定性策略梯度和近端策略优化算法训练神经网络策略, 同时通过将策略参数或动作映射到由线性化李雅普诺夫约束诱导的可行解集上来确保每次策略更新时的约束满意度. 所提方法可扩展性强, 能够与任何同策略或异策略的方法相结合, 可以处理具有连续动作空间的问题, 并在训练和收敛过程中返回安全策略. 通过使用李雅普诺夫函数和Trans-former模型, Jeddi等[49]提出一种新的不确定性感知的安全强化学习算法. 该算法主要思路为: 利用具有理论安全保证的李雅普诺夫函数将基于轨迹的安全约束转换为一组基于状态的局部线性约束; 将安全强化学习模型与基于Transformer的编码器模型相结合, 通过自注意机制为智能体提供处理长时域范围内信息的记忆; 引入一个规避风险的动作选择方案, 通过估计违反约束的概率来识别风险规避的动作, 从而确保动作的安全性. 总而言之, 李雅普诺夫方法的主要特征是将基于轨迹的约束分解为一系列单步状态相关的约束. 因此, 当状态空间无穷大时, 可行性集就具有无穷维约束的特征, 此时直接将这些李雅普诺夫约束(相对于原始的基于轨迹的约束)强加到策略更新优化中实现成本高, 无法应用于真实场景, 而且, 此类方法仅适用于基于模型的强化学习且李雅普诺夫函数通常难以构造.障碍函数法. 障碍函数法是另一种保证控制系统安全的方法. 其基本思想为: 系统状态总是从内点出发, 并始终保持在可行安全域内搜索. 在原先的目标函数中加入障碍函数惩罚项, 相当于在可行安全域边界构筑起一道 “墙”. 当系统状态达到安全边界时, 所构造的障碍函数值就会趋于无穷, 从而避免状态处于安全边界, 而是被 “挡” 在安全域内.为保证强化学习算法在模型信息不确定的情况下的安全性, Cheng等[50]提出了一种将现有的无模型强化学习算法与控制障碍函数 (Control barrier func-tions, CBF) 相结合的框架RL-CBF. 该框架利用高斯过程来模拟系统动力学及其不确定性, 通过使用预先指定的障碍函数来指导策略探索, 提高了学习效率, 实现了非线性控制系统的端到端安全强化学习. 然而, 使用的离散时间CBF公式具有限制性, 因为它只能通过仿射CBF的二次规划进行实时控制综合. 例如, 在避免碰撞的情况下, 仿射CBF 只能编码多面体障碍物. 为了在学习过程中保持安全性, 系统状态必须始终保持在安全集内, 该框架前提假设已得到一个有效安全集, 但实际上学习安全集并非易事, 学习不好则可能出现不安全状态. Yang 等[51]采用障碍函数对系统进行变换, 将原问题转化为无约束优化问题的同时施加状态约束. 为减轻通信负担, 设计了静态和动态两类间歇性策略. 最后,基于actor-critic架构, 提出一种安全的强化学习算法, 采用经验回放技术, 利用历史数据和当前数据来共同学习约束问题的解, 在保证最优性、稳定性和安全性的同时以在线的方式寻求最优安全控制器. Marvi和Kiumarsi[52]提出了一种安全异策略强化学习方法, 以数据驱动的方式学习最优安全策略.该方法将CBF合并进安全最优控制成本目标中形成一个增广值函数, 通过对该增广值函数进行迭代近似并调节权衡因子, 从而实现安全性与最优性的平衡. 但在实际应用中, 权衡因子的选取需要事先9 期王雪松等: 安全强化学习综述1817人工设定, 选择不恰当则可能找不到最优解. 先前的工作集中在一类有限的障碍函数上, 并利用一个辅助神经网来考虑安全层的影响, 这本身就造成了一种近似. 为此, Emam等[53]将一个可微的鲁棒控制障碍函数 (Robust CBF, RCBF) 层合并进基于模型的强化学习框架中. 其中, RCBF可用于非仿射实时控制综合, 而且可以对动力学上的各种扰动进行编码. 同时, 使用高斯过程来学习扰动, 在安全层利用扰动生成模型轨迹. 实验表明, 所提方法能有效指导训练期间的安全探索, 提高样本效率和稳态性能. 障碍函数法能够确保系统安全, 但并未考虑系统的渐进稳定性, 与李雅普诺夫法类似, 在实际应用中障碍函数和权衡参数都需要精心设计与选择.引入惩罚项. 此类方法在原先目标函数的基础上添加惩罚项, 以此修正不安全状态. 由于传统的乐观探索方法可能会使智能体选择不安全的策略,导致违反安全约束, 为此, Bura等[54]提出一种基于模型的乐观−悲观安全强化学习算法 (Optimistic-pessimistic SRL, OPSRL). 该算法在不确定性乐观目标函数的基础上添加悲观约束成本函数惩罚项,对回报目标持乐观态度以便促进探索, 同时对成本函数持悲观态度以确保安全性. 在Media Control 环境下的仿真结果表明, OPSRL在没有违反安全约束的前提下能获得最优性能. 基于模型的方法有可能在安全违规行为发生之前就得以预测, 基于这一动机, Thomas等[55]提出了基于模型的安全策略优化算法 (Safe model-based policy optimization, SMBPO). 该算法通过预测未来几步的轨迹并修改奖励函数来训练安全策略, 对不安全的轨迹进行严厉惩罚, 从而避免不安全状态. 在MuJoCo机器人控制模拟环境下的仿真结果表明, SMBPO能够有效减少连续控制任务的安全违规次数. 但是, 需要有足够大的惩罚和精确的动力学模型才能避免违反安全. Ma等[56]提出了一种基于模型的安全强化学习方法, 称为保守与自适应惩罚 (Conservative and adaptive penalty, CAP). 该方法使用不确定性估计作为保守惩罚函数来避免到达不安全区域, 确保所有的中间策略都是安全的, 并在训练过程中使用环境的真实成本反馈适应性地调整这个惩罚项, 确保零安全违规. 相比于先前的安全强化学习算法, CAP具有高效的采样效率, 同时产生了较少的违规行为.2.1.2 人类知识为了获得更多的经验样本以充分训练深度网络, 有些深度强化学习方法甚至在学习过程中特意加入带有随机性质的探索性学习以增强智能体的探索能力. 一般来说, 这种自主探索仅适用于本质安全的系统或模拟器. 如果在现实世界的一些任务(例如智能交通、自动驾驶) 中直接应用常规的深度强化学习方法, 让智能体进行不受任何安全约束的“试错式” 探索学习, 所做出的决策就有可能使智能体陷入非常危险的境地, 甚至酿成重大安全事故.相较于通过随机探索得到的经验, 人类专家经验具备更强的安全性. 因此, 借鉴人类经验来引导智能体进行探索是一个可行的增强智能体安全性的措施. 常用的方法有中断机制、结构化语言约束、专家指导.中断机制. 此类方法借鉴了人类经验, 当智能体做出危险动作时能及时进行中断. 在将强化学习方法应用于实际问题时, 最理想的状况是智能体任何时候都不会做出危险动作. 由于限制条件太强,只能采取 “人在环中” 的人工介入方式, 即人工盯着智能体, 当出现危险动作时, 出手中断并改为安全的动作. 但是, 让人来持续不断地监督智能体进行训练是不现实的, 因此有必要将人工监督自动化.基于这个出发点, Saunders等[57]利用模仿学习技术来学习人类的干预行为, 提出一种人工干预安全强化学习 (SRL via human intervention, HIRL) 方法. 主要思路为: 首先, 在人工监督阶段, 收集每一个状态−动作对以及与之对应的 “是否实施人工中断” 的二值标签; 然后, 基于人工监督阶段收集的数据, 采用监督学习方式训练一个 “Blocker” 以模仿人类的中断操作. 需要指出的是, 直到 “Blocker”在剩余的训练数据集上表现良好, 人工监督阶段的操作方可停止. 采用4个Atari游戏来测试HIRL 的性能, 结果发现: HIRL的应用场景非常受限, 仅能处理一些较为简单的智能体安全事故且难以保证智能体完全不会做出危险动作; 当环境较为复杂的时候, 甚至需要一年以上的时间来实施人工监督,时间成本高昂. 为降低时间成本, Prakash等[58]将基于模型的方法与HIRL相结合, 提出一种混合安全强化学习框架, 主要包括三个模块: 基于模型的模块、自举模块、无模型模块. 首先, 基于模型的模块由一个动力学模型组成, 用以驱动模型预测控制器来防止危险动作发生; 然后, 自举模块采用由模型预测控制器生成的高质量示例来初始化无模型强化学习方法的策略; 最后, 无模型模块使用基于自举策略梯度的强化学习智能体在 “Blocker” 的监督下继续学习任务. 但是, 作者仅在小规模的4×4格子世界和Island Navigation仿真环境中验证了方法的有效性, 与HIRL一样, 该方法的应用场景仍1818自 动 化 学 报49 卷。

机器学习与人工智能领域中常用的英语词汇

机器学习与人工智能领域中常用的英语词汇

机器学习与人工智能领域中常用的英语词汇1.General Concepts (基础概念)•Artificial Intelligence (AI) - 人工智能1)Artificial Intelligence (AI) - 人工智能2)Machine Learning (ML) - 机器学习3)Deep Learning (DL) - 深度学习4)Neural Network - 神经网络5)Natural Language Processing (NLP) - 自然语言处理6)Computer Vision - 计算机视觉7)Robotics - 机器人技术8)Speech Recognition - 语音识别9)Expert Systems - 专家系统10)Knowledge Representation - 知识表示11)Pattern Recognition - 模式识别12)Cognitive Computing - 认知计算13)Autonomous Systems - 自主系统14)Human-Machine Interaction - 人机交互15)Intelligent Agents - 智能代理16)Machine Translation - 机器翻译17)Swarm Intelligence - 群体智能18)Genetic Algorithms - 遗传算法19)Fuzzy Logic - 模糊逻辑20)Reinforcement Learning - 强化学习•Machine Learning (ML) - 机器学习1)Machine Learning (ML) - 机器学习2)Artificial Neural Network - 人工神经网络3)Deep Learning - 深度学习4)Supervised Learning - 有监督学习5)Unsupervised Learning - 无监督学习6)Reinforcement Learning - 强化学习7)Semi-Supervised Learning - 半监督学习8)Training Data - 训练数据9)Test Data - 测试数据10)Validation Data - 验证数据11)Feature - 特征12)Label - 标签13)Model - 模型14)Algorithm - 算法15)Regression - 回归16)Classification - 分类17)Clustering - 聚类18)Dimensionality Reduction - 降维19)Overfitting - 过拟合20)Underfitting - 欠拟合•Deep Learning (DL) - 深度学习1)Deep Learning - 深度学习2)Neural Network - 神经网络3)Artificial Neural Network (ANN) - 人工神经网络4)Convolutional Neural Network (CNN) - 卷积神经网络5)Recurrent Neural Network (RNN) - 循环神经网络6)Long Short-Term Memory (LSTM) - 长短期记忆网络7)Gated Recurrent Unit (GRU) - 门控循环单元8)Autoencoder - 自编码器9)Generative Adversarial Network (GAN) - 生成对抗网络10)Transfer Learning - 迁移学习11)Pre-trained Model - 预训练模型12)Fine-tuning - 微调13)Feature Extraction - 特征提取14)Activation Function - 激活函数15)Loss Function - 损失函数16)Gradient Descent - 梯度下降17)Backpropagation - 反向传播18)Epoch - 训练周期19)Batch Size - 批量大小20)Dropout - 丢弃法•Neural Network - 神经网络1)Neural Network - 神经网络2)Artificial Neural Network (ANN) - 人工神经网络3)Deep Neural Network (DNN) - 深度神经网络4)Convolutional Neural Network (CNN) - 卷积神经网络5)Recurrent Neural Network (RNN) - 循环神经网络6)Long Short-Term Memory (LSTM) - 长短期记忆网络7)Gated Recurrent Unit (GRU) - 门控循环单元8)Feedforward Neural Network - 前馈神经网络9)Multi-layer Perceptron (MLP) - 多层感知器10)Radial Basis Function Network (RBFN) - 径向基函数网络11)Hopfield Network - 霍普菲尔德网络12)Boltzmann Machine - 玻尔兹曼机13)Autoencoder - 自编码器14)Spiking Neural Network (SNN) - 脉冲神经网络15)Self-organizing Map (SOM) - 自组织映射16)Restricted Boltzmann Machine (RBM) - 受限玻尔兹曼机17)Hebbian Learning - 海比安学习18)Competitive Learning - 竞争学习19)Neuroevolutionary - 神经进化20)Neuron - 神经元•Algorithm - 算法1)Algorithm - 算法2)Supervised Learning Algorithm - 有监督学习算法3)Unsupervised Learning Algorithm - 无监督学习算法4)Reinforcement Learning Algorithm - 强化学习算法5)Classification Algorithm - 分类算法6)Regression Algorithm - 回归算法7)Clustering Algorithm - 聚类算法8)Dimensionality Reduction Algorithm - 降维算法9)Decision Tree Algorithm - 决策树算法10)Random Forest Algorithm - 随机森林算法11)Support Vector Machine (SVM) Algorithm - 支持向量机算法12)K-Nearest Neighbors (KNN) Algorithm - K近邻算法13)Naive Bayes Algorithm - 朴素贝叶斯算法14)Gradient Descent Algorithm - 梯度下降算法15)Genetic Algorithm - 遗传算法16)Neural Network Algorithm - 神经网络算法17)Deep Learning Algorithm - 深度学习算法18)Ensemble Learning Algorithm - 集成学习算法19)Reinforcement Learning Algorithm - 强化学习算法20)Metaheuristic Algorithm - 元启发式算法•Model - 模型1)Model - 模型2)Machine Learning Model - 机器学习模型3)Artificial Intelligence Model - 人工智能模型4)Predictive Model - 预测模型5)Classification Model - 分类模型6)Regression Model - 回归模型7)Generative Model - 生成模型8)Discriminative Model - 判别模型9)Probabilistic Model - 概率模型10)Statistical Model - 统计模型11)Neural Network Model - 神经网络模型12)Deep Learning Model - 深度学习模型13)Ensemble Model - 集成模型14)Reinforcement Learning Model - 强化学习模型15)Support Vector Machine (SVM) Model - 支持向量机模型16)Decision Tree Model - 决策树模型17)Random Forest Model - 随机森林模型18)Naive Bayes Model - 朴素贝叶斯模型19)Autoencoder Model - 自编码器模型20)Convolutional Neural Network (CNN) Model - 卷积神经网络模型•Dataset - 数据集1)Dataset - 数据集2)Training Dataset - 训练数据集3)Test Dataset - 测试数据集4)Validation Dataset - 验证数据集5)Balanced Dataset - 平衡数据集6)Imbalanced Dataset - 不平衡数据集7)Synthetic Dataset - 合成数据集8)Benchmark Dataset - 基准数据集9)Open Dataset - 开放数据集10)Labeled Dataset - 标记数据集11)Unlabeled Dataset - 未标记数据集12)Semi-Supervised Dataset - 半监督数据集13)Multiclass Dataset - 多分类数据集14)Feature Set - 特征集15)Data Augmentation - 数据增强16)Data Preprocessing - 数据预处理17)Missing Data - 缺失数据18)Outlier Detection - 异常值检测19)Data Imputation - 数据插补20)Metadata - 元数据•Training - 训练1)Training - 训练2)Training Data - 训练数据3)Training Phase - 训练阶段4)Training Set - 训练集5)Training Examples - 训练样本6)Training Instance - 训练实例7)Training Algorithm - 训练算法8)Training Model - 训练模型9)Training Process - 训练过程10)Training Loss - 训练损失11)Training Epoch - 训练周期12)Training Batch - 训练批次13)Online Training - 在线训练14)Offline Training - 离线训练15)Continuous Training - 连续训练16)Transfer Learning - 迁移学习17)Fine-Tuning - 微调18)Curriculum Learning - 课程学习19)Self-Supervised Learning - 自监督学习20)Active Learning - 主动学习•Testing - 测试1)Testing - 测试2)Test Data - 测试数据3)Test Set - 测试集4)Test Examples - 测试样本5)Test Instance - 测试实例6)Test Phase - 测试阶段7)Test Accuracy - 测试准确率8)Test Loss - 测试损失9)Test Error - 测试错误10)Test Metrics - 测试指标11)Test Suite - 测试套件12)Test Case - 测试用例13)Test Coverage - 测试覆盖率14)Cross-Validation - 交叉验证15)Holdout Validation - 留出验证16)K-Fold Cross-Validation - K折交叉验证17)Stratified Cross-Validation - 分层交叉验证18)Test Driven Development (TDD) - 测试驱动开发19)A/B Testing - A/B 测试20)Model Evaluation - 模型评估•Validation - 验证1)Validation - 验证2)Validation Data - 验证数据3)Validation Set - 验证集4)Validation Examples - 验证样本5)Validation Instance - 验证实例6)Validation Phase - 验证阶段7)Validation Accuracy - 验证准确率8)Validation Loss - 验证损失9)Validation Error - 验证错误10)Validation Metrics - 验证指标11)Cross-Validation - 交叉验证12)Holdout Validation - 留出验证13)K-Fold Cross-Validation - K折交叉验证14)Stratified Cross-Validation - 分层交叉验证15)Leave-One-Out Cross-Validation - 留一法交叉验证16)Validation Curve - 验证曲线17)Hyperparameter Validation - 超参数验证18)Model Validation - 模型验证19)Early Stopping - 提前停止20)Validation Strategy - 验证策略•Supervised Learning - 有监督学习1)Supervised Learning - 有监督学习2)Label - 标签3)Feature - 特征4)Target - 目标5)Training Labels - 训练标签6)Training Features - 训练特征7)Training Targets - 训练目标8)Training Examples - 训练样本9)Training Instance - 训练实例10)Regression - 回归11)Classification - 分类12)Predictor - 预测器13)Regression Model - 回归模型14)Classifier - 分类器15)Decision Tree - 决策树16)Support Vector Machine (SVM) - 支持向量机17)Neural Network - 神经网络18)Feature Engineering - 特征工程19)Model Evaluation - 模型评估20)Overfitting - 过拟合21)Underfitting - 欠拟合22)Bias-Variance Tradeoff - 偏差-方差权衡•Unsupervised Learning - 无监督学习1)Unsupervised Learning - 无监督学习2)Clustering - 聚类3)Dimensionality Reduction - 降维4)Anomaly Detection - 异常检测5)Association Rule Learning - 关联规则学习6)Feature Extraction - 特征提取7)Feature Selection - 特征选择8)K-Means - K均值9)Hierarchical Clustering - 层次聚类10)Density-Based Clustering - 基于密度的聚类11)Principal Component Analysis (PCA) - 主成分分析12)Independent Component Analysis (ICA) - 独立成分分析13)T-distributed Stochastic Neighbor Embedding (t-SNE) - t分布随机邻居嵌入14)Gaussian Mixture Model (GMM) - 高斯混合模型15)Self-Organizing Maps (SOM) - 自组织映射16)Autoencoder - 自动编码器17)Latent Variable - 潜变量18)Data Preprocessing - 数据预处理19)Outlier Detection - 异常值检测20)Clustering Algorithm - 聚类算法•Reinforcement Learning - 强化学习1)Reinforcement Learning - 强化学习2)Agent - 代理3)Environment - 环境4)State - 状态5)Action - 动作6)Reward - 奖励7)Policy - 策略8)Value Function - 值函数9)Q-Learning - Q学习10)Deep Q-Network (DQN) - 深度Q网络11)Policy Gradient - 策略梯度12)Actor-Critic - 演员-评论家13)Exploration - 探索14)Exploitation - 开发15)Temporal Difference (TD) - 时间差分16)Markov Decision Process (MDP) - 马尔可夫决策过程17)State-Action-Reward-State-Action (SARSA) - 状态-动作-奖励-状态-动作18)Policy Iteration - 策略迭代19)Value Iteration - 值迭代20)Monte Carlo Methods - 蒙特卡洛方法•Semi-Supervised Learning - 半监督学习1)Semi-Supervised Learning - 半监督学习2)Labeled Data - 有标签数据3)Unlabeled Data - 无标签数据4)Label Propagation - 标签传播5)Self-Training - 自训练6)Co-Training - 协同训练7)Transudative Learning - 传导学习8)Inductive Learning - 归纳学习9)Manifold Regularization - 流形正则化10)Graph-based Methods - 基于图的方法11)Cluster Assumption - 聚类假设12)Low-Density Separation - 低密度分离13)Semi-Supervised Support Vector Machines (S3VM) - 半监督支持向量机14)Expectation-Maximization (EM) - 期望最大化15)Co-EM - 协同期望最大化16)Entropy-Regularized EM - 熵正则化EM17)Mean Teacher - 平均教师18)Virtual Adversarial Training - 虚拟对抗训练19)Tri-training - 三重训练20)Mix Match - 混合匹配•Feature - 特征1)Feature - 特征2)Feature Engineering - 特征工程3)Feature Extraction - 特征提取4)Feature Selection - 特征选择5)Input Features - 输入特征6)Output Features - 输出特征7)Feature Vector - 特征向量8)Feature Space - 特征空间9)Feature Representation - 特征表示10)Feature Transformation - 特征转换11)Feature Importance - 特征重要性12)Feature Scaling - 特征缩放13)Feature Normalization - 特征归一化14)Feature Encoding - 特征编码15)Feature Fusion - 特征融合16)Feature Dimensionality Reduction - 特征维度减少17)Continuous Feature - 连续特征18)Categorical Feature - 分类特征19)Nominal Feature - 名义特征20)Ordinal Feature - 有序特征•Label - 标签1)Label - 标签2)Labeling - 标注3)Ground Truth - 地面真值4)Class Label - 类别标签5)Target Variable - 目标变量6)Labeling Scheme - 标注方案7)Multi-class Labeling - 多类别标注8)Binary Labeling - 二分类标注9)Label Noise - 标签噪声10)Labeling Error - 标注错误11)Label Propagation - 标签传播12)Unlabeled Data - 无标签数据13)Labeled Data - 有标签数据14)Semi-supervised Learning - 半监督学习15)Active Learning - 主动学习16)Weakly Supervised Learning - 弱监督学习17)Noisy Label Learning - 噪声标签学习18)Self-training - 自训练19)Crowdsourcing Labeling - 众包标注20)Label Smoothing - 标签平滑化•Prediction - 预测1)Prediction - 预测2)Forecasting - 预测3)Regression - 回归4)Classification - 分类5)Time Series Prediction - 时间序列预测6)Forecast Accuracy - 预测准确性7)Predictive Modeling - 预测建模8)Predictive Analytics - 预测分析9)Forecasting Method - 预测方法10)Predictive Performance - 预测性能11)Predictive Power - 预测能力12)Prediction Error - 预测误差13)Prediction Interval - 预测区间14)Prediction Model - 预测模型15)Predictive Uncertainty - 预测不确定性16)Forecast Horizon - 预测时间跨度17)Predictive Maintenance - 预测性维护18)Predictive Policing - 预测式警务19)Predictive Healthcare - 预测性医疗20)Predictive Maintenance - 预测性维护•Classification - 分类1)Classification - 分类2)Classifier - 分类器3)Class - 类别4)Classify - 对数据进行分类5)Class Label - 类别标签6)Binary Classification - 二元分类7)Multiclass Classification - 多类分类8)Class Probability - 类别概率9)Decision Boundary - 决策边界10)Decision Tree - 决策树11)Support Vector Machine (SVM) - 支持向量机12)K-Nearest Neighbors (KNN) - K最近邻算法13)Naive Bayes - 朴素贝叶斯14)Logistic Regression - 逻辑回归15)Random Forest - 随机森林16)Neural Network - 神经网络17)SoftMax Function - SoftMax函数18)One-vs-All (One-vs-Rest) - 一对多(一对剩余)19)Ensemble Learning - 集成学习20)Confusion Matrix - 混淆矩阵•Regression - 回归1)Regression Analysis - 回归分析2)Linear Regression - 线性回归3)Multiple Regression - 多元回归4)Polynomial Regression - 多项式回归5)Logistic Regression - 逻辑回归6)Ridge Regression - 岭回归7)Lasso Regression - Lasso回归8)Elastic Net Regression - 弹性网络回归9)Regression Coefficients - 回归系数10)Residuals - 残差11)Ordinary Least Squares (OLS) - 普通最小二乘法12)Ridge Regression Coefficient - 岭回归系数13)Lasso Regression Coefficient - Lasso回归系数14)Elastic Net Regression Coefficient - 弹性网络回归系数15)Regression Line - 回归线16)Prediction Error - 预测误差17)Regression Model - 回归模型18)Nonlinear Regression - 非线性回归19)Generalized Linear Models (GLM) - 广义线性模型20)Coefficient of Determination (R-squared) - 决定系数21)F-test - F检验22)Homoscedasticity - 同方差性23)Heteroscedasticity - 异方差性24)Autocorrelation - 自相关25)Multicollinearity - 多重共线性26)Outliers - 异常值27)Cross-validation - 交叉验证28)Feature Selection - 特征选择29)Feature Engineering - 特征工程30)Regularization - 正则化2.Neural Networks and Deep Learning (神经网络与深度学习)•Convolutional Neural Network (CNN) - 卷积神经网络1)Convolutional Neural Network (CNN) - 卷积神经网络2)Convolution Layer - 卷积层3)Feature Map - 特征图4)Convolution Operation - 卷积操作5)Stride - 步幅6)Padding - 填充7)Pooling Layer - 池化层8)Max Pooling - 最大池化9)Average Pooling - 平均池化10)Fully Connected Layer - 全连接层11)Activation Function - 激活函数12)Rectified Linear Unit (ReLU) - 线性修正单元13)Dropout - 随机失活14)Batch Normalization - 批量归一化15)Transfer Learning - 迁移学习16)Fine-Tuning - 微调17)Image Classification - 图像分类18)Object Detection - 物体检测19)Semantic Segmentation - 语义分割20)Instance Segmentation - 实例分割21)Generative Adversarial Network (GAN) - 生成对抗网络22)Image Generation - 图像生成23)Style Transfer - 风格迁移24)Convolutional Autoencoder - 卷积自编码器25)Recurrent Neural Network (RNN) - 循环神经网络•Recurrent Neural Network (RNN) - 循环神经网络1)Recurrent Neural Network (RNN) - 循环神经网络2)Long Short-Term Memory (LSTM) - 长短期记忆网络3)Gated Recurrent Unit (GRU) - 门控循环单元4)Sequence Modeling - 序列建模5)Time Series Prediction - 时间序列预测6)Natural Language Processing (NLP) - 自然语言处理7)Text Generation - 文本生成8)Sentiment Analysis - 情感分析9)Named Entity Recognition (NER) - 命名实体识别10)Part-of-Speech Tagging (POS Tagging) - 词性标注11)Sequence-to-Sequence (Seq2Seq) - 序列到序列12)Attention Mechanism - 注意力机制13)Encoder-Decoder Architecture - 编码器-解码器架构14)Bidirectional RNN - 双向循环神经网络15)Teacher Forcing - 强制教师法16)Backpropagation Through Time (BPTT) - 通过时间的反向传播17)Vanishing Gradient Problem - 梯度消失问题18)Exploding Gradient Problem - 梯度爆炸问题19)Language Modeling - 语言建模20)Speech Recognition - 语音识别•Long Short-Term Memory (LSTM) - 长短期记忆网络1)Long Short-Term Memory (LSTM) - 长短期记忆网络2)Cell State - 细胞状态3)Hidden State - 隐藏状态4)Forget Gate - 遗忘门5)Input Gate - 输入门6)Output Gate - 输出门7)Peephole Connections - 窥视孔连接8)Gated Recurrent Unit (GRU) - 门控循环单元9)Vanishing Gradient Problem - 梯度消失问题10)Exploding Gradient Problem - 梯度爆炸问题11)Sequence Modeling - 序列建模12)Time Series Prediction - 时间序列预测13)Natural Language Processing (NLP) - 自然语言处理14)Text Generation - 文本生成15)Sentiment Analysis - 情感分析16)Named Entity Recognition (NER) - 命名实体识别17)Part-of-Speech Tagging (POS Tagging) - 词性标注18)Attention Mechanism - 注意力机制19)Encoder-Decoder Architecture - 编码器-解码器架构20)Bidirectional LSTM - 双向长短期记忆网络•Attention Mechanism - 注意力机制1)Attention Mechanism - 注意力机制2)Self-Attention - 自注意力3)Multi-Head Attention - 多头注意力4)Transformer - 变换器5)Query - 查询6)Key - 键7)Value - 值8)Query-Value Attention - 查询-值注意力9)Dot-Product Attention - 点积注意力10)Scaled Dot-Product Attention - 缩放点积注意力11)Additive Attention - 加性注意力12)Context Vector - 上下文向量13)Attention Score - 注意力分数14)SoftMax Function - SoftMax函数15)Attention Weight - 注意力权重16)Global Attention - 全局注意力17)Local Attention - 局部注意力18)Positional Encoding - 位置编码19)Encoder-Decoder Attention - 编码器-解码器注意力20)Cross-Modal Attention - 跨模态注意力•Generative Adversarial Network (GAN) - 生成对抗网络1)Generative Adversarial Network (GAN) - 生成对抗网络2)Generator - 生成器3)Discriminator - 判别器4)Adversarial Training - 对抗训练5)Minimax Game - 极小极大博弈6)Nash Equilibrium - 纳什均衡7)Mode Collapse - 模式崩溃8)Training Stability - 训练稳定性9)Loss Function - 损失函数10)Discriminative Loss - 判别损失11)Generative Loss - 生成损失12)Wasserstein GAN (WGAN) - Wasserstein GAN(WGAN)13)Deep Convolutional GAN (DCGAN) - 深度卷积生成对抗网络(DCGAN)14)Conditional GAN (c GAN) - 条件生成对抗网络(c GAN)15)Style GAN - 风格生成对抗网络16)Cycle GAN - 循环生成对抗网络17)Progressive Growing GAN (PGGAN) - 渐进式增长生成对抗网络(PGGAN)18)Self-Attention GAN (SAGAN) - 自注意力生成对抗网络(SAGAN)19)Big GAN - 大规模生成对抗网络20)Adversarial Examples - 对抗样本•Encoder-Decoder - 编码器-解码器1)Encoder-Decoder Architecture - 编码器-解码器架构2)Encoder - 编码器3)Decoder - 解码器4)Sequence-to-Sequence Model (Seq2Seq) - 序列到序列模型5)State Vector - 状态向量6)Context Vector - 上下文向量7)Hidden State - 隐藏状态8)Attention Mechanism - 注意力机制9)Teacher Forcing - 强制教师法10)Beam Search - 束搜索11)Recurrent Neural Network (RNN) - 循环神经网络12)Long Short-Term Memory (LSTM) - 长短期记忆网络13)Gated Recurrent Unit (GRU) - 门控循环单元14)Bidirectional Encoder - 双向编码器15)Greedy Decoding - 贪婪解码16)Masking - 遮盖17)Dropout - 随机失活18)Embedding Layer - 嵌入层19)Cross-Entropy Loss - 交叉熵损失20)Tokenization - 令牌化•Transfer Learning - 迁移学习1)Transfer Learning - 迁移学习2)Source Domain - 源领域3)Target Domain - 目标领域4)Fine-Tuning - 微调5)Domain Adaptation - 领域自适应6)Pre-Trained Model - 预训练模型7)Feature Extraction - 特征提取8)Knowledge Transfer - 知识迁移9)Unsupervised Domain Adaptation - 无监督领域自适应10)Semi-Supervised Domain Adaptation - 半监督领域自适应11)Multi-Task Learning - 多任务学习12)Data Augmentation - 数据增强13)Task Transfer - 任务迁移14)Model Agnostic Meta-Learning (MAML) - 与模型无关的元学习(MAML)15)One-Shot Learning - 单样本学习16)Zero-Shot Learning - 零样本学习17)Few-Shot Learning - 少样本学习18)Knowledge Distillation - 知识蒸馏19)Representation Learning - 表征学习20)Adversarial Transfer Learning - 对抗迁移学习•Pre-trained Models - 预训练模型1)Pre-trained Model - 预训练模型2)Transfer Learning - 迁移学习3)Fine-Tuning - 微调4)Knowledge Transfer - 知识迁移5)Domain Adaptation - 领域自适应6)Feature Extraction - 特征提取7)Representation Learning - 表征学习8)Language Model - 语言模型9)Bidirectional Encoder Representations from Transformers (BERT) - 双向编码器结构转换器10)Generative Pre-trained Transformer (GPT) - 生成式预训练转换器11)Transformer-based Models - 基于转换器的模型12)Masked Language Model (MLM) - 掩蔽语言模型13)Cloze Task - 填空任务14)Tokenization - 令牌化15)Word Embeddings - 词嵌入16)Sentence Embeddings - 句子嵌入17)Contextual Embeddings - 上下文嵌入18)Self-Supervised Learning - 自监督学习19)Large-Scale Pre-trained Models - 大规模预训练模型•Loss Function - 损失函数1)Loss Function - 损失函数2)Mean Squared Error (MSE) - 均方误差3)Mean Absolute Error (MAE) - 平均绝对误差4)Cross-Entropy Loss - 交叉熵损失5)Binary Cross-Entropy Loss - 二元交叉熵损失6)Categorical Cross-Entropy Loss - 分类交叉熵损失7)Hinge Loss - 合页损失8)Huber Loss - Huber损失9)Wasserstein Distance - Wasserstein距离10)Triplet Loss - 三元组损失11)Contrastive Loss - 对比损失12)Dice Loss - Dice损失13)Focal Loss - 焦点损失14)GAN Loss - GAN损失15)Adversarial Loss - 对抗损失16)L1 Loss - L1损失17)L2 Loss - L2损失18)Huber Loss - Huber损失19)Quantile Loss - 分位数损失•Activation Function - 激活函数1)Activation Function - 激活函数2)Sigmoid Function - Sigmoid函数3)Hyperbolic Tangent Function (Tanh) - 双曲正切函数4)Rectified Linear Unit (Re LU) - 矩形线性单元5)Parametric Re LU (P Re LU) - 参数化Re LU6)Exponential Linear Unit (ELU) - 指数线性单元7)Swish Function - Swish函数8)Softplus Function - Soft plus函数9)Softmax Function - SoftMax函数10)Hard Tanh Function - 硬双曲正切函数11)Softsign Function - Softsign函数12)GELU (Gaussian Error Linear Unit) - GELU(高斯误差线性单元)13)Mish Function - Mish函数14)CELU (Continuous Exponential Linear Unit) - CELU(连续指数线性单元)15)Bent Identity Function - 弯曲恒等函数16)Gaussian Error Linear Units (GELUs) - 高斯误差线性单元17)Adaptive Piecewise Linear (APL) - 自适应分段线性函数18)Radial Basis Function (RBF) - 径向基函数•Backpropagation - 反向传播1)Backpropagation - 反向传播2)Gradient Descent - 梯度下降3)Partial Derivative - 偏导数4)Chain Rule - 链式法则5)Forward Pass - 前向传播6)Backward Pass - 反向传播7)Computational Graph - 计算图8)Neural Network - 神经网络9)Loss Function - 损失函数10)Gradient Calculation - 梯度计算11)Weight Update - 权重更新12)Activation Function - 激活函数13)Optimizer - 优化器14)Learning Rate - 学习率15)Mini-Batch Gradient Descent - 小批量梯度下降16)Stochastic Gradient Descent (SGD) - 随机梯度下降17)Batch Gradient Descent - 批量梯度下降18)Momentum - 动量19)Adam Optimizer - Adam优化器20)Learning Rate Decay - 学习率衰减•Gradient Descent - 梯度下降1)Gradient Descent - 梯度下降2)Stochastic Gradient Descent (SGD) - 随机梯度下降3)Mini-Batch Gradient Descent - 小批量梯度下降4)Batch Gradient Descent - 批量梯度下降5)Learning Rate - 学习率6)Momentum - 动量7)Adaptive Moment Estimation (Adam) - 自适应矩估计8)RMSprop - 均方根传播9)Learning Rate Schedule - 学习率调度10)Convergence - 收敛11)Divergence - 发散12)Adagrad - 自适应学习速率方法13)Adadelta - 自适应增量学习率方法14)Adamax - 自适应矩估计的扩展版本15)Nadam - Nesterov Accelerated Adaptive Moment Estimation16)Learning Rate Decay - 学习率衰减17)Step Size - 步长18)Conjugate Gradient Descent - 共轭梯度下降19)Line Search - 线搜索20)Newton's Method - 牛顿法•Learning Rate - 学习率1)Learning Rate - 学习率2)Adaptive Learning Rate - 自适应学习率3)Learning Rate Decay - 学习率衰减4)Initial Learning Rate - 初始学习率5)Step Size - 步长6)Momentum - 动量7)Exponential Decay - 指数衰减8)Annealing - 退火9)Cyclical Learning Rate - 循环学习率10)Learning Rate Schedule - 学习率调度11)Warm-up - 预热12)Learning Rate Policy - 学习率策略13)Learning Rate Annealing - 学习率退火14)Cosine Annealing - 余弦退火15)Gradient Clipping - 梯度裁剪16)Adapting Learning Rate - 适应学习率17)Learning Rate Multiplier - 学习率倍增器18)Learning Rate Reduction - 学习率降低19)Learning Rate Update - 学习率更新20)Scheduled Learning Rate - 定期学习率•Batch Size - 批量大小1)Batch Size - 批量大小2)Mini-Batch - 小批量3)Batch Gradient Descent - 批量梯度下降4)Stochastic Gradient Descent (SGD) - 随机梯度下降5)Mini-Batch Gradient Descent - 小批量梯度下降6)Online Learning - 在线学习7)Full-Batch - 全批量8)Data Batch - 数据批次9)Training Batch - 训练批次10)Batch Normalization - 批量归一化11)Batch-wise Optimization - 批量优化12)Batch Processing - 批量处理13)Batch Sampling - 批量采样14)Adaptive Batch Size - 自适应批量大小15)Batch Splitting - 批量分割16)Dynamic Batch Size - 动态批量大小17)Fixed Batch Size - 固定批量大小18)Batch-wise Inference - 批量推理19)Batch-wise Training - 批量训练20)Batch Shuffling - 批量洗牌•Epoch - 训练周期1)Training Epoch - 训练周期2)Epoch Size - 周期大小3)Early Stopping - 提前停止4)Validation Set - 验证集5)Training Set - 训练集6)Test Set - 测试集7)Overfitting - 过拟合8)Underfitting - 欠拟合9)Model Evaluation - 模型评估10)Model Selection - 模型选择11)Hyperparameter Tuning - 超参数调优12)Cross-Validation - 交叉验证13)K-fold Cross-Validation - K折交叉验证14)Stratified Cross-Validation - 分层交叉验证15)Leave-One-Out Cross-Validation (LOOCV) - 留一法交叉验证16)Grid Search - 网格搜索17)Random Search - 随机搜索18)Model Complexity - 模型复杂度19)Learning Curve - 学习曲线20)Convergence - 收敛3.Machine Learning Techniques and Algorithms (机器学习技术与算法)•Decision Tree - 决策树1)Decision Tree - 决策树2)Node - 节点3)Root Node - 根节点4)Leaf Node - 叶节点5)Internal Node - 内部节点6)Splitting Criterion - 分裂准则7)Gini Impurity - 基尼不纯度8)Entropy - 熵9)Information Gain - 信息增益10)Gain Ratio - 增益率11)Pruning - 剪枝12)Recursive Partitioning - 递归分割13)CART (Classification and Regression Trees) - 分类回归树14)ID3 (Iterative Dichotomiser 3) - 迭代二叉树315)C4.5 (successor of ID3) - C4.5(ID3的后继者)16)C5.0 (successor of C4.5) - C5.0(C4.5的后继者)17)Split Point - 分裂点18)Decision Boundary - 决策边界19)Pruned Tree - 剪枝后的树20)Decision Tree Ensemble - 决策树集成•Random Forest - 随机森林1)Random Forest - 随机森林2)Ensemble Learning - 集成学习3)Bootstrap Sampling - 自助采样4)Bagging (Bootstrap Aggregating) - 装袋法5)Out-of-Bag (OOB) Error - 袋外误差6)Feature Subset - 特征子集7)Decision Tree - 决策树8)Base Estimator - 基础估计器9)Tree Depth - 树深度10)Randomization - 随机化11)Majority Voting - 多数投票12)Feature Importance - 特征重要性13)OOB Score - 袋外得分14)Forest Size - 森林大小15)Max Features - 最大特征数16)Min Samples Split - 最小分裂样本数17)Min Samples Leaf - 最小叶节点样本数18)Gini Impurity - 基尼不纯度19)Entropy - 熵20)Variable Importance - 变量重要性•Support Vector Machine (SVM) - 支持向量机1)Support Vector Machine (SVM) - 支持向量机2)Hyperplane - 超平面3)Kernel Trick - 核技巧4)Kernel Function - 核函数5)Margin - 间隔6)Support Vectors - 支持向量7)Decision Boundary - 决策边界8)Maximum Margin Classifier - 最大间隔分类器9)Soft Margin Classifier - 软间隔分类器10) C Parameter - C参数11)Radial Basis Function (RBF) Kernel - 径向基函数核12)Polynomial Kernel - 多项式核13)Linear Kernel - 线性核14)Quadratic Kernel - 二次核15)Gaussian Kernel - 高斯核16)Regularization - 正则化17)Dual Problem - 对偶问题18)Primal Problem - 原始问题19)Kernelized SVM - 核化支持向量机20)Multiclass SVM - 多类支持向量机•K-Nearest Neighbors (KNN) - K-最近邻1)K-Nearest Neighbors (KNN) - K-最近邻2)Nearest Neighbor - 最近邻3)Distance Metric - 距离度量4)Euclidean Distance - 欧氏距离5)Manhattan Distance - 曼哈顿距离6)Minkowski Distance - 闵可夫斯基距离7)Cosine Similarity - 余弦相似度8)K Value - K值9)Majority Voting - 多数投票10)Weighted KNN - 加权KNN11)Radius Neighbors - 半径邻居12)Ball Tree - 球树13)KD Tree - KD树14)Locality-Sensitive Hashing (LSH) - 局部敏感哈希15)Curse of Dimensionality - 维度灾难16)Class Label - 类标签17)Training Set - 训练集18)Test Set - 测试集19)Validation Set - 验证集20)Cross-Validation - 交叉验证•Naive Bayes - 朴素贝叶斯1)Naive Bayes - 朴素贝叶斯2)Bayes' Theorem - 贝叶斯定理3)Prior Probability - 先验概率4)Posterior Probability - 后验概率5)Likelihood - 似然6)Class Conditional Probability - 类条件概率7)Feature Independence Assumption - 特征独立假设8)Multinomial Naive Bayes - 多项式朴素贝叶斯9)Gaussian Naive Bayes - 高斯朴素贝叶斯10)Bernoulli Naive Bayes - 伯努利朴素贝叶斯11)Laplace Smoothing - 拉普拉斯平滑12)Add-One Smoothing - 加一平滑13)Maximum A Posteriori (MAP) - 最大后验概率14)Maximum Likelihood Estimation (MLE) - 最大似然估计15)Classification - 分类16)Feature Vectors - 特征向量17)Training Set - 训练集18)Test Set - 测试集19)Class Label - 类标签20)Confusion Matrix - 混淆矩阵•Clustering - 聚类1)Clustering - 聚类2)Centroid - 质心3)Cluster Analysis - 聚类分析4)Partitioning Clustering - 划分式聚类5)Hierarchical Clustering - 层次聚类6)Density-Based Clustering - 基于密度的聚类7)K-Means Clustering - K均值聚类8)K-Medoids Clustering - K中心点聚类9)DBSCAN (Density-Based Spatial Clustering of Applications with Noise) - 基于密度的空间聚类算法10)Agglomerative Clustering - 聚合式聚类11)Dendrogram - 系统树图12)Silhouette Score - 轮廓系数13)Elbow Method - 肘部法则14)Clustering Validation - 聚类验证15)Intra-cluster Distance - 类内距离16)Inter-cluster Distance - 类间距离17)Cluster Cohesion - 类内连贯性18)Cluster Separation - 类间分离度19)Cluster Assignment - 聚类分配20)Cluster Label - 聚类标签•K-Means - K-均值1)K-Means - K-均值2)Centroid - 质心3)Cluster - 聚类4)Cluster Center - 聚类中心5)Cluster Assignment - 聚类分配6)Cluster Analysis - 聚类分析7)K Value - K值8)Elbow Method - 肘部法则9)Inertia - 惯性10)Silhouette Score - 轮廓系数11)Convergence - 收敛12)Initialization - 初始化13)Euclidean Distance - 欧氏距离14)Manhattan Distance - 曼哈顿距离15)Distance Metric - 距离度量16)Cluster Radius - 聚类半径17)Within-Cluster Variation - 类内变异18)Cluster Quality - 聚类质量19)Clustering Algorithm - 聚类算法20)Clustering Validation - 聚类验证•Dimensionality Reduction - 降维1)Dimensionality Reduction - 降维2)Feature Extraction - 特征提取3)Feature Selection - 特征选择4)Principal Component Analysis (PCA) - 主成分分析5)Singular Value Decomposition (SVD) - 奇异值分解6)Linear Discriminant Analysis (LDA) - 线性判别分析7)t-Distributed Stochastic Neighbor Embedding (t-SNE) - t-分布随机邻域嵌入8)Autoencoder - 自编码器9)Manifold Learning - 流形学习10)Locally Linear Embedding (LLE) - 局部线性嵌入11)Isomap - 等度量映射12)Uniform Manifold Approximation and Projection (UMAP) - 均匀流形逼近与投影13)Kernel PCA - 核主成分分析14)Non-negative Matrix Factorization (NMF) - 非负矩阵分解15)Independent Component Analysis (ICA) - 独立成分分析16)Variational Autoencoder (VAE) - 变分自编码器17)Sparse Coding - 稀疏编码18)Random Projection - 随机投影19)Neighborhood Preserving Embedding (NPE) - 保持邻域结构的嵌入20)Curvilinear Component Analysis (CCA) - 曲线成分分析•Principal Component Analysis (PCA) - 主成分分析1)Principal Component Analysis (PCA) - 主成分分析2)Eigenvector - 特征向量3)Eigenvalue - 特征值4)Covariance Matrix - 协方差矩阵。

成人高考成考英语(高起专)试卷及解答参考(2024年)

成人高考成考英语(高起专)试卷及解答参考(2024年)

2024年成人高考成考英语(高起专)复习试卷及解答参考一、语音知识(本大题有5小题,每小题2分,共10分)1、Choose the word that has the same pronunciation as the word “elephant.”A. elephantB. elephantC. elephantD. elephantAnswer: BExplanation: The word “elephant” is pronounced as /ˈɛl.ɪ.fɑːnt/. Among the options provided, “elephant” in option B is pronounced the same as the original word.2、Select the word that has the opposite meaning of “increase.”A. increaseB. increaseC. decreaseD. decreaseAnswer: CExplana tion: The word “increase” means to make larger or greater. The wordthat has the opposite meaning is “decrease,” which means to make smaller or less. Among the options, “decrease” in option C is the correct answer.3、The word “communicate” is pronounced as:A. /kəˈmjuːnɪkeɪt/B. /kəˈmjuːnɪkeɪt/C. /kəˈmjuːniːkeɪt/D. /kəˈmjuːniːkeɪt/Answer: AExplanation: The correct pronunciation of “communicate” is /kəˈmjuːnɪkeɪt/. The “c” in “communicate” is not hard, as it does not precede a double vowel.4、Which of the following words has the correct pronunciation?A. “Environment” - /ɪnˌvaɪrənˈmeɪnt/B. “Education” - /ˌɛdʒuˈkeɪʃən/C. “Imagine” - /ɪˈmædʒɪneɪt/D. “Compass” - /kəˈmæpəs/Answer: BExplanation: The correct pronunciation of “education” is /ˌɛdʒuˈkeɪʃən/. The “e” in “education” is long, as it is followed by a “g” which is silent. The other options have mispronounced vowels or consonants.5、The sentence “She always has a smile on her face” emphasizes that sheis always __________.A. cheerfulC. nervousD. sadAnswer: A. cheerfulExplanation: The word “always” in the sentence indicates a constant state or behavior. The phrase “has a smile on her face” suggests that she is in a good mood or happy, which is best described by the word “cheerful.” The other options do not accurately capture the positive connotation of the sentence.二、词汇与语法知识(本大题有15小题,每小题2分,共30分)1、Choose the correct word or phrase to complete the sentence below.The_______of the meeting was quite impressive.A. atmosphereB. audienceC. attendanceD. occasionAnswer: CExplanation: The correct answer is “attendance” because it refers to the number of people who were present at the meeting. The other options do not fit the context of the sentence.2、Select the word that does not belong in the following list.A. enthusiasticC. exhaustedD. alertAnswer: CExplanation: The word “exhausted” does not belong in the list because it is an adjective that describes someone who is very tired, whereas “enthusiastic,” “energetic,” and “alert” all describe someone who is full of energy or has a positive, watchful attitude.3、Choose the word that best completes the sentence.The teacher___________the students to be quiet during the examination.A. requestedB. suggestedC. orderedD. recommendedAnswer: C. orderedExplanation: The correct choice is “ordered” because it indicates a direct command or instruction from the teacher. The other options, while they could be used in some contexts, do not convey the same level of authority or necessity as “ordered” does in this sentence.4、Complete the sentence using the correct form of the verb in parentheses.If you________(be) more careful, you would not have made so many mistakes.A. areB. wereC. will beD. had beenAnswer: B. wereExplanation: The correct form of the verb to use in this sentence is “were,” which i s the past subjunctive form of “to be.” The sentence is expressing a hypothetical situation, which is a situation that is not real but is being considered for the sake of argument. The past subjunctive is used to describea condition that is not true but could have been or would have been.5、Choose the word that best completes the sentence.The professor___________the students’ questions eagerly.A. ignoredB. addressedC. neglectedD. overlookedAnswer: B. addressedExplanation: The correct word to complet e the sentence is “addressed,” which means to speak to or write to someone formally or officially. The professor is expected to address the students’ questions, not ignore, neglect, or overlook them.6、Complete the sentence with the correct form of the verb in parentheses.They___________(be) discussing the project when the meeting was called toorder.A. wereB. had beenC. have beenD. isAnswer: A. wereExplanation: The correct form of the verb is “were,” which is the past continuous tense. The sentence describes an action that was happening at a specific past time (when the meeting was called to order), so the past continuous tense is appropriate. The other options are incorrect because they do not match the context or the tense required.7、Choose the word that best completes the sentence.The teacher was surprised by the student’s_ability to understand complex concepts.A)surpriseB)surprisedC)surprisingD)surpriseablyAnswer: C) surprisingExplanation: The correct answer is “surprising” because it is the adjective form that describes the student’s ability. “Surprise” is a noun, “surprised” is the past participle form of the verb, and “surpriseably” is not a word.8、Complete the sentence with the correct form of the given verb in brackets.They (be) (not) aware of the changes that (take) place in the company last month.A)wereB)areC)wasD)beAnswer: A) wereExplanation: The correct answer is “were” because the subject “they” is plural, and the past perfect tense “had taken” indicates that the cha nges occurred before the awareness of them. Therefore, “were” is the correct past tense form of “be.”9.Choose the word that best completes the sentence.I can’t believe how____________changes have occurred in this small town over the past decade.A)numerousB)rapidC)suddenD)gradualAnswer: D) gradualExplanation: The sentence is describing changes that have occurred over a period of time, suggesting a process that was not immediate or extreme. “Gradual” fits this context best, indicating changes that happen slowly over time.10.Select the correct form of the verb to complete the following sentence.The professor___________us a detailed outline of the research project before the deadline.A)gaveB)has givenC)will giveD)is givingAnswer: B) has givenExplanation: The sentence implies that the action of giving the outline has already occurred before the deadline. The present perfect tense (“has given”) is used to describe actions that have a present relevance or result.11.Choose the correct word to complete the sentence:The manager was_about the new project, but the team was confident.A)apprehensiveB)optimisticC)indifferentD)enthusiasticAnswer: A) apprehensiveExplanation: The correct answer is “apprehensive” because it means feeling or showing anxiety or fear about something, which fits the context of the manager being concerned about the new project. The other options do not convey the same sense of worry or anxiety.12.Select the word that is closest in meaning to the underlined word:The teacher’s_appr oach to teaching made the subject much more engaging.A)traditionalB)innovativeC)passiveD)objectiveAnswer: B) innovativeExplanation: The underlined word “innovative” means introducing new methods or ideas. The sentence suggests that the teacher’s approach was different and made the subject more engaging. The word “traditional” would imply a more conventional method, “passive” would suggest a lack of interest, and “objective” would imply a neutral approach, none of which fit the context as well as “innovative.”13.Choose the word that best completes the sentence.The company’s new policy has been widely __________, with both positive and negative reactions.A. criticizedB. implementedC. supportedD. rejectedAnswer: B. implementedExplanation: The correct word here should reflect that the policy has been put into effect. “Implemented” means to carry out or put into effect, which fits the context. “Criticized” would imply there are negative reactions,“supported” would imply positive reactions, and “rejected” wo uld imply outright refusal, none of which fully capture the act of the policy being put into practice.14.Select the correct form of the verb to complete the sentence.She_______(go) to the market every morning, but now she has a car.A. used to goB. uses to goC. used goD. uses goAnswer: A. used to goExplanation: The correct phrase to use in this context is “used to” followed by the base form of the verb, which indicates a past habit or practice that has since changed. “Used to go” is the correc t past simple form that indicates a habit in the past. The other options are grammatically incorrect or do not convey the intended meaning.15.Choose the correct word or phrase to complete the sentence.The professor___________the students to study hard for the exam.A. advisedB. recommendedC. suggestedD. proposedAnswer: B. recommendedExplanation: The correct answer is “recommended” because it is the most appropriate word to express the professor’s advice. “Advised,” “suggested,” and “proposed” can also mean giving advice or suggestions, but “recommended”is often used in a more formal context, such as in an academic setting.三、完形填空(30分)Passage:In the small town of Willow Creek, there was once a charming old library that stood at the heart of the community. The library was a hub of learning and culture, where people of all ages would gather to read, discuss, and exchange ideas. The librarian, Mrs. Thompson, was known for her warm smile and vast knowledge of books. She had been working at the library for over 30 years and was deeply loved by everyone in the town.One day, the town’s mayor announced that the library was in danger of closing due to budget cuts. The community was shocked and immediately rallied to save their beloved library. They organized a series of events, including a book sale, a bake sale, and a benefit concert, to raise funds.The most successful event was the “Willow Creek Reads” program, where local authors were invited to read to the children and talk about their writing process. The children were excited and inspired, and the adults were reminded of the power of books to bring people together.As the days went by, more and more people began to donate books and moneyto the library. Mrs. Thompson was overwhelmed by the outpouring of support from the community. She knew that the library would not only survive but thrive.One evening, as Mrs. Thompson was organizing a new shelf of donated books, she noticed a mysterious note tucked inside one of the books. The note read, “To Mrs.Thompson, from the Friends of Willow Creek Library. We hope these books bring you joy and continue to inspire the community.”Mrs. Thompson smiled, knowing that the spirit of the library was alive and well.Blanks:1.The library in Willow Creek was a___________of learning and culture.2.Mrs. Thompson was___________for her warm smile and vast knowledge of books.3.The town’s mayor announced that the library was in___________due to budget cuts.4.The community___________to save their beloved library.5.The most successful event was the___________program.6.The children were___________and inspired by the local authors.7.The adults were___________of the power of books to bring people together.8.More and more people began to___________books and money to the library.9.Mrs. Thompson was___________by the outpouring of support from the community.10.The note was a___________from the Friends of Willow Creek Library.11.Mrs. Thompson smiled, knowing that the spirit of the librarywas___________and well.Questions:11.What was the note a___________from the Friends of Willow Creek Library?A)InvitationB)ComplaintC)Thank youD)ApologyAnswer:C) Thank you四、阅读理解(本部分有5大题,每大题9分,共45分)第一题Read the following passage and answer the questions that follow.The Internet has revolutionized the way we communicate, access information, and conduct business. With just a few clicks, we can connect with people from all over the world, access a vast amount of information, and even conduct transactions online. However, along with these benefits, the Internet has also brought about various challenges and risks. One of the most significant risks is the potential for cybercrime, which includes hacking, identity theft, and phishing.1.What is one of the major risks associated with the use of the Internet?A. Improved communicationB. Access to a vast amount of informationC. Potential for cybercrimeD. Increased business opportunities2.What are some examples of cybercrimes mentioned in the passage?A. Hacking, identity theft, and phishingB. Improved communication and access to informationC. Increased business opportunitiesD. Reduced need for physical interaction3.How does the Internet impact the way we conduct business?A. It reduces the need for physical interactionB. It increases the potential for cybercrimeC. It provides a platform for global communication and transactionsD. It eliminates the need for traditional banking and financial servicesAnswers:1.C2.A3.C第二题Passage:The rapid development of technology has greatly influenced the way people communicate. Social media platforms have become an integral part of daily life,allowing individuals to connect with others across the globe. However, this shift in communication has raised concerns about the impact on face-to-face interactions and the potential loss of traditional social skills.One of the most popular social media platforms is Instagram, which is known for its focus on visual content. Users can share photos, videos, and stories, and follow others who share similar interests. While Instagram can be a great way to stay connected with friends and discover new things, it also has its downsides.A recent study found that excessive use of Instagram can lead to feelings of loneliness and depression. The constant comparison with others’ seemingly perfect lives can create a sense of inadequacy. Additionally, the platform’s algorithm can create a filter bubble, where users are only exposed to content that aligns with their existing beliefs and interests, thus limiting their exposure to diverse perspectives.Despite these concerns, many people find Instagram to be a valuable tool for networking and personal growth. It can provide a platform for artists, writers, and entrepreneurs to showcase their work and connect with potential audiences. Moreover, it can be a source of inspiration and motivation, as users are exposed to the achievements and stories of others.Questions:1、What is the main topic of the passage?A) The benefits of using social media platforms.B) The negative effects of Instagram on social interactions.C) The history of social media platforms.D) The role of technology in modern communication.2、Which of the following is NOT mentioned as a potential negative effect of using Instagram?A) Feelings of inadequacy.B) Limited exposure to diverse perspectives.C) Improved communication skills.D) Increased feelings of loneliness and depression.3、What is the author’s attitude towards Instagram?A) Highly critical.B) Indifferent.C) Positive and supportive.D) Ambiguous.Answers:1、B) The negative effects of Instagram on social interactions.2、C) Improved communication skills.3、D) Ambiguous.第三题Reading Passage:In the small town of Greenfield, there was a long-standing tradition of the annual Greenfield Festival. The festival, which took place every autumn, broughttogether local artists, musicians, and performers from around the region. It was a time for celebration, a showcase of local talent, and a chance for the community to come together and enjoy the arts.One of the highlights of the festival was the “Greenfield Talent Show,” where local residents could audition to perform. This year, the talent show had a special twist: the winner would receive a scholarship to study music at a prestigious music school in the nearby city of Bluewater.Word Count: 102Questions:1、What is the main purpose of the Greenfield Festival?A) To promote tourism in GreenfieldB) To bring the community together and celebrate local artsC) To raise funds for charityD) To promote agricultural products2、Which event at the festival was of particular interest to this year’s participants?A) The art exhibitionB) The music concertC) The Greenfield Talent ShowD) The local craft fair3、What reward did the winner of the Greenfield Talent Show receive?A) A cash prizeB) A trip to the nearby cityC) A scholarship to study musicD) A trophyAnswers:1、B) To bring the community together and celebrate local arts2、C) The Greenfield Talent Show3、C) A scholarship to study music第四题Reading ComprehensionRead the following passage and answer the questions that follow.The rise of e-commerce has revolutionized the way people shop and has had a significant impact on traditional brick-and-mortar stores. Online shopping has become increasingly popular due to its convenience and the vast variety of products available. However, this shift has also brought about challenges and changes in the retail industry.One of the main advantages of e-commerce is the convenience it offers. Customers can shop from the comfort of their own homes at any time of the day or night. This eliminates the need to travel to physical stores and wait in long queues. Additionally, online platforms often provide detailed product descriptions, customer reviews, and even virtual try-ons, which can help customers make more informed purchasing decisions.Despite these benefits, e-commerce has also presented challenges fortraditional retailers. Many have had to adapt to the changing landscape by investing in their online presence and offering competitive pricing and customer service. However, some have struggled to keep up and have been forced to close their doors.The retail industry is also witnessing a shift in consumer behavior. Customers are becoming more environmentally conscious and are increasingly looking for sustainable and ethical products. This has led to a rise ineco-friendly shopping options and a decline in demand for fast fashion.1.What is the main advantage of e-commerce mentioned in the passage?A) Competitive pricingB) ConvenienceC) Eco-friendly optionsD) Detailed product reviews2.How has e-commerce affected traditional brick-and-mortar stores?A) They have become more profitable.B) They have had to adapt and invest in online presence.C) They have seen a significant increase in foot traffic.D) They have closed down due to increased competition.3.What is the trend in consumer behavior mentioned in the passage?A) Customers are looking for more affordable products.B) Customers are becoming more environmentally conscious.C) Customers are preferring fast fashion over sustainable options.D) Customers are no longer interested in online shopping.Answers:1.B) Convenience2.B) They have had to adapt and invest in online presence.3.B) Customers are becoming more environmentally conscious.第五题Read the following passage and answer the questions that follow.In recent years, there has been a growing interest in online education. This shift is primarily due to the convenience and flexibility it offers to students. Online courses allow individuals to learn at their own pace, from any location, and often at a lower cost compared to traditional in-person classes. However, despite these advantages, online learning also comes with its own set of challenges.One of the main concerns is the potential for reduced social interaction. In traditional classrooms, students have the opportunity to engage with their peers and professors, which can enhance their learning experience. Online students, on the other hand, may feel isolated and disconnected from the academic community. This can lead to a lack of motivation and engagement in the course material.Another challenge is the need for self-discipline. Online courses require students to be self-motivated and organized. Without the structure of a traditional classroom, students must set their own schedules and manage their time effectively. This can be difficult for some individuals, especially thosewho are accustomed to the routine of attending classes on campus.Despite these challenges, many online learners find that the benefits outweigh the drawbacks. They appreciate the ability to work around their other commitments, such as full-time jobs or family responsibilities. Additionally, online courses often provide access to a wider range of resources and expertise than traditional courses.1.The primary reason for the growing interest in online education is:a) the opportunity for social interactionb) the flexibility and convenience it offersc) the lower cost compared to traditional in-person classesd) the access to a wider range of resources2.What is one of the main concerns mentioned about online learning?a) The convenience of learning at one’s own paceb) The potential for reduced social interactionc) The lower cost of online coursesd) The increased access to expertise3.According to the passage, which of the following is a challenge for online learners?a) The ease of engaging with peers and professorsb) The need for self-discipline and organizationc) The lower cost of online coursesd) The ability to work around other commitmentsAnswers:1.b) the flexibility and convenience it offers2.b) The potential for reduced social interaction3.b) The need for self-discipline and organization五、补全对话(本大题有5小题,每小题3分,共15分)第一题A: Excuse me, could you help me with some English vocabulary?B: Sure, I’d be happy to. What would you like to know about?A: I need to expand my vocabulary for the college entrance exam. Can you suggest some useful words for an “Adult Higher Education” (AHLE) English test?B: Absolutely! Here are a few words and phrases that are often included in such exams:1.(______) - a higher level of education beyond high school.2.(______) - a system of post-secondary education that allows working adults to earn degrees.3.(______) - a person who is studying or has studied at a college or university.4.(______) - a course or program of study that leads to a degree or certification.5.(______) - a test taken by students to gain admission to a college or university.A: Great, thanks! What should I write in the blank spaces?B:1.(______) - A higher level of education beyond high school.2.(______) - A system of post-secondary education that allows working adults to earn degrees.3.(______) - A person who is studying or has studied at a college or university.4.(______) - A course or program of study that leads to a degree or certification.5.(______) - A test taken by students to gain admission to a college or university.答案:1.Degree2.Adult Higher Education (AHLE)3.College student4.Curriculum5.Admission test解析:1.Degree - This word is used to describe a higher level of education, which is a key concept in the context of college education.2.Adult Higher Education (AHLE) - This specific term refers to the system that caters to working adults who wish to pursue further education.3.College student - This phrase describes someone who is currently or has been enrolled in a college or university.4.Curriculum - This word refers to the courses or program of study that an educational institution offers.5.Admission test - This term refers to the test that students must take to be admitted to a college or university, which is a common requirement for higher education.第二题1.A: I’m sorry, but I can’t help you with that right now.B: Why not?A: Because I’m currently in a meeting.B: Oh, I see. Well, can I leave you a message?A: Certainly, you can.B: Thank you. I’ll just write down my number and call you back after the meeting.A: That sounds good.B: Is there anything specific you need help with?A: Yes, actually. I need some information about the new software package our company is considering.B: Of course. Let me check if I have that information available.A: Alright, take your time.B: I should be able to find it for you. Just a moment, please.A: No problem.B: There we go. I have the information you need.A: Great, thanks. Can you send it to my email?B: Absolutely. I’ll send it over right now.A: Perfect. I appreciate your help.B: You’re welcome. Feel free to call back if you need anything else.A: Will do. Have a good meeting.B: You too. Goodbye.1.A: I’m sorry, but I can’t help you with that right now.B: Why not?A: Because I’m currently in a meeting.B: Oh, I see. Well, can I leave you a message?A: Certainly, you can.B: Thank you. I’ll just write down my number and call you back after the meeting.A: That sounds good.B: Is there anything specific you need help with?A: Yes, actually. I need some information about the new software package our company is considering.B: Of course. Let me check if I have that information available.A: Alright, take your time.B: I should be able to find it for you. Just a moment, please.A: No problem.B: There we go. I have the information you need.A: Great, thanks. Can you send it to my email?B: Absolutely. I’ll send it over right now.A: Perfect. I appreciate your help.B: You’re welc ome. Feel free to call back if you need anything else.A: Will do. Have a good meeting.B: You too. Goodbye.答案:解析:The correct continuation of the dialogue is B because it maintains the context of the original message and provides a logical progression of the conversation. It addresses the initial reason for the inability to assist and then moves on to offering a solution (leaving a message) and asking for further details about the assistance needed. The dialogue then proceeds with the person finding the information, offering to send it via email, and concluding with a friendly farewell.第三题A: Excuse me, I’m looking for the English section of the Adult College Entrance Examination. Can you help me?B: Sure, follow me. You need to go to the second floor and then turn right. The English section is located in Room 202.A: Oh, okay. Thank you. By the way, what time does the exam start?B: The exam will begin at 9:00 a.m. sharp. Make sure you arrive 30 minutes early to get settled.A: Got it. I’ll be there on t ime. One more thing, is there a specific roomfor the English exam?B: Yes, it’s Room 202 as well. You’ll see a sign indicating the English section.A: Perfect. Thanks again for your help.B: You’re welcome. Good luck with your exam!Answer:B: Yes, it’s Room 202 as well. You’ll see a sign indicating the English section.Explanation:In this dialogue, the student is asking for directions to the English section of the exam. The answer to the question is found in the response by the staff member. They confirm that the English exam is held in Room 202, as indicated by a sign, providing clear information to the student.第四题A: Excuse me, I seem to have misplaced my calculator. Can you help me find it?B: Sure, where do you think you might have left it?A: I was working on this problem for our math class, and I think I might have left it on the desk.B: Okay, let’s check the desk first. Is this the one you’re looking for?A: No, that’s not it. It was smaller and black.B: Alright, let’s look over there by the window. Do you see anything that。

英语阅读一参考答案

英语阅读一参考答案

英语阅读一参考答案本参考答案旨在帮助学生更好地理解英语阅读材料,并提供可能的答案。

请注意,阅读材料的理解和答案可能因人而异,以下答案仅供参考。

Passage 1: The Benefits of Reading1. What is the main idea of the passage?- The main idea is that reading has numerous benefits for both mental and physical health.2. According to the passage, how does reading improve mental health?- Reading can reduce stress, improve empathy, and stimulate the brain, thereby improving mental health.3. What are the physical health benefits mentioned in the passage?- Reading can help improve sleep quality, slow down cognitive decline, and even reduce the risk of certain diseases.4. How does the passage suggest reading can be a form of escapism?- Reading allows individuals to immerse themselves in different worlds and experiences, providing a temporary escape from reality.5. What is the final point made by the author regarding the importance of reading?- The author emphasizes that reading should be a lifelong habit, as it offers continuous benefits regardless of age.Passage 2: The Impact of Technology on Education1. What is the primary focus of this passage?- The passage discusses the positive and negative impacts of technology on the education system.2. How does technology enhance the learning experience?- Technology provides access to a wealth of information, facilitates interactive learning, and personalizes education to suit individual needs.3. What are some of the concerns raised about the use of technology in classrooms?- Concerns include the potential for distraction, the digital divide, and the risk of students becoming overly reliant on technology.4. How does the passage suggest schools can address the challenges of integrating technology?- By providing training for teachers, ensuring equitable access to technology, and setting clear guidelines for its use.5. What is the conclusion of the passage regarding the role of technology in education?- The passage concludes that while technology has itschallenges, when used responsibly, it can significantly enhance the educational experience.Passage 3: The Importance of Cultural Diversity1. What is the central theme of this passage?- The central theme is the importance of culturaldiversity and its contribution to a richer and more inclusive society.2. How does the passage describe the benefits of cultural diversity?- The passage highlights benefits such as increased creativity, broader perspectives, and enhanced problem-solving abilities.3. What are some of the challenges associated with cultural diversity?- Challenges include potential misunderstandings, communication barriers, and the need for greater tolerance and acceptance.4. How can societies promote cultural diversity?- Societies can promote cultural diversity through education, cultural exchange programs, and by fostering an environment of respect and openness.5. What is the author's final message regarding cultural diversity?- The author's final message is that embracing cultural diversity is essential for the growth and development ofsocieties.Passage 4: Environmental Protection and Individual Responsibility1. What is the main argument presented in this passage?- The main argument is that environmental protection is a collective responsibility that requires individual actions.2. How does the passage illustrate the impact of individual actions on the environment?- The passage provides examples such as reducing waste, conserving energy, and supporting sustainable practices.3. What are some of the barriers to individual environmental responsibility?- Barriers include lack of awareness, convenience of unsustainable practices, and the perception that individual actions are insignificant.4. How can communities and governments support individual environmental responsibility?- By providing education, incentives for sustainable practices, and implementing policies that promote environmental protection.5. What is the conclusion of the passage regarding individual responsibility for the environment?- The conclusion is that every individual has a part to play in environmental protection, and collective efforts can lead to significant positive change.Passage 5: The Role of Sports in Personal Development1. What is the central message of this passage?- The central message is that sports play a crucial rolein personal development, teaching valuable life skills and promoting physical well-being.2. How does the passage discuss the physical benefits of sports?- The passage mentions improved physical fitness, enhanced cardiovascular health, and the prevention of obesity as physical benefits.3. What are some of the psychological benefits of sports participation?- The passage highlights improved self-esteem, stress reduction, and the development of resilience as psychological benefits.4. How does the passage suggest sports can contribute to social development?- By fostering teamwork, leadership skills, and social interaction, sports can contribute to social development.5. What is the final point made by the author about the importance of sports in personal development?- The author concludes that sports are an integral part of personal development, offering a holistic approach to health and well-being.Please note that these answers are intended to provide a general guide and may not cover all possible interpretations of the passages. Students are encouraged to engage with the texts critically and form their own insights and conclusions.。

英语托福试题及答案

英语托福试题及答案

英语托福试题及答案一、听力部分1. 问题:What is the main topic of the lecture?答案:The main topic of the lecture is the impact of industrialization on the environment.2. 问题:According to the professor, what is the primarycause of air pollution?答案:The primary cause of air pollution, according to the professor, is the burning of fossil fuels.3. 问题:What is the student's suggestion to reduce pollution?答案:The student suggests using renewable energy sourcesto reduce pollution.二、阅读部分1. 问题:What does the author argue about the role of technology in education?答案:The author argues that technology has the potentialto enhance learning experiences but also emphasizes the importance of its proper integration into the curriculum.2. 问题:What evidence does the author provide to support the benefits of technology in education?答案:The author provides evidence such as increasedstudent engagement, access to a wider range of resources, and the ability to personalize learning.3. 问题:What is the author's view on the challenges of integrating technology into education?答案:The author believes that challenges include the need for teacher training, the digital divide, and the risk of distraction.三、口语部分1. 问题:Describe a memorable event from your childhood.答案:One memorable event from my childhood was my first visit to a zoo, where I was amazed by the variety of animals and learned about their habitats.2. 问题:Why do you think it is important to learn a second language?答案:Learning a second language is important because it opens up opportunities for communication, broadens cultural understanding, and enhances cognitive abilities.3. 问题:What are some ways to improve your English speaking skills?答案:Some ways to improve English speaking skills include practicing with native speakers, joining language exchange groups, and using language learning apps.四、写作部分1. 问题:Do you agree or disagree with the following statement? University education should be free for all students.答案:[Your response should be a well-organized essay that includes an introduction, body paragraphs with supporting arguments, and a conclusion.]2. 问题:Some people believe that the government should spend more on art and culture, while others think that this money should be used for other public services. Discuss both views and give your opinion.答案:[Your response should be a well-organized essay that presents the arguments for both views, provides your own opinion, and includes a conclusion.]3. 问题:Describe a person who has had a significant influence on your life and explain why this person is important to you.答案:[Your response should be a descriptive essay that outlines the person's characteristics, the impact they have had on you, and the reasons for their significance.]。

教育技术专业英语所有词汇

教育技术专业英语所有词汇

教育技术专业英语所有词汇教育技术学专业英语:7月6日考试:下午14:00——16:00 前60在552,其余在529第一章: P9 1.NEM WORDS :encompass(动词)包围,环绕,包含或包括某事物paradigm (名词)范例2.PHRASES AND EXPRESSIONSabstract from 提炼出,摘录,抽象出 concern with 使关心,涉及,与……有关conflict with 与……有冲突,与……相抵触departure from 相对于……的偏离,违背differ from 不同于,与……有区别in light of 根据,按照3.Professional Vocabularyartificial intelligence 人工智能 audiovisual communication 视听传播design 设计development 开发evaluation 评价management 管理Electronic Performance Support System(EPSS)电子绩效支持系统instructional technology 教学技术 intelligent agent 智能代理objectives 目标media—oriented 面向媒体performance 绩效systematic 系统化utilization 利用 performance technology 绩效技术virtual reality 虚拟现实process—oriented 面向过程situated cognition 情景认知第二章: P18 1.NEM WORDS :antidote (名词)解毒剂,矫正方法diagram (名词)图表matrix(名词)矩阵compliment 名词:称赞,恭维,致意,问候,道贺动词:称赞,褒扬,恭维lobby 名词:大厅,休息室,游说议员者不及物动词:游说议员,经常出入休息室及物动词:对(议员)进行疏通myriad 名词:无数,无数的人或物,一万形容词:无数的,一万的,种种的revise 修订,校订,修正,修改 trace back to 追溯到salient 形容词:易见的,显著的,突出的,跳跃的名词:凸角,突出部分2.Professinal Vocabularybehavioral objectives movement 行为目标运动communications 传播,传播学cognitive psychology 认知心理学cone of experience 经验之塔Electronic Performance Support Systems(EPSS)电子绩效支持系统general system 一般系统论programmed instruction 程序教学instructional systems design (ISD)教学系统设计knowledge management systems 知识管理系统progressivism 进步主义learner-centered learning environment 学习者为中心的学习环境reinforcement 强化 Subject Matter Expert(SME)学科内容专家task analysis 任务分析 verbalism 言语主义第三章 P27 1.NEM WORDS :cohere 粘着,凝结,紧凑contention 争夺,争论,争辩,论点eclectic 折中的,这种学派的;折中主义者,折中派的人 ideology 意识形态forge 稳步前进,铸造,伪造fragmentary 由碎片组成的,断断续续的pertinent 有关的,适当的inherently 本能地,自然地,本质上地pragmatic 实际的,实用主义的problematic 问题的,有疑问的rigidly 坚硬地,严格地reluctant 不顾的,勉强的,难得到的,难处理的synthesize 综合,合成sore 疼痛的,痛心的,剧烈的;痛的地方,痛处tacitly 肃静地,沉默地2.PHRASES AND EXPRESSIONSadhere to 粘附,粘着,坚持,追随,拥护 contribute to 有助于,为……出力in need of 需要 just in time 即时的qualify for 使合格,有……的资格,有资格充任3.Professinal Vocabularybehaviorism 行为主义cognitivism 认知主义constructivism 建构主义individualized instruction 个性化教学instructional development 教学开发objectivism 客观主义research and development 研究与开发Learning Management System(LMS)学习管理系统 postmodernism 后现代主义第四章:P41 1.NEM WORDS :boldface 黑体字,粗体铅字cardinal 主要的,最重要的novice 新手,初学者contiguity 接触,接近,邻近 in contiguity with heed 名/动注意,留意 imagery 像,肖像,画像,雕像 impede 阻止,妨碍italic 斜体的,斜体字,斜体 manifest 显然的,明白的;表明,证明manifestation 显示,表现,示威运动modify 更改,修正,修改multistage 多级的 multimedia 多媒体 multifunction 多功能perception 理解,感知,感觉 performance 执行,成绩,性能,绩效radical 激进的,激进分子underpin 加强……的基础,巩固,支撑2.PHRASES AND EXPRESSIONSin essence 本质上,大体上,其实 make a contribute to 捐赠,做出贡献3.Professinal Vocabularyandragogy 成人教育学 automaticity 自动性,自律性 coding 译码,编码encoding 编码,译码 cognitive science 认知科学 diagram 图表discovery learning 发现学习 elaboration 细化 hypothesize 假设,假定,猜测information-processing theory 信息加工理论instructional strategy 教学策略metacognition 元认知 motivation 动机 orientation 定位,取向,倾向性multistore theory of memory 多重存储记忆理论performance potential 绩效潜能problem solving 问题解决reinforcement 增援,加强,加固,强化retrieval 重现,检索schema 图式sensory 感觉器官,感觉记录器;感觉的slide 使滑动;滑,滑动,幻灯片 stimuli 刺激,刺激源 taxonomy 分类法,分类学textual 原文的,文本的,教科书的social learning theory 社会学习理论第五章: P53 1.NEM WORDS :assumption 假定,设想 critical 紧要的,关键性的 departure 启程,出发,离开designate 指明,指出,任命,指派 dimension 尺度,维数,度数 enumerate 列举feedback 反馈,反应 enthusiasm 热情,积极性,激发热情的事物fidelity 忠诚,保真度,重现精度 fruitful 多产的,富有成效的gesture 姿态,手势,表示inherent 固有的,内在的,与生俱来的intentionality 意向,意图,意向论 merit 优点,价值normative 标准化的mediate 传播,通过起中介作用组成(某种结果)seductive 诱人的 lexicon 词典overwork 工作过度,使用过多,滥用peripheral 外围的,外围设备precipitate 促进,加速……来临predispose 预先安排,使偏向于receive 收到,接到,领受simultaneously 同时地trajectory 轨道,弹道,轨transmit 传输,传达,传导,传播 transpire 发生,得知;蒸发,发散,泄漏2.PHRASES AND EXPRESSIONSengage in 使从事于,参加intertwine…with…使…与…纠缠level of observation 观察的水平3.Professinal Vocabularychannel 信道,频道,通道interaction 交互,交互作用conceptual differentiation 概念上的区别core communication theory 核心传播理论group communication 群体传播 interactional dynamics 互动动态institutional and societal dynamics 机构和社会的动态message 消息,通讯,讯息interpersonal communication 人际传播receiver 接收者,接收器,收信机interpretation and the generation of meaning 意义的诠释与产生mass communication 大众传播 signal 信号 transmitter 传送者,传达人第六章: P63 1.NEM WORDS :affective 情感的,表达感情的cognitive 认知的,认识的,有感知的continuity 连续性,连贯性 detrimental 有害的 digestible 可消化的crank 脾气暴躁的,易怒的;曲柄,脾气坏的人,思想奇怪的人elicit 得出,引出,抽出,引起hierarchical 分等级的psychomotor 精神运动的enterprise 企业,事业,计划,事业心,进取心,干事业 progressively 日益增多地isolation 隔绝,孤立,隔离,绝缘,离析 interaction 交互作用,交感obscurity 阴暗,朦胧,偏僻,含糊,隐匿,晦涩,身份低微 schema 计划,图式polarize (使)偏振,(使)极化,(使)两级分化renowned 有名的,有声誉的reactionary 反作用的,反动的;反动分子taxonomy 分类法,分类学systematically 系统地,有系统地2.PHRASES AND EXPRESSIONScognitive information processing theory 认知信息加工理论consist of 由……组成 relate to 与……有关的 take account of 考虑play an important role 在……中起重要作用3.Professinal Vocabularyattitude 态度category of learning outcome 学习结果分类frame 框架,结构cognitive information processing theory 认知信息加工理论constructivism learning theory 建构主义学习理论 educational objective 教育目标evaluate 评估,评价,测评electronic support system 电子支持系统event of instruction 教学事件expert instruction 专家教学hypermedia program 超媒体程序 intellectual skill 智慧技能individualized learning 个性化学习learning condition 学习条件internal and external learning condition 学习的内/外部条件motor skill 动作技能learning theorist 学习理论家level of cognitive performance 认知行为水平measurement strategy 评价/测量策略 performance 绩效,行为表现programmed instructional 程序教学progressive education 进步主义教育student centered typeⅡinstruction 以学生为主体的第二代教学teacher-centered group instruction以教师为主体的集体教学teacher-centered typeⅠinstruction 以教师为主体的第一代教学the programmed learning movement 程序教学运动verbal information 言语信息第七章: P71 1.NEM WORDS :biology 生物学,生物 circular 圆形的,循环的 humanistic 人文主义的engineering 工程(学) economic 经济的,产供销的,经济学的 cybernetic 控制论的holistic 整体的,全盘的 illogical 不合逻辑的,缺乏逻辑的 sociology 社会学interface 分界面,接触面,界面 modulation 调制 physics 物理学management 经营,管理,处理,操纵,驾驶,手段philosophy 哲学,哲学体系,达观,冷静psychotherapy 精神疗法,心里疗法reductionistic 减少的,变形的,缩减的,约简的2.PHRASES AND EXPRESSIONSa hierarchy of 作为一个层级的,一系列的 a sequence of 一连串的be viewed as 被视为是 to rank by different criteria 依照不同的标准评定3.Professinal Vocabularychaos theory 混沌理论natural science 自然科学system dynamics 系统动力学complexity and interdependence 复杂性和相互依赖性organizational theory 组织理论 systems thinking 系统思考第八章: P80 1.NEM WORDS :alphabet 字母表 commercial 商业的,贸易的;广告 vernacular 本国的,本地的feature-length 长篇的,达到整片应用的长度 vanish 消失,突然不见,成为零interface 分界面,接触面,界面;使连接,使协调;连接storehouse 仓库link 链环,连接物,火把,链接;连接,联合,挽(手臂)prejudice 名词;偏见,成见,损害,侵害动词:损害synchronize 同步,同时发生,同时存在,共同行动2.PHRASES AND EXPRESSIONSa sort of 一种 any more 在,还 burst upon 突然来到 crop up突然出现draw from 使…说出(真相等) have an impact on 对…有影响,对…起作用,产生效果in pairs 成双地,成对地live through 度过,经受过 make clear 解释pass on 去世,传递 on the heel of 跟随的,径直跟在后面的,紧随其后的play a role in 在…中起作用separate from 分离,分开3.Professinal VocabularyBluetooth wireless technology 蓝牙无线技术 MP3 一种音频压缩格式cable television systems 有线电视系统 Compact Disk 光盘MTV音乐电视DVD(digital video disk)数字化视频光盘WWW (World Wide Web)万维网Fiber-optics transmission 光纤传输microprocessor 微处理器Satellite broadcast 卫星广播VCR (Video Cassette Recorder)录像机第九章: P90 1.NEM WORDS :approximately 近似地,大约 bladder 膀胱,气泡,球胆 coin 名词:硬币动词:铸造cognition 认识,认知,被认识的事物cordless 不用电线的 extensively 广阔地distribute 分发,分配,散布,分布,分类,分区flexibly 易曲地,柔软地implementation 执行megabyte 兆字节manipulate (熟练地)操作,使用(机器等)integrate 使成整体,使一体化,求…的积分;结合 operational 操作的,运作的mimic 模仿的,假装的,拟态的;名词:效颦者,模仿者,小丑,仿制品;动词:模仿,模拟practitioner 从业者,开业者transcend 超越,胜过orientation 方向,方位,定位,倾向性,向东方perspective 透视画法,透视图,远景,前途,观点,看法,观点,观察 portray 画,为…画像描绘;描写扮演,饰演sensory 感觉的,与感觉有关的,感觉器官的 simulate 模拟,模仿,假装,冒充transfer 名/动: 迁移,移动,传递,转移,调任,转账,过户,转让,转学,换车2.PHRASES AND EXPRESSIONSassociated with 联合 be capable of 能够 be combined in 化合成be compatible with 适合,一致 be known as 被认为是 be used to 过去习惯于in detail 详细地 point out 指出 refer to 指的是,谈到,涉及3.Professinal Vocabularyadvanced wireless device 高级无线设备Artificial Intelligence 人工智能artificial reality 人工现实computer simulation 计算机仿真Archie : Internet 上一种用来查找其标题满足特定条件的所有文档的自动搜索服务工具Authorware 基于图标和流线的多媒体开发工具data glove 数据手套AutoCAD 著名的三维辅助设计软件,由美国公司Autodesk公司出品AutoDesk 美国电脑软件公司,生产计算机辅助设计软件 joystick 操纵杆Compact Disk Read-Only Memory(CD-ROM)光盘只读存储器cyberspace 赛博空间Computer-Mediated Communication (CMC)计算机媒介沟通MP3 player : MP3播放器Digital Video Recorders (DVRs)数字录像机 expert system 专家系统 fiber 光纤LCD 液晶显示屏 Gopher 基于菜单驱动的Internet 信息查询工具HyberCard 苹果公司的文档管理工具软件interactive television 互动电视Jini technology : Jini 技术 Internet Relay Chat 网络聊天软件 keyboard 键盘LISTSERVs 邮件列表 mobile phone 移动电话Multimedia Personal Computers(MPCs)个人多媒体计算机Multiple User Dialogue 多人对话,俗称“泥巴”Natural Language Processing 自然语言处理Network Information Retrieval (NIR)网络信息搜寻系统Neural Networks 神经系统的,神经中枢的Robotics 机器人技术Peripheral Component Interconnect 互连外围设备Sense8 美国一家开发虚拟现实环境应用开发工具的公司Strong A.I. 强人工智能 Usenet 用户网 Weak A.I.弱人工智能Virtual Programming Languages Research(VPL)美国一家专做虚拟现实产品的公司virtual reality(VR)虚拟现实World Wide Web 万维网Wide Area Information Server 广域信息服务器wireless personal area network 个人无线局域网第十章:P99 1.NEM WORDS :ambiguous 暧昧的,不明确的 amorphous无定形的,无组织的cynical 愤世嫉俗的analogy 名词:类似,类推 arcane 神秘的,不可思议的 prophetic 预言的cryptic 秘密的,含义模糊的,神秘的,隐藏的prominence 突出,显著,突出物dismiss 解散,下课,开除,解职,使离开 egalitarian 平等主义的;平等主义instant 立即的,直接的,紧迫的,刻不容缓的,速溶的,方便的,即刻的mundane 世界的,世俗的,平凡的quote 引用,引证,提供,提出,报价ramification 分枝,分叉,衍生物,支流schism 分裂,教派 stimulate 刺激,激励symbol 符号,记号,象征 vista 狭长的景色,街景,展望,思想2.PHRASES AND EXPRESSIONSaccess to 有权使用 adjust to 适应,调节 call for 要求,提倡,为…叫喊extract from 摘取 prior to 优先于 toss out 丢弃,扔掉from one’s perspective 从某人的观点来看 succumb to 屈服于3.Professinal Vocabularyattribute of media 媒体特性mainframe 主机,大型机videodisk 视盘correspondence course 函授课程no significant difference 无显著差异the great media debate 媒体大争论第十一章:P111 1.NEM WORDS :acquired 已得到的,已获得的 activation 活化,激活 adequacy 适当,足够approach 方法,步骤,途径appealing 吸引人的,引起兴趣的,恳求的appeal 名词:请求,呼吁,上诉,吸引力,要求动词:呼吁,恳求(常与to连用)吸引,引起兴趣appropriate 适当的basis 基础,根据client 顾客,客户,委托人characteristic 特征,性能,特色,特性,特点implement实施,执行concern 动词:涉及,关系到名词:(厉害)关系,关心,关注illustrate 举例说明,图解,加插图于,阐明 consistency 一致性,连贯性contrived 人为的,做作的,不自然的 demonstration 示范,实证,证明,证实distinct 清楚的,明显的,截然不同的,独特的direct 指引,指点,指导,管理empirical 以经验为根据的,经验主义的 engage 从事,着手,忙于(in)execute 执行,实行,完成 core 果核,中心,核心 focal 焦点的,在焦点上的glimmer 微弱的闪光,一丝光线,微小的信号initial 开始的,最初的complexity 复杂,错综复杂,复合状态involve 包括,包含,涉及indicate 指示,指出,暗示,表明,简要地说明 term 名词,术语integration 成为整体,集成,综合,整合,一体化interdependent 相互依赖的interpret 解释,说明,翻译,口译iterative 重复的,反复的learner-centered 以学习者为中心maintenance 维持,维护 monitor 动词:监测,监控prescription 指示,规定,命令,处方,药方prior 预先的,在前的,更重要的,优先的procedure 程序,步骤,手续rational 理性的,合理的,推理的reclaim 回收,再生,利用rehearse 排练,排演,预演,背诵,演习,练习reliability 可靠性 reliable 可靠的,可信赖的 scope 范围,机会,余地specification 具体要求,规范,规格,具体说明specify 规定,指定,确定;详细说明,具体说明thoroughness 完全,十分 tryout 试验,试用,尝试,预赛,预演stable 平稳的,稳定的,坚固的valid 有效的,有根据的,正当的,正确的2.PHRASES AND EXPRESSIONSbe concerned with 牵涉到,与…有关 refer to 把…称为,把…认为be involved in 包含在…,与…有关,被卷入,专心地write up 详细写下来,详细描述3.Professinal Vocabularyanalysis 分析analysis of learning goals 学习目标分析definition 定义analysis of learning needs 学习需求分析anchor point 锚点,定位点assumption 假定,假设 application 使用,运用,适用,应用encode 编码assessment 评估,评价,评定,判定,鉴定,估计evaluate 估价,评价context 上下文,环境,背景,静脉delivery system 传递系统develop 发展,详述,开发 discipline 纪律,学科训练 feedback 反馈evaluation instrument 评价工具 goal-oriented 目标导向的human resource 人力资源instruction situation 教学情景instructional activity 教学活动instructional design 教学设计instructional development 教学开发instructional material 教学材料instructional model 教学模式instructional science 教学科学instructional strategy 教学策略instructional system design 教学系统设计instructional theory 教学理论learning activity 学习活动learning environment 学习环境 learning experience 学习体验,学习经验learning strategy 学习策略 learning theory 学习理论linear 线的,直线的,线性的macro-level 宏观水平micro-level 微观水平setting 环境,背景 organizational behavior 组织行为performance support 绩效支持prior experience 先前经验problem identification 问题确定 problem-based 基于问题的specialized 专用的,专门的,专业的 specialized skill 专业技能stated objective 既定的目标systematic 系统的,规划的,有计划的systemic 系统的,体系的 team effort 团队工作 process 加工,处理,过程第十二章:P133 1.NEM WORDS :allocate 分派,分配 ambitious 有雄心的,野心勃勃的 depict 描述,描写commitment 委托事项,许诺,承担义务 cumbersome 讨厌的,麻烦的,笨重的distinguishing 有区别的implicitly 含蓄地,暗中地 prototype 原型linear 线的,直线的,线性的 generic 属的,类的,一般的,普通的,非特殊的highlight 加亮,使显著,以强光照射,突出phase 阶段,状态,相,相位overcharge 名词:超载,过重的负担,过度充电 reservation 保留,预定,预约simultaneous 同时的,同时发生的 shortchange 动词:(找钱时故意)少找零钱,欺骗sequential 连续的,相续的,有续的,有顺序的,结果的sophisticate 篡改,曲解,使变得世故,掺和,弄复杂vacation 假期,休假substantial 坚固的,实质的,真实的,充实的2.PHRASES AND EXPRESSIONSback and forth 来来往往地,来回地 be short of 不足be benefit from 受益于… keep in mind 记住first and foremost 首先,首要的 move on 继续前进 speed up 加速3.Professinal Vocabularyevent of instruction 教学事件 formative evaluation 形成性评价front-end analysis 前端分析 summative evaluation 总结性评价systematic instructional development 系统化教学开发The First Generation Instructional Design (ID1)第一代教学设计The Second Generation Instructional Design(ID2)第二代教学设计第十三章:P125 1.NEM WORDS :automate 使自动化,自动操作 courseware 课件 crucial 至关紧要的denigrate 贬低,诋毁domain 领土,领地,范围,领域envision 动词:想像,预想mainframe 主机,大型机 plethora 名词:过剩,过多2.PHRASES AND EXPRESSIONSinsight into 洞察 play a role in 在…中起作用 Web-based 基于网络的3.Professinal VocabularyAID systems 教学设计自动化系统analysis phase 分析阶段Authoring Tools 著作工具Automated Instructional Design (AID)自动化教学设计computer-based instruction 计算机辅助教学delivery domain 传送领域electronic performance support systems (EPSS)电子绩效支持系统Information Management 信息管理 instructional delivery 教学传递instructional designers and developers 教学设计者与开发者intelligent agent 智能代理 interactive simulation 交互式仿真模拟knowledge management 知识管理knowledge management system 知识管理系统knowledge object 知识对象 planning phase 计划阶段Web-based course management system 基于网络的课程管理系统第十四章:P147 1.NEM WORDS :access 动词:接近,达到,进入名词:入口,同路acquisition 获得,获得物articulate 发音清晰的,表达力强的,口齿清晰的assuming 傲慢的,自负的bombard 炮轰,轰击 cohesive 有黏着力的,有附着力的,凝聚性的,内聚性的conscious 意识到的,有知觉的,处于清醒状态的,有意识的,有觉悟的conspicuous 显著的,显眼的,卓越的,出类拔萃的disseminate 传播,散布contend 强调,硬说,主张,激烈争论,对付 empowerment 授权,准许entail 使必须,使蒙受,使承担,需要infrastructure 基础,基础结构,基本设施execution 实行,实施;执行。

C u r i o s i t y 算 法 ( 2 0 2 0 )

C u r i o s i t y 算 法 ( 2 0 2 0 )

强化学习强化学习笔记(一)1 强化学习概述Alpha Go 的成功,强化学习(Reinforcement Learning,RL)成为了当下机器学习中最热门的研究领域之一。

与常见的监督学习和非监督学习不同,强化学习强调智能体(agent)与环境(environment)的交互,交互过程中智能体需要根据自身所处的状态(state)选择接下来采取的动作(action),执行动作后,智能体会进入下一个状态,同时从环境中得到这次状态转移的奖励(reward)。

强化学习的目标就是从智能体与环境的交互过程中获取信息,学出状态与动作之间的映射,指导智能体根据状态做出最佳决策,最大化获得的奖励。

2 强化学习要素强化学习通常使用马尔科夫决策过程(Markov Decision Process,MDP)来描述。

MDP数学上通常表示为五元组的形式,分别是状态集合,动作集合,状态转移函数,奖励函数以及折扣因子。

近些年有研究工作将强化学习应用到更为复杂的MDP形式,如部分可观察马尔科夫决策过程(Partially ObservableMarkov Decision Process,POMDP),参数化动作马尔科夫决策过程(Parameterized Action Markov Decision Process,PAMDP)以及随机博弈(Stochastic Game,SG)。

状态(S):一个任务中可以有很多个状态,且我们设每个状态在时间上是等距的;动作(A):针对每一个状态,应该有至少1个操作可选;奖励(R):针对每一个状态,环境会在下一个状态直接给予一个数值回馈,这个值越高,说明该状态越值得青睐;策略(π):给定一个状态,经过π的处理,总是能产生唯一一个操作a,即a=π(s),π可以是个查询表,也可以是个函数;3 强化学习的算法分类强化学习的算法分类众多,比较常见的算法有马尔科夫决策过程算法(MDP),Q-Learning算法等。

A REINFORCEMENT LEARNING APPROACH

A REINFORCEMENT LEARNING APPROACH
tel/fax: +30-651-48131 e-mail: arly@cs.uoi.gr
Kvstas Blekas Computer Science Division Department of Electrical and Computer Engineering National Technical University of Athens 157 73 Zographou, Athens, Greece e-mail: kblekas@softlab.ece.ntua.gr
A REINFORCEMENT LEARNING APPROACH BASED ON THE FUZZY MIN-MAX NEURAL NEf Computer Science
University of Ioannina P.O. Box. 1186 - GR 45110 Ioannina, Greece
Keywords: Fuzzy min-max neural network, reinforcement learning, autonomous vehicle navigation.
1
A REINFORCEMENT LEARNING APPROACH BASED ON THE FUZZY MIN-MAX NEURAL NETWORK
error based on ? . r rpred If r ? rpred > 0 then weights are modi ed to increase the probability
pj, otherwise they are modi ed to decrease the probability pj. In this letter, we present an approach to reinforcement learning problems with discrete

icml 论文

icml 论文

Automatic Discovery and Transfer of MAXQ HierarchiesNeville Mehta mehtane@ Soumya Ray sray@ Prasad Tadepalli tadepall@ Thomas Dietterich tgd@ Oregon State University,Corvallis OR97331,USAAbstractWe present an algorithm,HI-MAT(Hierar-chy Induction via Models And Trajectories),that discovers MAXQ task hierarchies by ap-plying dynamic Bayesian network models toa successful trajectory from a source rein-forcement learning task.HI-MAT discoverssubtasks by analyzing the causal and tem-poral relationships among the actions in thetrajectory.Under appropriate assumptions,HI-MAT induces hierarchies that are consis-tent with the observed trajectory and havecompact value-function tables employing safestate abstractions.We demonstrate empir-ically that HI-MAT constructs compact hi-erarchies that are comparable to manually-engineered hierarchies and facilitate signifi-cant speedup in learning when transferred toa target task.1.IntroductionScaling up reinforcement learning(RL)to large do-mains requires leveraging the structure in these do-mains.Hierarchical reinforcement learning(HRL)pro-vides mechanisms through which domain structure can be exploited to constrain the value function and pol-icy space of the learner,and hence speed up learning (Sutton et al.,1999;Dietterich,2000;Andre&Rus-sell,2002).In the MAXQ framework,a task hierarchy is defined(along with relevant state variables)for rep-resenting the value function of the overall task.This allows for decomposed subtask-specific value functions that are easier to learn than the global value function. Automated discovery of such task hierarchies is com-Appearing in Proceedings of the25th International Confer-ence on Machine Learning,Helsinki,Finland,2008.Copy-right2008by the author(s)/owner(s).pelling for at least two reasons.First,it avoids the sig-nificant human effort in engineering the task-subtask structural decomposition,along with the associated state abstractions and subtask goals.Second,if the same hierarchy is useful in multiple domains,it leads to significant transfer of learned structural knowledge from one domain to the other.The cost of learning can be amortized over several domains.Several researchers have focused on the problem of automatically induc-ing temporally extended actions and task hierarchies (Thrun&Schwartz,1995;McGovern&Barto,2001; Menache et al.,2001;Pickett&Barto,2002;Hengst, 2002;S¸im¸s ek&Barto,2004;Jonsson&Barto,2006). In this paper,we focus on the asymmetric knowledge transfer setting where we are given access to solved source RL problems.The objective is to derive use-ful biases from these solutions that could speed up learning in target problems.We present and evalu-ate our approach,HI-MAT,for learning MAXQ hier-archies from a solved RL problem.HI-MAT applies dynamic Bayesian network(DBN)models to a single successful trajectory from the source problem to con-struct a causally annotated trajectory(CAT).Guided by the causal and temporal associations between ac-tions in the CAT,HI-MAT recursively parses it and defines MAXQ subtasks based on each discovered par-tition of the CAT.We analyze our approach both theoretically and em-pirically.Our theoretical results show that,under appropriate conditions,the task hierarchies induced by HI-MAT are consistent with the observed trajec-tory,and possess compact value-function tables that are safe with respect to state abstraction.Empiri-cally,we show that(1)using a successful trajectory can result in more compact task decompositions than when using only DBNs,(2)our induced hierarchies are comparable to manually-engineered hierarchies on target RL tasks,and MAXQ-learning converges signif-icantly faster thanflat Q-learning on those tasks,and(3)transferring hierarchical structure from a source task can speed up learning in target RL tasks where transferring value functions cannot.2.Background and Related WorkWe briefly review the MAXQ framework(Dietterich, 2000).This framework facilitates learning separate value functions for subtasks which can be composed to compute the value function for the overall semi-Markov Decision Process(SMDP)with state space S and action space A.The task hierarchy H is repre-sented as a directed acyclic graph called the task graph, and reflects the task-subtask relationships.Leaf nodes are the primitive subtasks corresponding to A.Each composite subtask T i defines an SMDP with param-eters X i,S i,G i,C i ,where X i is the set of relevant state variables,S i⊆S is the set of admissible states, G i is the termination/goal predicate,and C i is the set of child tasks of T i.T0represents the root task.T i can be invoked in any state s∈S i,it terminates when s ∈G i,and(s,a)is called an exit if Pr(s |s,a)>0. The set S i is defined using a projection function that maps a world state to an abstract state defined by a subset of the state variables.A safe abstraction function only merges world states that have identical values.The local policy for a subtask T i is a map-pingπi:S i→C i.A hierarchical policyπfor the overall task is an assignment of a local policy to each T i.A hierarchically optimal policy for a given MAXQ graph is a hierarchical policy that has the best pos-sible expected total reward.A hierarchical policy is recursively optimal if the local policy for each subtask is optimal given that all its child tasks are in turn re-cursively optimal.HEXQ(Hengst,2002)and VISA(Jonsson&Barto, 2006)are two existing approaches to learning task hi-erarchies.These methods define subtasks based on the changing values of state variables.HEXQ employs a heuristic that orders state variables based on the fre-quencies of change in their values to induce an exit-option hierarchy.The most frequently-changing vari-able is associated with the lowest-level subtask,and the least frequently-changing variable with the root. VISA uses DBNs to analyze the influence of state vari-ables on one another.The variables are partitioned such that there is an acyclic influence relationship between the variables in different clusters(strongly-connected components).Here,state variables that in-fluence others are associated with lower-level subtasks. VISA provides a more principled rationale for HEXQ’s heuristic–a variable used to satisfy a precondition for setting another variable through an action typically changes more frequently than the other variable.A key difference between VISA and HI-MAT is the use of a successful trajectory in addition to the DBNs.In Section5.1,we provide empirical evidence that this allows HI-MAT to learn hierarchies that are exponen-tially more compact than those of VISA.The algorithm developed by Marthi et al.(2007)takes a search-based approach to generating hierarchies. Flat Q-value functions are learned for the source do-main,and are used to sample trajectories.A greedy top-down search is conducted for the best-scoring hi-erarchy thatfits the trajectories.The set of relevant state variables for each task is determined through sta-tistical tests on the Q values of different states with differing values of the variables.In contrast to this approach,HI-MAT relies less on direct search through the hierarchy space,and more on the causal analysis of a trajectory based on DBN models.3.Discovering MAXQ HierarchiesIn this work,we consider MDPs where the agent is solving a known conjunctive goal.This is a subset of the class of stochastic shortest-path MDPs.In such MDPs,there is a goal state(or a set of goal states),and the optimal policy for the agent is to reach such a state as quickly as possible.We assume that we are given factored DBN models for the source MDP where the conditional probability distributions are represented as trees(CPTs).Further,we are given a successful trajectory that reaches the goal in the source MDP. With this in hand,our objective is to automatically induce a MAXQ hierarchy that can suitably constrain the policy space when solving a related target prob-lem,and therefore achieve faster convergence in the target problem.This is achieved via recursive parti-tioning of the given trajectory into subtasks using a top-down parse guided by backward chaining from the goal.We use the DBNs along with the trajectory to define the termination predicate,the set of subtasks, and the relevant abstraction for each MAXQ subtask. We use the Taxi domain(Dietterich,2000)to illustrate our procedure.Here,a taxi has to transport a passen-ger from a source location to a destination location within a5×5grid-world.The pass.dest variable is restricted to one of four special locations on the grid denoted by R,G,B,Y;the pass.loc could be set to R,G,B,Y or in-taxi;taxi.loc could be one of the25 cells.The goal of pass.loc=pass.dest is achieved by taking the passenger to its intended destination.Be-sides the four navigation actions,a successful Pickup changes pass.loc to in-taxi,and a successful Putdown changes pass.loc from in-taxi to the value of pass.dest.another action b(b following a in the trajectory)iffv is t-relevant to both a and b,and irrelevant to all actions in between.A sink edge,a v−→End connects a with a dummy End action iffv is relevant to a and irrele-vant to all actions before thefinal goal state;this holds analogously for a source edge Start v−→a.A causally annotated trajectory(CAT)is the original trajectory annotated with all the causal,source,and sink edges. Moreover,the CAT is preprocessed to remove any cy-cles present in the original trajectory(failed actions, such as an unsuccessful Pickup,introduce cycles of unit length).A sample CAT for Taxi is shown in Figure1. Given a v−→b,the phrase“literal on a causal edge”refers to a formula of the form v=V where V is the value taken by v in the state before b is exe-cuted.We define DBN-closure(v)as the set of vari-ables that influence v recursively as follows.From the action DBNs,add all variables that appear in internal nodes in the CPTs for the dynamics of v.Next,for each added variable u,union DBN-closure(u)with this set,repeating until no new variables are added. Similarly,the set DBN-closure(reward)contains all variables that influence the reward function of the MDP.The set DBN-closure(fluent)is the union of the DBN-closure s of all variables in thefluent.For example,DBN-closure(goal)is the set of all variables that influence the goalfluent.The CAT ignores all variables v/∈DBN-closure(goal),namely,those vari-ables that never affect the goal conjunction.3.2.The HI-MAT AlgorithmGiven a CAT and the MDP’s goal predicate(or re-cursively,the current subtask’s goal predicate),the main loop of the hierarchy induction procedure is il-lustrated in Algorithm1.The algorithmfirst checks if two stopping criteria are satisfied(lines2&4):ei-ther the trajectory contains only a single primitive the subtask in the CAT.If this CAT segment is non-trivial(neither just the initial state nor the whole tra-jectory),it is stored(line17),and the literals on causal edges that enter it(from earlier in the trajectory)are added to the unsolved goals(line18).This ensures that the algorithm parses the entire trajectory barring redundant actions.If the trajectory segment is equal to the entire trajectory,this implies that the trajectory achieves only the literal u after the ultimate action.In this case,the trajectory is split into two segments:one segment contains the prefix of the ultimate action a n with the preconditions of a n forming the goal literals for this segment(line14);the other segment contains only the ultimate action a n(line15).CAT scanning is repeated until all subgoal literals are accounted for. The only way trajectory segments can overlap is if they have identical boundaries,and the ultimate ac-tion achieves the literals of all these segments.In this case,the segments are merged(line23).Merging re-places the duplicative segments with one that is as-signed a conjunction of the subgoal literals.The HI-MAT algorithm partitions the CAT into unique segments,each achieving a single literal or a conjunction of literals due to merging.It is called re-cursively on each element of the partition(line27). It can be proved that the set of subtasks output by the algorithm is independent of the order in which the literal u is picked(line11).3.2.1.Subtask DetectionGiven a literal,a subtask is determined byfinding the set of temporally contiguous actions that are closed with respect to the causal edges in the CAT such that thefinal action achieves the literal.The idea is to group all actions that contribute to achieving the spe-cific literal being considered.This procedure is shown in Algorithm2.Algorithm1HI-MATInput:CATΩ,Goal predicate G.Output:Task X,S,G,C ;X is the set of relevant vari-ables,S is the set of non-terminal states,G is the goal predicate,C is the set of child actions.2:if n=1then//Single action3:return RelVars(Ω),S,true,a14:else if CheckRelVars(Ω)then//Same relevance 5:S←All states that reach G via Actions(Ω)6:return RelVars(Ω),S,G,Actions(Ω)7:end if8:Ψ←∅//Trajectory segments9:U←Literals(G)10:while U=∅do11:Pick u∈U12:(i,j,u)←CAT-Scan(Ω,u)13:if i=1∧j=n then14:Ψ←Ψ∪{(1,n−1,v):v∈Precondition(a n)} 15:Ψ←Ψ∪{(n,n,∅)}16:else if j>0then//Last segment action=Start 17:Ψ←Ψ∪{(i,j,u)}18:U←U∪{v:∃k<i∃l a k v−→a l∈Ω,i≤l≤j} 19:end if20:U←U−{u}21:end while22:while∃(i,j,u1),(i,j,u2)∈Ψdo23:Ψ←(Ψ−{(i,j,u1),(i,j,u2)})∪{(i,j,u1∧u2)} 24:end while25:C←∅26:for t∈Ψdo27: X t,S t,G t,C t ←HI-MAT(Extract(Ω,t i,t j),t u) 28:C←C∪{ X t,S t,G t,C t }29:end for30:X←RelVars(Ω)∪Variables(G)31:S←All states that reach G via C32:return X,S,G,CAlgorithm2CAT-ScanInput:CATΩ,literal u.Output:(i,j,u);i is the start index,j is the end index. 1:Set j such that a j−→End∈Ω2:i←j−13:while i>0and∀v∃k a i v−→a k=⇒k≤j do4:i←i−15:end while6:return(i+1,j,u)As before,when considering causal edges in line3,we can ignore all causal edges that are labeled with vari-ables not in the DBN-closure of any variable in the current unsolved goal list.Because of the way we con-struct the CAT,we can show that this procedure will always stop before adding an action which has a rel-evant variable that is not relevant to the last action in the partition.Note that the temporal contiguity of the actions we assign to a subtask is required by the MAXQ-style execution of a policy.A hierarchical MAXQ policy cannot interrupt an unterminated sub-task,start executing a sibling subtask,and then return to executing the interrupted subtask.3.2.2.Termination PredicateAfterfinding the partition that constitutes a subtask, we assign a set of child tasks and a termination pred-icate to it.To assign the termination condition to a subtask,we consider the relational test(s)t u in the action and reward DBNs involving the variable u on the causal edge leaving the subtask(line27of Algo-rithm1).When a subtask’s relational termination condition involves other variables not already in the abstraction,these variables are added to the state ab-straction(line30),effectively creating a parameterized subtask.For example,consider the navigation subtask that terminates when taxi.loc=pass.dest in the Taxi domain.The abstraction for this subtask already in-volves taxi.loc.However,pass.dest in the relational test implies that pass.dest behaves like a parameter for this subtask.3.2.3.Action GeneralizationTo determine if the set of primitive actions available to any subtask should be expanded,we follow a bottom-up procedure(not shown in Algorithm1).We start with subtasks that have only primitive actions as chil-dren.We create a merged DBN structure for such a subtask T using the incorporated primitive actions. The merged DBN represents possible variable effects after any sequence of these primitive actions.Next, for each primitive action that we did not see in this trajectory,we consider the subgraph of its DBN that only involves the variables relevant to T.If this is a subgraph of the merged DBN of T,we add this ac-tion to the set of actions available to T.The ratio-nale here is that the added action has similar effects to the actions we observed in the trajectory,and it does not increase the set of relevant variables for T. For example,if the navigation actions used on the ob-served trajectory consisted only of North and East ac-tions,this procedure would also add South and West to the available actions for this subtask.When con-sidering subtasks that have non-primitive children,we only consider adding actions that have not been added to any of the non-primitive children.Given the termination predicate and the generalized set of actions,the set of relevant variables for a sub-task is the union of the set of relevant variables of the merged DBN(described above)and the variables ap-pearing in the termination predicate(line30).Com-puting the relevant variables is similar to explanation-based reinforcement learning(Tadepalli&Dietterich,1997)except that here we care only about the set of relevant variables and not their values.Moreover,the relevant variables are computed over a set rather thana sequence of actions.4.Theoretical AnalysisIn this section,we establish certain theoretical prop-erties of the hierarchies induced by the HI-MAT al-gorithm.We consider a factored SMDP state-spaceS=D x1×...×D xk,where each D xiis the domainof variable x i.We assume that our DBN models have the following property.Definition1A DBN model is maximally sparse if for any y∈Y where Y is the set of parents of some node x (which represents either a state variable or the reward node),and Y =Y−{y},∃y1,y2∈D y Pr(x|Y ,y=y1)=Pr(x|Y ,y=y2). Maximal sparseness implies that the parents of a vari-able have non-trivial influences on it;no parent can be removed without affecting the next-state distribution.A task hierarchy H= V,E ,is a directed acyclic graph,where V is a set of task nodes,and E rep-resents the task-subtask edges of the graph.Each task node T i∈V is defined as in Section2.A trajectory-task pair Ω,T i ,whereΩ= s1,a1,...,s n,a n,s n+1 and T i= X i,S i,G i,C i , is consistent with H if T i∈V,and{s1,...,s n}⊆S i. If T i is a primitive subtask then n=1,and C i=a1. If T i is not primitive then{s1,...,s n}∩G i=∅, s n+1∈G i,and there exist trajectory-task pairs Ωj,T j consistent with H whereΩis a concatenation ofΩ1,...,Ωp and T1,...,T p∈C i.A trajectoryΩis consistent with a hierarchy H if Ω,T0 is consistent with H.Definition2A trajectory s1,a1,...,s n,a n,s n+1 is non-redundant if no subsequence of the action sequence in the trajectory,a1,...,a n,can be removed such that the remaining sequence still achieves the goal starting from s1.Theorem1If a trajectoryΩis non-redundant then HI-MAT produces a task hierarchy H such thatΩis consistent with H.Proof sketch:LetΩ= s1,a1,...,s n,a n,s n+1 be the trajectory.The algorithm extracts the conjunction of literals that are true in s n+1(and not before),and assigns it to the goal,G i.Such literals must exist since,otherwise,some suffix of the trajectory can be removed while the rest still achieves the goal,violating the property of non-redundancy.Since the set S i is set to all states that do not satisfy G i,the condition that all states s1,...,s n are in S i is satisfied.Whenever the trajectory is partitioned into a sequence of sub-trajectories,each sub-trajectory is associated with a conjunction of goal literals achieved by that sub-trajectory.Hence,the above argument applies re-cursively to each such sub-trajectory.Definition3A hierarchy H is safe with respect to the DBN models M if for any trajectory-task pair Ω,T i consistent with H,where T i= X i,S i,G i,C i ,the to-tal expected reward during the trajectory is only a func-tion of the values of x∈X i in the starting state ofΩ.The above definition says that the state variables in each task are sufficient to capture the value of any trajectory consistent with the sub-hierarchy rooted at that task node.Theorem2If the procedure HI-MAT produces a task hierarchy H fromΩand the DBN models M then H is safe with respect to M.Further,if the DBN models are maximally sparse,for any hierarchy H which is consistent withΩand safe with respect to M,and T i= X i,S i,G i,C i in H,there exists T i= X i,S i,G i,C i in H such that X i⊆X i.Proof sketch:By the construction procedure,in any segment of trajectoryΩcomposed of primitive actions under a subtask T i,all primitive actions check or set only the variables in X i.Thus,changing any other variables in the initial state s ofΩyielding s does not change the effects of these actions according to the DBN models.Similarly,all immediate rewards in the trajectory are also functions of the variables in X i.Hence,the total accumulated reward and the probability of the trajectory only depend on X i,and the hierarchy produced is safe with respect to M. Suppose that H is a consistent hierarchy which is safe with respect to M.Let a i be the last action in the trajectoryΩi corresponding to the subtask T i in H. By consistency,there must be some task T i in H that matches up with a i.Recall that X i includes only those variables checked and set by a i to achieve the goal G i. We claim that the abstraction variables X i of T i must include X i.If this is not the case then,by maximal sparseness,there is a variable y in X i−X i and some values y1and y2such that the probabilities of the next state or reward are different based on whether y=y1 or y=y2.Hence,H would not be safe,leading to a contradiction.i iof task T i.If all features are binary and there are t tasks then the total number of values for the value-function tables is O(t2n max).Since the hierarchy is a tree with the primitive actions at the leaves,the number of subtasks is bounded by2l where l is the length of the trajectory.Hence,we can claim that the number of parameters needed to fully specify the value-function tables in our hierarchy is at most O(l) times that of the best possible.Our analysis does not address state abstractions aris-ing from the so-called funnel property of subtasks where many starting states result in a few terminal states.Funnel abstractions permit the parent task to ignore variables that,while relevant inside the child task,do not affect the terminal state.Nevertheless, our analysis captures some of the key properties of our algorithm including consistency with the trajec-tory,safety,minimality,and sheds some light on its effectiveness.5.Empirical EvaluationWe test three hypotheses.First,we expect that em-ploying a successful trajectory along with the action models will allow the HI-MAT algorithm to induce task hierarchies that are much more compact than(or at least as compact as)just using the action models. Second,in a transfer setting,we expect that the hier-archies induced by HI-MAT will speed up convergence to the optimal policy in related target problems.Fi-nally,we expect that the HI-MAT hierarchies will be applicable to and speed up learning in RL problems which are different enough from the source problems such that value functions either do not transfer or lead to poor transfer.5.1.Contribution of the TrajectoryTo highlight ourfirst hypothesis,a modified Bitflip do-main(Diuk et al.,2006)is designed as follows.The state is represented by n bits,b0b1...b n−1.There are n actions denoted by Flip(i).Flip(i)toggles b i if both Figure2.Task hierarchies for the modified Bitflip domain.-3000-2500-2000-1500-1000-5000 10 20 30 40 50TotalRewardEpisodeQVISAHI-MATFigure3.Performance of Q,VISA,and HI-MAT in the7-bit modified Bitflip domain(averaged over20runs).b i−1is set and the parity across bits b0,...,b i−1is even when i is even(odd otherwise);if not,it resets the bits b0,...,b i.All bits are reset at the initial state,and the goal is to set all bits.We ran both VISA and HI-MAT in this domain with n=7,and compared the induced hierarchies(Fig-ure2).We observe that VISA constructs an ex-ponentially sized hierarchy even with subtask merg-ing activated within VISA.There are two reasons for this.First,VISA relies on the full action set to con-struct its causal graph,and does not take advantage of any context-specific independence among its variables that may arise when the agent acts according to cer-tain policies.Specifically,for this domain,the causal graph constructed from DBN analysis has only two strongly connected components(SCCs):one partition has{b0,...,b n−2},and the other has{b n−1}.This SCC cannot be further decomposed using only infor-mation from the DBNs.Second,VISA creates exit op-tions for all strongly connected components that tran-sitively influence the reward function,whereas only a few of these may actually be necessary to solve the problem.Specifically,for this problem,VISA createsan exit condition for any instantiation that satisfies parity(b0,...,b n−2)∧b n−2=1,resulting in exponen-tial number of subtasks shown in Figure2(a).The successful trajectory provided to HI-MAT achieves the goal by setting the bits going from left to right,and re-sults in the hierarchy in Figure2(b).The performance results are shown in Figure3.VISA’s hierarchy con-verges even slower than the basic Q learner because the root has O(2n)children as opposed to O(n).This domain has been engineered to highlight the case when access to a successful trajectory allows for sig-nificantly more compact hierarchies than without.We expect that access to a solved instance will usually im-prove the compactness of the resulting hierarchy.5.2.Transfer of the Task HierarchyTo test our remaining hypotheses,we apply the trans-fer setting to two domains:Taxi and the real-time strategy game Wargus.The Taxi domain has been de-scribed in Section3.The source and target problems in Taxi differ only in the wall configurations;the pas-senger sources and destinations are the same.This is engineered to allow value-function transfer to occur. For Wargus,we consider the resource collection prob-lem.Here,the agent has units called peasants that can harvest gold and wood from goldmines and forests respectively,and deposit them at a townhall.The goal is to reach a predetermined quota of gold and wood. Since the HI-MAT approach does not currently gener-alize to termination conditions involving numeric pred-icates,the state representation of the domain replaces the actual quota variables with Boolean variables that are set when the requisite quotas of gold and wood are met.We consider target problems whose specifica-tions are scaled up from that of the source problems, including the number of peasants,goldmines,forests, and the size of the map.In this domain,coordina-tion does not affect the policy significantly.Thus,in the target maps,we learn a hierarchical policy for the peasants using a shared hierarchy structure without coordination(Mehta&Tadepalli,2005).In each case, we report the total reward received as a function of the number of episodes,averaged over multiple trials. We compare three basic approaches:(1)non-hierarchical Q-learning(Q),(2)MAXQ-learning ap-plied to a hierarchy manually engineered for each do-main(Manual),and(3)MAXQ-learning applied to the HI-MAT hierarchy induced for each domain(HI-MAT). The HI-MAT algorithmfirst solves the source prob-lem usingflat Q-learning,and generates a successful trajectory from it.In Taxi,we also show the perfor-mance of initializing the value-function tables with val-TotalRewardEpisodeFigure4.Performance in the Taxi domain(averaged over 20runs).Source and target problems differ only in the configuration of the grid walls.500010000150002000025000300000 10 20 30 40 50 60EpisodeDurationEpisodeQManualVISAHI-MATFigure5.Performance in the Wargus domain(averaged over10runs).Source:25×25grid,1peasant,2gold-mines,2forests,1townhall,100units of gold,100units of wood.Target:50×50grid,3peasants,3goldmines,3 forests,1townhall,300units of gold,300units of wood.ues learned from the source problem–these curves are suffixed with the phrase“with value”.In Wargus,we include the performance of VISA.The results of these experiments are shown in Figures4and5.Although the target problems in Taxi allow value-function transfer to occur,the target problems are still different enough that the agent has to“unlearn”the old policy.This leads to negative transfer evidenced in the fact that transferring value functions leads to worse rates of convergence to the optimal policy than transferring just the hierarchy structure with uninitial-ized policies.This indicates that transferring struc-tural knowledge via the task-subtask decomposition can be superior to transferring value functions espe-cially when the target problem differs significantly in terms of its optimal policy.In Wargus,the difference。

分层强化学习综述

分层强化学习综述

强化学习(Reinforcement Learning,RL)是机器学习的一个重要分支,它是智能体(Agent)根据自身状态(State)采取动作(Action)与环境进行交互获取奖励,最终完成一个最优策略使奖励最大化。

2017年最具影响力的AlphaGo大胜世界围棋冠军李世石和柯洁事件,其核心算法就是强化学习算法。

但在传统强化学习中面临着维数灾难的问题,因为所有强化学习的方法都把状态动作空间视为一个巨大的、平坦的搜索空间,这也就意味着一旦环境较为复杂,状态动作空间过大,将会导致起始状态到目标状态的路径非常长,需要学习参数以及学习过程中的存储空间将会非常大,使得学习的难度成指数增加,并且强化学习效率以及效果不尽如人意。

之后随着深度学习的再次兴起,其强大的探索能力受到了广大科研人员的热捧,于是结合两者深度强化学习也就此应运而生,深度强化学习不仅具有强大的探索能力,对于复杂的环境状态都能够有一个良好的处理,但当智能体具有复杂动作空间时,其依旧不能取得良好的结果,使得强化学习的发展再次碰触到了瓶颈。

为解决强化学习发展的瓶颈问题,研究者们将分层的思想加入强化学习中,提出分层深度强化学习(Hierarchical Deep Reinforcement Learning,HRL),HRL的本质是通分层强化学习综述赖俊,魏竞毅,陈希亮陆军工程大学指挥控制工程学院,南京210007摘要:近年来强化学习愈发体现其强大的学习能力,2017年AlphaGo在围棋上击败世界冠军,同时在复杂竞技游戏星际争霸2和DOTA2中人类的顶尖战队也败于AI之手,但其自身又存在着自身的弱点,在不断的发展中瓶颈逐渐出现。

分层强化学习因为能够解决其维数灾难问题,使得其在环境更为复杂,动作空间更大的环境中表现出更加优异的处理能力,对其的研究在近几年不断升温。

对强化学习的基本理论进行简要介绍,对Option、HAMs、MAXQ 这3种经典分层强化学习算法进行介绍,之后对近几年在分层的思想下提出的分层强化学习算法从3个方面进行综述,并对其进行分析,讨论了分层强化学习的发展前景和挑战。

2025年研究生考试考研英语(一201)试卷及答案指导

2025年研究生考试考研英语(一201)试卷及答案指导

2025年研究生考试考研英语(一201)自测试卷及答案指导一、完型填空(10分)Section I: Cloze TestDirections: Read the following text carefully and choose the best answer from the four choices marked A, B, C, and D for each blank.Passage:In today’s rapidly evolving digital landscape, the role of social media has become increasingly significant. Social media platforms are not just tools for personal interaction; they also serve as powerful channels for business promotion and customer engagement. Companies are now leveraging these platforms to reach out to their target audience more effectively than ever before. However, the effectiveness of social media marketing (1)_on how well the company understands its audience and the specific platform being used. For instance, while Facebook may be suitable for reaching older demographics, Instagram is more popular among younger users. Therefore, it is crucial for businesses to tailor their content to fit the preferences and behaviors of the (2)_demographic they wish to target.Moreover, the rise of mobile devices has further transformed the way peopleconsume content online. The majority of social media users now access these platforms via smartphones, which means that companies must ensure that their content is optimized for mobile viewing. In addition, the speed at which information spreads on social media can be both a boon and a bane. On one hand, positive news about a brand can quickly go viral, leading to increased visibility and potentially higher sales. On the other hand, negative publicity can spread just as fast, potentially causing serious damage to a brand’s reputation. As such, it is imperative for companies to have a well-thought-out strategy for managing their online presence and responding to feedback in a timely and professional manner.In conclusion, social media offers unparalleled opportunities for businesses to connect with customers, but it requires careful planning and execution to (3)___the maximum benefits. By staying attuned to trends and continuously adapting their strategies, companies can harness the power of social media to foster growth and build strong relationships with their audiences.1.[A] relies [B] bases [C] stands [D] depends2.[A] particular [B] peculiar [C] special [D] unique3.[A] obtain [B] gain [C] achieve [D] accomplishAnswers:1.D - depends2.A - particular3.C - achieveThis cloze test is designed to assess comprehension and vocabulary skills, as well as the ability to infer the correct usage of words within the context of the passage. Each question is crafted to require understanding of the sentence structure and meaning to select the best option.二、传统阅读理解(本部分有4大题,每大题10分,共40分)第一题Passage:In the 1950s, the United States experienced a significant shift in the way people viewed education. This shift was largely due to the Cold War, which created a demand for a highly educated workforce. As a result, the number of students pursuing higher education in the U.S. began to grow rapidly.One of the most important developments during this period was the creation of the Master’s degree program. The Master’s degree was designed to provide students with advanced knowledge and skills in a specific field. This program became increasingly popular as more and more people realized the value of a higher education.The growth of the Master’s degree program had a profound impact on American society. It helped to create a more educated and skilled workforce, which in turn contributed to the nation’s economic growth. It also helped to improve the quality of life for many Americans by providing them with opportunities for career advancement and personal development.Today, the Master’s degree is still an important part of the American educational system. However, there are some challenges that need to be addressed. One of the biggest challenges is the rising cost of education. As the cost of tuition continues to rise, many students are unable to afford the cost of a Master’s degree. This is a problem that needs to be addressed if we are to continue to provide high-quality education to all Americans.1、What was the main reason for the shift in the way people viewed education in the 1950s?A. The demand for a highly educated workforce due to the Cold War.B. The desire to improve the quality of life for all Americans.C. The increasing cost of education.D. The creation of the Master’s degree program.2、What is the purpose of the Master’s degree program?A. To provide students with basic knowledge and skills in a specific field.B. To provide students with advanced knowledge and skills in a specific field.C. To provide students with job training.D. To provide students with a general education.3、How did the growth of the Master’s degree program impact American society?A. It helped to create a more educated and skilled workforce.B. It helped to improve the quality of life for many Americans.C. It caused the economy to decline.D. It increased the cost of education.4、What is one of the biggest challenges facing the Master’s deg ree program today?A. The demand for a highly educated workforce.B. The rising cost of education.C. The desire to improve the quality of life for all Americans.D. The creation of new educational programs.5、What is the author’s main point in the last pa ragraph?A. The Master’s degree program is still an important part of the American educational system.B. The cost of education needs to be addressed.C. The Master’s degree program is no longer relevant.D. The author is unsure about the future of the Master’s degree program.第二题Reading Comprehension (Traditional)Passage:The digital revolution has transformed the way we live, work, and communicate. With the advent of the internet and the proliferation of smart devices, information is more accessible than ever before. This transformation has had a profound impact on education, with online learning platforms providing unprecedented access to knowledge. However, this shift towards digital learningalso poses challenges, particularly in terms of ensuring equitable access and maintaining educational quality.While the benefits of digital learning are numerous, including flexibility, cost-effectiveness, and the ability to reach a wider audience, there are concerns about the potential for increased social isolation and the difficulty in replicating the dynamic, interactive environment of a traditional classroom. Moreover, not all students have equal access to the technology required for online learning, which can exacerbate existing inequalities. It’s crucial that as we embrace the opportunities presented by digital technologies, we also address these challenges to ensure that no student is left behind.Educators must adapt their teaching methods to take advantage of new tools while also being mindful of the need to foster a sense of community and support among students. By integrating both digital and traditional approaches, it’s possible to create a learning environment that leverages the strengths of each, ultimately enhancing the educational experience for all students.Questions:1、What is one of the main impacts of the digital revolution mentioned in the passage?•A) The reduction of social interactions•B) The increase in physical book sales•C) The transformation of communication methods•D) The decline of online learning platformsAnswer: C) The transformation of communication methods2、According to the passage, what is a challenge associated with digital learning?•A) The inability to provide any form of interaction•B) The potential to widen the gap between different socioeconomic groups •C) The lack of available content for online courses•D) The complete replacement of traditional classroomsAnswer: B) The potential to widen the gap between different socioeconomic groups3、Which of the following is NOT listed as a benefit of digital learning in the passage?•A) Cost-effectiveness•B) Flexibility•C) Increased social isolation•D) Wider reachAnswer: C) Increased social isolation4、The passage suggests that educators should do which of the following in response to the digital revolution?•A) Abandon all traditional teaching methods•B) Focus solely on improving students’ technical skills•C) Integrate digital and traditional teaching methods•D) Avoid using any digital tools in the classroomAnswer: C) Integrate digital and traditional teaching methods5、What is the author’s stance on the role of digital technologies ineducation?•A) They are unnecessary and should be avoided•B) They offer opportunities that should be embraced, but with caution •C) They are the only solution to current educational challenges•D) They have no real impact on the quality of educationAnswer: B) They offer opportunities that should be embraced, but with cautionThis reading comprehension exercise is designed to test your understanding of the text and your ability to identify key points and arguments within the passage.第三题Reading PassageWhen the French sociologist and philosopher Henri Lefebvre died in 1991, he left behind a body of work that has had a profound influence on the fields of sociology, philosophy, and cultural studies. Lefebvre’s theories focused on the relationship between space and society, particularly how space is produced, represented, and experienced. His work has been widely discussed and debated, with scholars and critics alike finding value in his insights.Lefebvre’s most famous work, “The Production of Space,” published in 1974, laid the foundation for his theoretical framework. In this book, he argues that space is not simply a container for human activities but rather an active agent in shaping social relationships and structures. Lefebvre introduces the concept of “three spaces” to describe the production of space: the perceived space,the lived space, and the representative space.1、According to Lefebvre, what is the primary focus of his theories?A. The development of urban planningB. The relationship between space and societyC. The history of architectural designD. The evolution of cultural practices2、What is the main argument presented in “The Production of Space”?A. Space is a passive entity that reflects social structures.B. Space is a fundamental building block of society.C. Space is an object that can be easily manipulated by humans.D. Space is irrelevant to the functioning of society.3、Lefebvre identifies three distinct spaces. Which of the following is NOT one of these spaces?A. Perceived spaceB. Lived spaceC. Representative spaceD. Economic space4、How does Lefebvre define the concept of “three spaces”?A. They are different types of architectural designs.B. They represent different stages of the production of space.C. They are different ways of perceiving and experiencing space.D. They are different social classes that occupy space.5、What is the significance of Lefebvre’s work in the fields of sociology and philosophy?A. It provides a new perspective on the role of space in social relationships.B. It offers a comprehensive guide to urban planning and development.C. It promotes the idea that space is an unimportant aspect of society.D. It focuses solely on the history of architectural movements.Answers:1、B2、B3、D4、C5、A第四题Reading Comprehension (Traditional)Read the following passage and answer the questions that follow. Choose the best answer from the options provided.Passage:In recent years, there has been a growing interest in the concept of “smart cities,” which are urban areas that u se different types of electronic data collection sensors to supply information which is used to manage assets and resources efficiently. This includes data collected from citizens, devices, andassets that is processed and analyzed to monitor and manage traffic and transportation systems, power plants, water supply networks, waste management, law enforcement, information systems, schools, libraries, hospitals, and other community services. The goal of building a smart city is to improve quality of life by using technology to enhance the performance and interactivity of urban services, to reduce costs and resource consumption, and to increase contact between citizens and government. Smart city applications are developed to address urban challenges such as environmental sustainability, mobility, and economic development.Critics argue, however, that while the idea of a smart city is appealing, it raises significant concerns about privacy and security. As more and more aspects of daily life become digitized, the amount of personal data being collected also increases, leading to potential misuse or unauthorized access. Moreover, the reliance on technology for critical infrastructure can create vulnerabilities if not properly secured against cyber-attacks. There is also a risk of widening the digital divide, as those without access to the necessary technologies may be left behind, further exacerbating social inequalities.Despite these concerns, many governments around the world are moving forward with plans to develop smart cities, seeing them as a key component of their future strategies. They believe that the benefits of improved efficiency and service delivery will outweigh the potential risks, provided that adequate safeguards are put in place to protect citizen s’ data and ensure the resilience of thecity’s technological framework.Questions:1、What is the primary purpose of developing a smart city?•A) To collect as much data as possible•B) To improve the quality of life through efficient use of technology •C) To replace all traditional forms of communication•D) To eliminate the need for human interaction in urban services2、According to the passage, what is one of the main concerns raised by critics regarding smart cities?•A) The lack of available technology•B) The high cost of implementing smart city solutions•C) Privacy and security issues related to data collection•D) The inability to provide essential services3、Which of the following is NOT mentioned as an area where smart city technology could be applied?•A) Traffic and transportation systems•B) Waste management•C) Educational institutions•D) Agricultural production4、How do some governments view the development of smart cities despite the criticisms?•A) As a risky endeavor that should be avoided•B) As a temporary trend that will soon pass•C) As a strategic move with long-term benefits•D) As an unnecessary investment in technology5、What does the term “digital divide” refer to in the context of smart cities?•A) The gap between the amount of data collected and the amount of data analyzed•B) The difference in technological advancement between urban and rural areas•C) The disparity in access to technology and its impact on social inequality•D) The separation of digital and non-digital methods of service delivery Answers:1、B) To improve the quality of life through efficient use of technology2、C) Privacy and security issues related to data collection3、D) Agricultural production4、C) As a strategic move with long-term benefits5、C) The disparity in access to technology and its impact on social inequality三、阅读理解新题型(10分)Reading Comprehension (New Type)Passage:The rise of e-commerce has transformed the way people shop and has had aprofound impact on traditional brick-and-mortar retailers. Online shopping offers convenience, a wide range of products, and competitive prices. However, it has also raised concerns about the future of physical stores. This passage examines the challenges and opportunities facing traditional retailers in the age of e-commerce.In recent years, the popularity of e-commerce has soared, thanks to advancements in technology and changing consumer behavior. According to a report by Statista, global e-commerce sales reached nearly$4.2 trillion in 2020. This upward trend is expected to continue, with projections showing that online sales will account for 25% of total retail sales by 2025. As a result, traditional retailers are facing fierce competition and must adapt to the digital landscape.One of the main challenges for brick-and-mortar retailers is the shift in consumer preferences. Many shoppers now prefer the convenience of online shopping, which allows them to compare prices, read reviews, and purchase products from the comfort of their homes. This has led to a decrease in foot traffic in physical stores, causing many retailers to struggle to attract customers. Additionally, the ability to offer a wide range of products at competitive prices has become a hallmark of e-commerce, making it difficult for traditional retailers to compete.Despite these challenges, there are opportunities for traditional retailers to thrive in the age of e-commerce. One approach is to leverage the unique strengths of physical stores, such as the ability to provide an immersiveshopping experience and personalized customer service. Retailers can also use technology to enhance the in-store experience, such as implementing augmented reality (AR) to allow customers to visualize products in their own homes before purchasing.Another strategy is to embrace the digital world and create a seamless shopping experience that integrates online and offline channels. For example, retailers can offer online returns to brick-and-mortar stores, allowing customers to shop online and return items in person. This not only provides convenience but also encourages customers to make additional purchases while they are in the store.Furthermore, traditional retailers can leverage their established brand loyalty and customer base to create a competitive advantage. By focusing on niche markets and offering unique products or services, retailers can differentiate themselves from e-commerce giants. Additionally, retailers can invest in marketing and promotions to drive traffic to their physical stores, even as more consumers turn to online shopping.In conclusion, the rise of e-commerce has presented traditional retailers with significant challenges. However, by embracing the digital landscape, leveraging their unique strengths, and focusing on customer satisfaction, traditional retailers can adapt and thrive in the age of e-commerce.Questions:1.What is the main concern raised about traditional retailers in the age of e-commerce?2.According to the passage, what is one of the main reasons for the decline in foot traffic in physical stores?3.How can traditional retailers leverage technology to enhance the in-store experience?4.What strategy is mentioned in the passage that involves integrating online and offline channels?5.How can traditional retailers create a competitive advantage in the age of e-commerce?Answers:1.The main concern is the fierce competition from e-commerce and the shift in consumer preferences towards online shopping.2.The main reason is the convenience and competitive prices offered by e-commerce, which make it difficult for traditional retailers to compete.3.Traditional retailers can leverage technology by implementing augmented reality (AR) and offering online returns to brick-and-mortar stores.4.The strategy mentioned is to create a seamless shopping experience that integrates online and offline channels, such as offering online returns to brick-and-mortar stores.5.Traditional retailers can create a competitive advantage by focusing on niche markets, offering unique products or services, and investing in marketing and promotions to drive traffic to their physical stores.四、翻译(本大题有5小题,每小题2分,共10分)First QuestionTranslate the following sentence into Chinese. Write your translation on the ANSWER SHEET.Original Sentence:“Although technology has brought about nume rous conveniences in our daily lives, it is also true that it has led to significant privacy concerns, especially with the rapid development of digital communication tools.”Answer:尽管技术在我们的日常生活中带来了诸多便利,但也不可否认它导致了重大的隐私问题,尤其是在数字通信工具快速发展的情况下。

“岗课赛训”引领下的教学改革与实践——以CRH380B型动车组塞拉门故障检修为例

“岗课赛训”引领下的教学改革与实践——以CRH380B型动车组塞拉门故障检修为例

AUTOMOBILE EDUCATION | 汽车教育1 案例背景与课程中存在问题1.1 案例的基本情况《动车组辅助设备维护与检修》课程开设在第四学期,是动车组检修技术专业核心课,是巩固动车组基础知识,认识动车组辅助电气系统、掌握动车组辅助设备检修方法、提高检修技能、培育职业素养的必修课程,为后续《动车组牵引系统维护与检修》《动车组空调系统维护与检修》的学习奠定理论及实践基础。

在动车组专业课程学习中起到承上启下的作用。

课程整体教学设计从辅助电气系统的配电-供电-用电顺序出发,融入思政元素,对教学内容进行梳理重构,实施过程以真实案例为导向,利用线上线下资源,以课前探学、课中研学、课后拓学三大模块进行混合式教学设计;以教师七步活动为引导、学生七步活动为主体,实现以岗导学、以训验课,以赛促评的“岗课赛训”四位一体课程设计;课程学习过程实施课前学-测-学,课中学-辩-学、练-荐-赛-练循环递进学习模式,理实一体助力突破课程重难点。

考核评价系统将职业素养、实践技能与专业知识一起纳入考核范畴,把“组内自评”、“组间互评”与“教师点评”一起形成全方位多维度考核体系;形成“一导二线三评四有”培养体系,引导学生高质量、全方位成长,志在培养有知识、有能力、有素养、有匠心的新时代人才。

1.2 课堂教学存在的问题及解决办法存在问题:学生基础不一,教学难度较大。

解决办法:利用线上资源进行课程导学,课前对基础知识进行多次全面学习测试,补齐理论短板、提高学习效率。

存在问题:实训设备数目不足,实践操作机会难以均衡。

解决办法:依托《380B型动车组塞拉门实训资源开发》院级课题,综合操作视频、塞拉门实物、VR设备实现理-虚-实一体化教学,丰富资源,均衡学习机会。

存在问题:学习动力不足。

解决办法:完善授课机制,增加课堂多样性,提高学习兴趣;调整学习内容,增加学习成就感;横向对比,纵向超越,形成完善评价机制。

存在问题:重知识、轻素质。

优化强化学习模型的方法与技巧实践

优化强化学习模型的方法与技巧实践

优化强化学习模型的方法与技巧实践强化学习是一种通过试错来训练智能体以最大化累积奖励的机器学习算法。

它通常应用于需要做出连续决策的问题,如自动驾驶、机器人控制和游戏玩家。

然而,由于强化学习中存在着许多挑战和困难,优化强化学习模型成为了一个重要而具有挑战性的任务。

本文将介绍一些常见且有效的方法与技巧,帮助优化强化学习模型。

这些方法可以提高模型的性能、稳定性和收敛速度,从而使得强化学习在解决实际问题时更加可靠高效。

一、经验回放(Experience Replay)经验回放是一种重要的技术,在训练过程中存储并重复使用过去观察到的经验。

它通过将智能体在环境中连续观察到的状态动作对(State-Action pair)存储在经验缓存中,并从中随机抽样来构建批量更新数据集。

这样做的好处是可以减少样本间的相关性,并且利用先前不同时间步的经验进行训练,从而使得模型收敛更加稳定。

二、目标网络(Target Network)目标网络是为了解决强化学习中由于实时更新带来的不稳定性问题而提出的。

在智能体的训练过程中,我们将两个神经网络并用:一个用于生成每一步的行为策略(行动网络),另一个用于计算每一步的目标价值(目标网络)。

目标网络采用固定参数,并时常地从行动网络中复制最新参数。

通过使用目标网络,可以减少因为实时更新导致价值函数偏差过大,进而提高训练的效果和稳定性。

三、深度Q-网络(Deep Q-Network)深度Q-网络是一种基于卷积神经网络(CNN)结构应用于强化学习中的方法。

它是Google DeepMind利用深度学习提出的强化学习算法,在Atari游戏任务中展现出了惊人的效果。

深度Q-网络能够根据当前状态选择最佳动作,并且通过反向传播调整模型参数以最大化累积奖励。

其核心思想是将状态作为输入,输出每个可能动作所对应的Q值,并选择具有最大Q值的动作执行。

四、熵正则化(Entropy Regularization)在强化学习中,除了追求最大化累积奖励外,还可以通过熵正则化来鼓励智能体探索更多的未知状态。

强化学习简介ppt

强化学习简介ppt
•强化学习简介
• Reinforcement Learning
什么是机器学习( Machine Learning)?
机器学习是一门多领域交叉学科,涉及概率论、 统计学、逼近论、凸分析、算法复杂度理论等多门 学科。专门研究计算机怎样模拟或实现人类的学习 行为,以获取新的知识或技能,重新组织已有的知 识结构使之不断改善自身的性能。
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当智能体采用策略π时,累积回报服从一个分布, 累积回报在状态s处的期望值定义为状态值函数:
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贝尔曼方程 状态值函数可以分为两部分: •瞬时奖励 •后继状态值函数的折扣值
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马尔可夫决策过程
马尔可夫决策过程是一种带有决策作用的 马尔科夫奖励过程,由元组(S,A,P, R, γ )来表示 •S为有限的状态集 •A为有限的动作集 •P为状态转移概率
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强化学习基本要素
强化学习基本要素及其关系
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• 策略定义了agent在给定时间内的行为方式, 一个策略就是从环境感知的状态到在这些状 态中可采取动作的一个映射。
• 可能是一个查找表,也可能是一个函数 • 确定性策略:a = π(s) • 随机策略: π(a ∣ s) = P[At = a ∣ St = s]
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强化学习(reinforcement learning)与监督学习、 非监督学习的区别
没有监督者,只有奖励信号 反馈是延迟的,不是顺时的 时序性强,不适用于独立分布的数据 自治智能体(agent)的行为会影响后续信息的
接收
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思考:
• 五子棋:棋手通过数学公式计算,发现位置 1比位置2价值大,这是强化学习吗?

C u r i o s i t y 算 法

C u r i o s i t y 算 法

深度增强学习方向论文整理责编:王艺一. 开山鼻祖DQNPlaying Atari with Deep Reinforcement Learning,V. Mnih et al., NIPS Workshop, 2013.Human-level control through deep reinforcement learning, V. Mnih et al., Nature, 2015.二. DQN的各种改进版本(侧重于算法上的改进)Dueling Network Architectures for Deep Reinforcement Learning. Z. Wang et al., arXiv, 2015.Prioritized Experience Replay, T. Schaul et al., ICLR, 2016.Deep Reinforcement Learning with Double Q-learning, H. van Hasselt et al., arXiv, 2015.Increasing the Action Gap: New Operators for Reinforcement Learning, M. G. Bellemare et al., AAAI, 2016.Dynamic Frame skip Deep Q Network, A. S. Lakshminarayanan et al., IJCAI Deep RL Workshop, 2016.Deep Exploration via Bootstrapped DQN, I. Osband et al., arXiv, 2016.How to Discount Deep Reinforcement Learning: Towards New Dynamic Strategies, V. Fran?ois-Lavet et al., NIPS Workshop, 2015.Learning functions across many orders of magnitudes,H Van Hasselt,A Guez,M Hessel,D SilverMassively Parallel Methods for Deep Reinforcement Learning, A. Nair et al., ICML Workshop, 2015.State of the Art Control of Atari Games using shallow reinforcement learningLearning to Play in a Day: Faster Deep Reinforcement Learning by Optimality Tightening(11.13更新)Deep Reinforcement Learning with Averaged Target DQN(11.14更新)三. DQN的各种改进版本(侧重于模型的改进)Deep Recurrent Q-Learning for Partially Observable MDPs, M. Hausknecht and P. Stone, arXiv, 2015.Deep Attention Recurrent Q-NetworkControl of Memory, Active Perception, and Action in Minecraft, J. Oh et al., ICML, 2016.Progressive Neural NetworksLanguage Understanding for Text-based Games Using Deep Reinforcement LearningLearning to Communicate to Solve Riddles with Deep Distributed Recurrent Q-NetworksHierarchical Deep Reinforcement Learning: Integrating TemporalAbstraction and Intrinsic MotivationRecurrent Reinforcement Learning: A Hybrid Approach四. 基于策略梯度的深度强化学习深度策略梯度:End-to-End Training of Deep Visuomotor PoliciesLearning Deep Control Policies for Autonomous Aerial Vehicles with MPC-Guided Policy SearchTrust Region Policy Optimization深度行动者评论家算法:Deterministic Policy Gradient AlgorithmsContinuous control with deep reinforcement learningHigh-Dimensional Continuous Control Using Using Generalized Advantage EstimationCompatible Value Gradients for Reinforcement Learning of Continuous Deep PoliciesDeep Reinforcement Learning in Parameterized Action SpaceMemory-based control with recurrent neural networksTerrain-adaptive locomotion skills using deep reinforcement learningCompatible Value Gradients for Reinforcement Learning of Continuous Deep PoliciesSAMPLE EFFICIENT ACTOR-CRITIC WITH EXPERIENCE REPLAY(11.13更新)搜索与监督:End-to-End Training of Deep Visuomotor PoliciesInteractive Control of Diverse Complex Characters with Neural Networks连续动作空间下探索改进:Curiosity-driven Exploration in DRL via Bayesian Neuarl Networks结合策略梯度和Q学习:Q-PROP: SAMPLE-EFFICIENT POLICY GRADIENT WITH AN OFF-POLICY CRITIC(11.13更新)PGQ: COMBINING POLICY GRADIENT AND Q-LEARNING(11.13更新)其它策略梯度文章:Gradient Estimation Using Stochastic Computation GraphsContinuous Deep Q-Learning with Model-based AccelerationBenchmarking Deep Reinforcement Learning for Continuous Control Learning Continuous Control Policies by Stochastic Value Gradients五. 分层DRLDeep Successor Reinforcement LearningHierarchical Deep Reinforcement Learning: Integrating Temporal Abstraction and Intrinsic MotivationHierarchical Reinforcement Learning using Spatio-Temporal Abstractions and Deep Neural NetworksStochastic Neural Networks for Hierarchical Reinforcement Learning –Authors: Carlos Florensa, Yan Duan, Pieter Abbeel (11.14更新)六. DRL中的多任务和迁移学习ADAAPT: A Deep Arc hitecture for Adaptive Policy Transfer from Multiple SourcesA Deep Hierarchical Approach to Lifelong Learning in MinecraftActor-Mimic: Deep Multitask and Transfer Reinforcement Learning Policy DistillationProgressive Neural NetworksUniversal Value Function ApproximatorsMulti-task learning with deep model based reinforcement learning (11.14更新)Modular Multitask Reinforcement Learning with Policy Sketches (11.14更新)七. 基于外部记忆模块的DRL模型Control of Memory, Active Perception, and Action in Minecraft Model-Free Episodic Control八. DRL中探索与利用问题Action-Conditional Video Prediction using Deep Networks in Atari GamesCuriosity-driven Exploration in Deep Reinforcement Learning viaBayesian Neural NetworksDeep Exploration via Bootstrapped DQNHierarchical Deep Reinforcement Learning: Integrating Temporal Abstraction and Intrinsic MotivationIncentivizing Exploration In Reinforcement Learning With Deep Predictive ModelsUnifying Count-Based Exploration and Intrinsic Motivation#Exploration: A Study of Count-Based Exploration for Deep Reinforcemen Learning(11.14更新)Surprise-Based Intrinsic Motivation for Deep Reinforcement Learning(11.14更新)九. 多Agent的DRLLearning to Communicate to Solve Riddles with Deep Distributed Recurrent Q-NetworksMultiagent Cooperation and Competition with Deep Reinforcement Learning十. 逆向DRLGuided Cost Learning: Deep Inverse Optimal Control via Policy OptimizationMaximum Entropy Deep Inverse Reinforcement LearningGeneralizing Skills with Semi-Supervised Reinforcement Learning (11.14更新)十一. 探索+监督学习Deep learning for real-time Atari game play using offline Monte-Carlo tree search planningBetter Computer Go Player with Neural Network and Long-term PredictionMastering the game of Go with deep neural networks and tree search, D. Silver et al., Nature, 2016.十二. 异步DRLAsynchronous Methods for Deep Reinforcement LearningReinforcement Learning through Asynchronous Advantage Actor-Critic on a GPU(11.14更新)十三:适用于难度较大的游戏场景Hierarchical Deep Reinforcement Learning: Integrating Temporal Abstraction and Intrinsic Motivation, T. D. Kulkarni et al., arXiv, 2016.Strategic Attentive Writer for Learning Macro-ActionsUnifying Count-Based Exploration and Intrinsic Motivation十四:单个网络玩多个游戏Policy DistillationUniversal Value Function ApproximatorsLearning values across many orders of magnitude十五:德州pokerDeep Reinforcement Learning from Self-Play in Imperfect-Information GamesFictitious Self-Play in Extensive-Form GamesSmooth UCT search in computer poker十六:Doom游戏ViZDoom: A Doom-based AI Research Platform for Visual Reinforcement LearningTraining Agent for First-Person Shooter Game with Actor-Critic Curriculum LearningPlaying FPS Games with Deep Reinforcement LearningLEARNING TO ACT BY PREDICTING THE FUTURE(11.13更新)Deep Reinforcement Learning From Raw Pixels in Doom(11.14更新)十七:大规模动作空间Deep Reinforcement Learning in Large Discrete Action Spaces十八:参数化连续动作空间Deep Reinforcement Learning in Parameterized Action Space十九:Deep ModelLearning Visual Predictive Models of Physics for Playing BilliardsJ. Schmidhuber, On Learning to Think: Algorithmic Information Theory for Novel Combinations of Reinforcement Learning Controllersand Recurrent Neural World Models, arXiv, 2015. arXiv Learning Continuous Control Policies by Stochastic Value GradientsData-Efficient Learning of Feedback Policies from Image Pixels using Deep Dynamical ModelsAction-Conditional Video Prediction using Deep Networks in Atari GamesIncentivizing Exploration In Reinforcement Learning With Deep Predictive Models二十:DRL应用机器人领域:Trust Region Policy OptimizationTowards Vision-Based Deep Reinforcement Learning for Robotic Motion ControlPath Integral Guided Policy SearchMemory-based control with recurrent neural networksLearning Hand-Eye Coordination for Robotic Grasping with Deep Learning and Large-Scale Data CollectionLearning Deep Neural Network Policies with Continuous Memory StatesHigh-Dimensional Continuous Control Using Generalized Advantage EstimationGuided Cost Learning: Deep Inverse Optimal Control via PolicyOptimizationEnd-to-End Training of Deep Visuomotor PoliciesDeepMPC: Learning Deep Latent Features for Model Predictive ControlDeep Visual Foresight for Planning Robot MotionDeep Reinforcement Learning for Robotic ManipulationContinuous Deep Q-Learning with Model-based AccelerationCollective Robot Reinforcement Learning with Distributed Asynchronous Guided Policy SearchAsynchronous Methods for Deep Reinforcement LearningLearning Continuous Control Policies by Stochastic Value Gradients机器翻译:Simultaneous Machine Translation using Deep Reinforcement Learning目标定位:Active Object Localization with Deep Reinforcement Learning目标驱动的视觉导航:Target-driven Visual Navigation in Indoor Scenes using Deep Reinforcement Learning自动调控参数:Using Deep Q-Learning to Control Optimization Hyperparameters人机对话:Deep Reinforcement Learning for Dialogue GenerationSimpleDS: A Simple Deep Reinforcement Learning Dialogue System Strategic Dialogue Management via Deep Reinforcement Learning Towards End-to-End Learning for Dialog State Tracking and Management using Deep Reinforcement Learning视频预测:Action-Conditional Video Prediction using Deep Networks in Atari Games文本到语音:WaveNet: A Generative Model for Raw Audio文本生成:Generating Text with Deep Reinforcement Learning 文本游戏:Language Understanding for Text-based Games Using Deep Reinforcement Learning无线电操控和信号监控:Deep Reinforcement Learning Radio Control and Signal Detection with KeRLym, a Gym RL AgentDRL来学习做物理实验:LEARNING TO PERFORM PHYSICS EXPERIMENTS VIA DEEP REINFORCEMENT LEARNING(11.13更新)DRL加速收敛:Deep Reinforcement Learning for Accelerating the Convergence Rate(11.14更新)利用DRL来设计神经网络:Designing Neural Network Architectures using Reinforcement Learning(11.14更新)Tuning Recurrent Neural Networks with Reinforcement Learning (11.14更新)Neural Architecture Search with Reinforcement Learning(11.14更新)控制信号灯:Using a Deep Reinforcement Learning Agent for Traffic Signal Control(11.14更新)二十一:其它方向避免危险状态:Combating Deep Reinforcement Learning’s Sisyphean Curse with I ntrinsic Fear (11.14更新)DRL中On-Policy vs. Off-Policy 比较:On-Policy vs. Off-Policy Updates for Deep Reinforcement Learning(11.14更新)130+位讲师,16大分论坛,中国科学院院士陈润生、滴滴出行高级副总裁章文嵩、联想集团高级副总裁兼CTO芮勇、上交所前总工程师白硕等专家将亲临2016中国大数据技术大会,票价折扣即将结束,预购从速。

高等教育自学考试自考《英语二》试题及答案指导(2025年)

高等教育自学考试自考《英语二》试题及答案指导(2025年)

2025年高等教育自学考试自考《英语二》模拟试题及答案指导一、阅读判断(共10分)第一题Read the following passage and then answer the questions below by choosing the correct answer (T for True, F for False):The passage is about the impact of technology on modern education.In recent years, the integration of technology into education has revolutionized the way students learn. Online learning platforms, digital textbooks, and interactive educational software have become increasingly popular. This has led to a significant increase in the number of students enrolling in online courses and pursuing higher education independently.1、The integration of technology into education has not changed the way students learn.2、Online learning platforms have decreased in popularity over the years.3、Digital textbooks are a common feature in modern education.4、The number of students pursuing higher education independently has decreased due to technology.5、Technology has had no impact on the number of students enrolling in onlinecourses.Answers:1、F2、F3、T4、F5、FSecond Question: Reading and JudgmentPassage:The concept of lifelong learning has become increasingly popular in recent years. As the world changes rapidly, people are realizing that formal education is just the beginning of a journey of continuous personal and professional development. Lifelong learning encourages individuals to pursue knowledge and skills throughout their lives, not only for career advancement but also for personal satisfaction and social engagement. It encompasses a wide range of activities, from traditional classroom learning to online courses, workshops, and even self-directed study. In today’s digital age, access to information and educational resources has never been easier, making it possible for anyone with an internet connection to engage in learning at any time and place.Lifelong learners often find that they have a more positive outlook on life, as the pursuit of new knowledge can be both challenging and rewarding. Moreover, in a competitive job market, the ability to learn and adapt quickly can be asignificant advantage. Many employers value employees who demonstrate a commitment to ongoing learning, as it shows initiative and a willingness to stay relevant in their field. Therefore, whether for personal or professional reasons, embracing lifelong learning can lead to a more fulfilling and successful life.Questions:1、Lifelong learning is becoming less popular due to the fast pace of the world.•Answer: False•Explanation: The passage states that the concept of lifelong learning has become increasingly popular because the world is changing rapidly,indicating that people see the need for continuous learning.2、Formal education is considered sufficient for one’s entire career in the context of lifelong learning.•Answer: False•Explanation: The text suggests that formal education is just the beginning, and there is a need for continuous personal and professional development through lifelong learning.3、Lifelong learning includes a variety of learning methods, such as online courses and self-study.•Answer: True•Explanation: The passage explicitly mentions that lifelong learning encompasses a wide range of activities, including online courses andself-directed study.4、In the current job market, the capacity to learn and adjust swiftly is seen as a disadvantage by most employers.•Answer: False•Explanation: The passage indicates that the ability to learn and adapt quickly is actually viewed as a significant advantage by many employers in a competitive job market.5、The benefits of lifelong learning are restricted to professional growth only.•Answer: False•Explanation: The text points out that lifelong learning is beneficial for both personal satisfaction and professional development, suggesting its benefits are not limited to career advancement alone.二、阅读理解(共10分)Passage:The Internet has become an integral part of our daily lives, offering a wealth of information and opportunities. However, it also brings along challenges and risks, particularly for children and teenagers. This passage discusses the impact of the Internet on young people and the measures that can be taken to mitigate the potential negative effects.One of the most significant impacts of the Internet on young people is the potential for excessive screen time. Spending hours in front of a computer or smartphone can lead to physical health issues such as eye strain, neck and backpain, and obesity. Additionally, excessive screen time can disrupt sleep patterns, leading to fatigue and poor academic performance.Another challenge is the exposure to inappropriate content. The Internet is a vast repository of information, but not all of it is suitable for young people. They may come across explicit material, violence, or cyberbullying, which can have a detrimental effect on their mental health.To address these issues, parents and educators should implement several measures. Firstly, they should monitor and regulate the amount of time young people spend online, ensuring that it does not interfere with their physical health and academic responsibilities. Secondly, parents and educators should educate young people about the importance of digital literacy, teaching them how to critically evaluate the information they find online and how to identify and avoid inappropriate content. Finally, promoting healthy online habits, such as taking regular breaks from screens, can help mitigate the negative effects of excessive screen time.Questions:1.What is one of the primary physical health issues associated with excessive screen time for young people?A) Sleep disturbancesB) Eye strainC) CyberbullyingD) Obesity2.Which of the following is NOT mentioned as a potential negative effectof the Internet on young people?A) Disruption of sleep patternsB) CyberbullyingC) Improved academic performanceD) Exposure to inappropriate content3.What is the first measure mentioned in the passage that parents and educators should take to address the issue of excessive screen time?A) Promoting healthy online habitsB) Monitoring and regulating the amount of time spent onlineC) Educating young people about digital literacyD) Providing access to appropriate online content4.According to the passage, what is the role of digital literacy in mitigating the negative effects of the Internet on young people?A) It helps young people find suitable online content.B) It teaches young people how to critically evaluate the information they find online.C) It replaces traditional education methods with online resources.D) It ensures young people have access to the latest technology.5.The passage suggests that which of the following can help mitigate the negative effects of excessive screen time?A) Limiting the time spent onlineB) Providing access to inappropriate contentC) Encouraging continuous screen timeD) Ignoring the issue of screen timeAnswer:1.B) Eye strain2.C) Improved academic performance3.B) Monitoring and regulating the amount of time spent online4.B) It teaches young people how to critically evaluate the information they find online.5.A) Limiting the time spent online三、概况段落大意和补全句子(共10分)First QuestionRead the following passage and then summarize the main idea of each paragraph in your own words. Then complete the sentences that follow based on the information given in the passage.Passage:The role of technology in education has been a topic of discussion among educators and policymakers for many years. With the advent of the internet and digital devices, there is an increasing trend towards incorporating technology into the classroom as a tool to enhance learning. Proponents argue that technology can make learning more engaging and accessible, while critics express concerns over the potential for distraction and reduced social interaction amongstudents.On the other hand, technology offers unprecedented access to educational resources from around the world. Online platforms provide a wealth of information and opportunities for collaborative learning that were not previously available. This democratization of knowledge means that students no longer need to be physically present in a classroom to gain an education. However, it also raises questions about the quality and reliability of online content, prompting the need for critical evaluation skills among learners.Furthermore, there is evidence suggesting that digital tools can personalize the learning experience by adapting to individual student needs. Adaptive learning software can track student progress and offer tailored resources to help learners overcome specific challenges. Yet, this shift towards digital learning environments also highlights disparities in access to technology, particularly in underprivileged areas where students may lack the necessary hardware or internet connectivity.Finally, the integration of technology into education requires training for teachers who must adapt their teaching methods to incorporate new tools effectively. Professional development programs aimed at equipping educators with the necessary skills to leverage technology in the classroom are becoming essential. Without proper support, teachers may struggle to integrate these innovations successfully, which could hinder rather than help the learning process.Questions:1.Summarize the main point discussed in the first paragraph.Answer: The first paragraph discusses the growing trend of integrating technology into education and the differing viewpoints of supporters and critics regarding its impact on engagement and social interaction.2、Complete the sentence: Critics of technology in the classroom are concerned primarily about________and ________.Answer: Critics of technology in the classroom are concerned primarily about distraction and reduced social interaction.3、What does the second paragraph suggest about the impact of technology on access to education?Answer: The second paragraph suggests that technology provides unprecedented access to educational resources globally, making education less dependent on physical presence in a classroom but also raises concerns about the quality of online content and the need for critical evaluation skills.4、According to the passage, how can digital tools personalize learning experiences?Answer: According to the passage, digital tools can personalize learning experiences by adapting to individual student needs, tracking progress, and offering tailored resources to address specific challenges.5、Summarize the final point made in the last paragraph regarding teacher training.Answer: The final paragraph states that the successful integration of technologyin education requires adequate training for teachers, highlighting the necessity of professional development programs to support educators in adopting new tools effectively.第二题Passage:The rapid advancements in technology have significantly transformed the field of education, particularly in higher learning. E-learning platforms have become increasingly popular, offering flexibility and accessibility to students worldwide. One such platform is the Higher Education Self-study Examination (HESA), which allows individuals to pursue higher education without traditional classroom settings.The HESA program for English as a Second Language (ESL) is known as “English Two.” It is designed to enhance the language proficiency of students who wish to further their studies or career in English-speaking environments. The course covers a variety of topics, including grammar, vocabulary, reading comprehension, and writing skills.Questions:1、What is the primary purpose of the HESA program for English as a Second Language (ESL)?a)To provide in-person classroom education.b)To offer flexibility and accessibility for students worldwide.c)To restrict access to higher education.d)To promote traditional learning methods.Answer: b) To offer flexibility and accessibility for students worldwide.2、Which of the following is NOT a subject covered in the “English Two” course?a)Vocabulary.b)Reading comprehension.c)Math problems.d)Writing skills.Answer: c) Math problems.3、How does the HESA program differ from traditional higher education settings?a)It requires more classroom time.b)It is only available in certain geographical locations.c)It offers self-study opportunities without traditional classrooms.d)It has stricter admission requirements.Answer: c) It offers self-study opportunities without traditional classrooms.4、The passage mentions that the HESA program is beneficial for individuals who wish to:a)Attend in-person classes.b)Study at prestigious universities.c)Further their studies or career in English-speaking environments.d)Avoid learning English.Answer: c) Further their studies or career in English-speaking environments.5、What is the overall impact of technology on the field of education,according to the passage?a)It has diminished the value of traditional education.b)It has made education less accessible to a broader population.c)It has significantly transformed higher learning, especially through e-learningplatforms.d)It has had no significant impact on the education system.Answer: c) It has significantly transformed higher learning, especially through e-learning platforms.四、填空补文(共10分)Part IV: Cloze Test (20 points)Read the following passage and choose the best answer from the four choices marked A, B, C, and D to fill in each blank. Then mark the corresponding letter on your answer sheet with a single line through the center.The Internet has become an integral part of our daily lives, (1)_______the way we communicate, work, and entertain ourselves. It connects people across (2)_______distances, allowing them to share information, collaborate on projects, and form communities based on common interests. With the rise of social media platforms, the Internet has (3)_______transformed the way we interact with one another, giving us the ability to stay connected with friends and family no matter where they are in the world.However, this increased connectivity comes with its own set of challenges.Privacy concerns have grown as personal data is often collected and used by companies for (4)_______purposes. Additionally, there is the issue of misinformation, as false or misleading content can spread quickly online, potentially (5)_______public opinion and even influencing political processes.1.A) alteringB) changingC) modifyingD) transforming2.A) greatB) vastC) largeD) huge3.A) furtherB) moreC) additionallyD) likewise4.A) commercialB) businessC) economicD) financial5.A) shapingB) formingC) moldingD) affectingCorrect Answers:1.D) transforming2.B) vast3.A) further4.A) commercial5.D) affecting五、填词补文(共15分)第一题Please read the following passage and complete the blanks with the most suitable words from the given options below the passage.Passage:In the modern world, technology has become an indispensable part of our daily lives. From the moment we wake up to the time we go to bed, technology surrounds us. It has transformed the way we communicate, work, and even the way we entertain ourselves. One of the most significant advancements in technology is the internet, which has revolutionized the way we access information and connect with others.Options:A) connectB) transformC) accessD) entertainE) surroundF) accessG) communicateH) wake1、Technology has made it possible for us to________with people all over the world.2、In the past, information was limited and ________. Now, we can access it easily.3、The internet has________the way we share and exchange information.4、Technology________us in every aspect of our lives.5、We use technology to________ourselves during our leisure time.Answers:1、A) connect2、C) access3、B) transform4、E) surround5、D) entertainSecond QuestionRead the following passage carefully and choose the appropriate word to fill in each blank.The rapid development of technology has had a profound effect on modern education. (1)__________, the use of digital resources has become increasingly important for students to stay competitive in today’s society. Educators are now faced with the challenge of integrating these tools into their teaching methods while also ensuring that students can use them responsibly.(2)__________ is clear that the internet provides an almost unlimited amount of information, but it is up to both teachers and learners to filter out what is relevant and credible. Moreover, as more courses move online, accessibility to high-quality educational content has improved, making learning more (3)__________ than ever before. However, this shift towards e-learning also means that students must develop strong self-discipline skills to manage their time effectively and stay motivated. (4)__________ the benefits of digital learning, there are concerns about the potential for increased social isolation among students who primarily learn through screens rather than face-to-face interactions. Thus, it is crucial that educational institutions continue to find ways to balance (5)__________ learning experiences with the advantages of technology.Questions:1、The first blank could be filled with:A) ConsequentlyB) InterestinglyC) UnexpectedlyD) FortunatelyAnswer: A) Consequently2、The second blank could be filled with:A) ItB) ThereC) ThisD) ThatAnswer: A) It3、The third blank could be filled with:A) convenientB) challengingC) expensiveD) traditionalAnswer: A) convenient4、The fourth blank could be filled with:A) DespiteB) BeyondC) AmongD) BesidesAnswer: D) Besides5、The fifth blank could be filled with:A) virtualB) practicalC) theoreticalD) physicalAnswer: A) virtualThis example is designed to test vocabulary knowledge, comprehension skills, and the ability to maintain coherence within a paragraph. Please note that the answers provided are suggestions based on context clues and sentence structure.六、完型补文(共15分)第一题阅读内容:In recent years, the importance of lifelong learning has been increasingly recognized. As the world becomes more interconnected, the need for individuals to continuously update their skills and knowledge has never been greater. One effective way to achieve this is through self-study examinations, such as the National Self-study Examination for Higher Education (NSHE). This exam allows individuals to study at their own pace and convenience, making education more accessible to a wider audience.The NSHE consists of various subjects, including English. The second level of English, often referred to as “English Two,” is designed for students who have already completed basic English studies. The exam aims to assess the students’ ability to understand and use Engl ish in both written and spokenforms.In this passage, you will read a paragraph that has been broken into five sections. Each section contains a blank space that needs to be filled with the appropriate word from the list provided below. Choose the word that best fits each blank to complete the paragraph.List of Words:1.diverse2.proficient3.acquire4.adapt5.enhanceprehensive7.effectively8.participate9.significant10.utilizeParagraph:The NSHE English Two exam is a 1 way to 2one’s English lan guage skills. It covers a 3range of topics, including grammar, vocabulary, reading, writing, and listening. By 4 in the exam, students can 5 their understanding and usage of English, which is 6in today’s globalized world. The exam also 7candidates to 8 in the field of English language studies, providing them with valuableopportunities to 9 their knowledge and 10 their careers.Fill in the Blanks:1、_______2、_______3、_______4、_______5、_______Answers:1、effective2、acquire3、comprehensive4、participate5、enhance第二题Read the following passage and fill in each blank with one suitable word from the list provided below.The 1, 2, and 3 of the brain are crucial for processing language and understanding. The 4 is responsible for 5, while the 6 handles 7 and 8. The 9, on the other hand, is involved in 10.The 11 region, located at the back of the brain, is responsible for 12 and 13. It receives information from the eyes and ears and sends it to the 14 for further processing. The 15 is important for 16, 17, and 18.The 19 region, found on the left side of the brain, is the primary area for 20 and 21. It also plays a key role in 22, 23, and 24. The 25 region, located on the right side of the brain, is involved in 26, 27, and 28.List of words: 1. cerebrum, 2. cortex, 3. lobes, 4. frontal, 5. planning, 6. temporal, 7. memory, 8. speech, 9. occipital, 10. vision, 11. parietal, 12. sensory perception, 13. spatial awareness, 14. frontal lobe, 15. Broca’s area, 16. language production, 17. speech, 18. thou ght, 19. Wernicke’s area, 20. language comprehension, 21. understanding, 22. auditory processing, 23. reading, 24. writing, 25. angular gyrus, 26. non-verbal reasoning, 27. creativity, 28. imagination.Complete the passage with the appropriate words:1.__cerebrum__2.__cortex__3.__lobes__4.__frontal__5.__planning__6.__temporal__7.__memory__8.__speech__9.__occipital__10.__vision__11.__parietal__12.__sensory perception__13.__spatial awareness__14.__frontal lobe__15.__Broca’s area__16.__language production__17.__speech__18.__thought__19.__Wernicke’s area__20.__language comprehension__21.__understanding__22.__auditory processing__23.__reading__24.__writing__25.__angular gyrus__26.__non-verbal reasoning__27.__creativity__28.__imagination__Answers:1.cerebrum2.cortex3.lobes4.frontal5.planning6.temporal7.memory8.speech9.occipital10.vision11.parietal12.sensory perception13.spatial awareness14.frontal lobe15.Broca’s areanguage production17.speech18.thought19.Wernicke’s areanguage comprehension21.understanding22.auditory processing23.reading24.writing25.angular gyrus26.non-verbal reasoning27.creativity28.imagination七、写作(30分)Section VII: WritingTask:Write an essay of about 200 words on the following topic:Many people believe that it is more important to learn from others’ mistakes rather than from our own. Do you agree or disagree? Use specific reasons and examples to support your answer.Example:In my opinion, it is indeed more beneficial to learn from others’ mistakes rather than our own. This is because making mistakes can be costly, and we can save ourselves a lot of trouble by avoiding the same errors that others have made.For instance, consider a student who is preparing for an exam. If this student fails to study properly and, as a result, fails the exam, it will be a waste of time and resources. However, if this student learns from the mistakes of a friend who has already passed the exam, they can avoid making the same mistakes and increase their chances of success.Similarly, in the workplace, it is crucial to learn from the experiences of others. A new employee can save themselves a lot of time and frustration byfollowing the advice of a more experienced colleague. This way, they can avoid making costly mistakes and contribute more effectively to the company.In conclusion, I firmly believe that learning from others’ mistakes is a more effective way to gain knowledge and improve ourselves. By doing so, we can save ourselves time, resources, and potential frustration.Analysis:This essay clearly states the writer’s opinion from the outset, making it easy for the reader to follow. The essay provides specific reasons and examples to support the writer’s viewpoint. The example of a student preparing for an exam effectively illustrates the point about avoiding costly mistakes, and the workplace example further strengthens the argument.The essay demonstrates coherence and cohesion, with a clear structure and logical flow of ideas. The conclusion summarizes the main points and reinforces the writer’s position. Overall, this essay is a good example of how to effectively address the given writing prompt.。

深度强化学习在自动控制中的应用

深度强化学习在自动控制中的应用

深度强化学习在自动控制中的应用深度强化学习(Deep Reinforcement Learning)是机器学习中的一个重要方向,它与自动控制系统密切相关。

在自动控制系统中,需要根据反馈信号不断调整控制器的输出,使得系统能够按照预定的目标进行运动。

传统的控制方法是基于人工设计的规则或经验,而深度强化学习则通过让智能系统自主学习控制策略,使得控制效果更加优秀。

本篇文章将就深度强化学习在自动控制中的应用进行探讨,并介绍一些与其相关的技术和算法。

一、深度强化学习简介深度强化学习是指通过使用神经网络等“深度”技术来实现强化学习算法。

强化学习是指在动态环境中,智能系统根据外界的激励信号和自身状态的反馈,通过自主探索和经验积累,确定最佳的行动策略的一种机器学习方法。

深度强化学习对于自动控制系统的优化具有很大的潜力。

尤其是在复杂的环境中,传统的控制方法很难满足要求,而深度强化学习则可以通过不断优化控制算法,使得控制效果更加稳定和准确。

二、深度强化学习在自动控制中的应用1.智能机器人控制智能机器人控制是深度强化学习在自动控制中的一个重要应用。

通过利用深度强化学习算法,可以让机器人自主学习控制策略,从而实现更加智能化的控制。

例如,在智能机器人的路径规划和位置控制等方面,深度强化学习算法可以更加灵活地应用,并且可以对复杂的环境进行高效地建模。

2.能源管理深度强化学习还可以应用于能源管理中。

例如,在大型能源系统中,使用深度强化学习算法可以优化能源的使用效率,并且可以避免一些能源浪费的情况。

在废物资源回收利用领域,深度强化学习算法也可以根据不同的废物来源以及含量,确定最佳回收利用方案。

3.智能家居控制随着智能家居技术的发展,深度强化学习算法也逐渐开始应用于智能家居的控制中。

例如,智能家居可以通过深度强化学习算法来实现灯光、温度、湿度等设备的智能控制,从而提高家居的舒适性和安全性。

三、深度强化学习算法的优化深度强化学习算法虽然可以优化自动控制系统的效果,但是也存在一些问题。

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1 Introduction
Most of the work done in the last few years towards building Hierarchical Intelligent Machines (IM) 8] quite often mentions the need for a methodology of designing the IM and a measure of how successful the nal result is. An analytic design based on measures of performance recursively improved through feedback, assures some degree of certainty about the measurability and reliability of that design. The methodology intends to be su ciently general to encompass di erent types of architectures and applications. Despite this, the work described is developed within the framework of the Analytic Theory of Intelligent Machines developed by Saridis et al 9]. Previous results within this framework established a general architecture for the IM and detailed this architecture for the di erent levels. However, the ow
HIERARCHICAL REINFORCEMENT LEARNING AND DECISION MAKING FOR INTELLIGENT MACHINES
PEDRO LIMA, GEORGE SARIDIS Electrical, Computer and Systems Engineering Department Rensselaer Polytechnic Institute Troy, NY 12180-3590
ห้องสมุดไป่ตู้
The paper is organized as follows: after this introduction, section 2 de nes the hierarchical, goaloriented architecture assumed in the sequel and explains the corresponding decision making and learning algorithms, including the de nition of the cost function. Afterwards, section 3 describes the application to an Intelligent Robotic System, and section 4 presents preliminary conclusions and directions of future work.
of feedback through the hierarchy with the purpose of improving the overall performance by updating the decision making structure, has never been detailed for the complete hierarchy. Furthermore, even though the general goal is to decrease entropy at all levels, and reliability has been proposed as an equivalent measure of entropy before 5], neither cost has ever been included in the cost function, nor has a recursive estimate of reliability been considered. The present work proposes a methodology for performance improvement of Intelligent Machines based on Hierarchical Reinforcement Learning. Di erent options to accomplish a goal or a subgoal may be found at all levels of the IM: the Organization Level has to decide among di erent tasks capable of executing a given goal (command) sent to the machine; given the chosen task, composed by subgoals (events), the Coordination Level has to determine, for each event, the best among the set of primitive algorithms capable of solving each subgoal. A cost function is necessary to compare the di erent alternatives at each level. The proposed procedure recursively estimates a cost function combining reliability and computational cost of tasks, events and primitive algorithms. This approach has the advantage of providing a cost measure applicable to several di erent problems, since it is based on reliability (de ned as the probability that an algorithm will meet some set of speci cations in a given state of the environment) and complexity of a problem, i.e. minimum computational cost of the algorithm which solves the problem, here considered not only in terms of computation time (time-complexity) but also more general features such as memory and other resources usage (space-complexity). These are su ciently general measures in the sense that the success of any primitive algorithm (e.g. a controller, a sensor), event or task, can be measured by determining how reliable the algorithm is, while imposing some complexity constraint(s).
2 Hierarchical Reinforcement Learning and Decision Making
When dealing with large complex systems of different types, such as industrial processes or mobile robots, common questions are \how to measure performance?" and \how to improve the performance measure?". Usual performance measures are energy consumption and nal product quality for process industries, or whether the mission was accomplished or not for an autonomous mobile robot. However, these are measures pertaining to each system. Furthermore, it is very di cult, if not impossible, to relate these performance variations to the performance of the underlying subsystems, in order to learn how to improve performance. Here, we assume that each subsystem is designed to achieve its best possible performance, in the sense of not failing to meet its speci cations the maximum possible number of times, without using too many resources. Assuming a xed cost, in terms of resources consumption, if we can monitor whether a subsystem fails to meet its speci cations each time its service is required, then it is possible to learn along time the best subsystem among a set of pre-designed alternatives, for each subgoal. Overall, the best task which accomplishes the main goal, is chosen based on the performance of the subsystems composing the task. The approach provides a measure to compare di erent designs, which will be distinguished by the quality of the pre-designed algorithms and the way they are composed into tasks. It also provides the methodology to obtain convergence to the best possible solution given a design. Better designs will converge to smaller cost functions. Furthermore, it provides a simple way of improving performance through feedback, here consisting of success/failure signals only. The design process follows a bottom-up approach, where the alternative primitive algorithms capable of implementing the problem represented by an event and the di erent events feasible for a given command are pre-speci ed. Subsequently, the planning problem is to compose these events to form a task, as opposed
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