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Debasis?GangulyEmail authorView author&#;s OrcID profile Gareth?J.?F.?Jones Aarón?Ramírez-de-la-Cruz Gabriela?Ramírez-de-la-Rosa Esaú?Villatoro-Tello 《Information Retrieval》2018,21(1):1-23
Automatic detection of source code plagiarism is an important research field for both the commercial software industry and within the research community. Existing methods of plagiarism detection primarily involve exhaustive pairwise document comparison, which does not scale well for large software collections. To achieve scalability, we approach the problem from an information retrieval (IR) perspective. We retrieve a ranked list of candidate documents in response to a pseudo-query representation constructed from each source code document in the collection. The challenge in source code document retrieval is that the standard bag-of-words (BoW) representation model for such documents is likely to result in many false positives being retrieved, because of the use of identical programming language specific constructs and keywords. To address this problem, we make use of an abstract syntax tree (AST) representation of the source code documents. While the IR approach is efficient, it is essentially unsupervised in nature. To further improve its effectiveness, we apply a supervised classifier (pre-trained with features extracted from sample plagiarized source code pairs) on the top ranked retrieved documents. We report experiments on the SOCO-2014 dataset comprising 12K Java source files with almost 1M lines of code. Our experiments confirm that the AST based approach produces significantly better retrieval effectiveness than a standard BoW representation, i.e., the AST based approach is able to identify a higher number of plagiarized source code documents at top ranks in response to a query source code document. The supervised classifier, trained on features extracted from sample plagiarized source code pairs, is shown to effectively filter and thus further improve the ranked list of retrieved candidate plagiarized documents. 相似文献
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PÁID MCGEE 《欧洲特需教育杂志》2013,28(1):48-64
ABSTRACT Special education in Ireland can be understood only against the background of the general system of education which is briefly described at the beginning of this article. While some special provision dates back to the nineteenth century the great expansion of services has happened in the past 30 years. The form of provision reflects the characteristics of the general system. Ireland has no legislation governing special education and the future is not easy to read just now. 相似文献
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The starting point for this study is the importance of linguistic competence in deaf students as part of their process of socialization and the formation of their self-concept. With the 56 deaf students who participated in the research, we consider the following sociodemographic variables: age, sex and degree of hearing loss, and the educational factor with respect to the mode of mainstream schooling. Self-concept was explored using the Spanish version of the Self Development Questionnaire (SDQ; I. Elexpuru, 1992) and the TST-Who Am I? test, adapted from M. H. Kuhn and T. S. McPartland (1954). To obtain the data for conversational competence, a conversation was held with a hearing adult. An explanation is given of the criteria for pragmatic analysis. The main results highlight the relationship between positive self-concept and most aspects of conversational competence. The study concludes with pedagogical procedures for integration, including specific strategies for teaching conversational skills to deaf pupils through nondeaf pupils and vice versa. 相似文献
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Lena Pareto Magnus Haake Paulina Lindstr?m Bj?rn Sj?dén Agneta Gulz 《Educational technology research and development : ETR & D》2012,60(5):723-751
This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7?weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p?<?0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students?? confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game. 相似文献
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Peter?VamplewEmail authorView author&#;s OrcID profile Richard?Dazeley Cameron?Foale Sally?Firmin Jane?Mummery 《Ethics and Information Technology》2018,20(1):27-40
As the capabilities of artificial intelligence (AI) systems improve, it becomes important to constrain their actions to ensure their behaviour remains beneficial to humanity. A variety of ethical, legal and safety-based frameworks have been proposed as a basis for designing these constraints. Despite their variations, these frameworks share the common characteristic that decision-making must consider multiple potentially conflicting factors. We demonstrate that these alignment frameworks can be represented as utility functions, but that the widely used Maximum Expected Utility (MEU) paradigm provides insufficient support for such multiobjective decision-making. We show that a Multiobjective Maximum Expected Utility paradigm based on the combination of vector utilities and non-linear action–selection can overcome many of the issues which limit MEU’s effectiveness in implementing aligned AI. We examine existing approaches to multiobjective AI, and identify how these can contribute to the development of human-aligned intelligent agents. 相似文献
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