familiar dynamic rational expectations theories to suggest that it might be useful and practical, while the implications for policy are different enough to be interesting.

rate to schoolchildren. LSA uses no prior linguistic or perceptual similarity knowledge; it is based solely on a general mathematical learning method that achieves powerful inductive effects by extracting the right number of dimensions (e.g., 300) to represent objects and contexts. Relations to other

this paper, we will describe a simple rule-based approach to automated learning of linguistic knowledge. This approach has been shown for a number of tasks to capture information in a clearer and more direct fashion without a compromise in performance. We present a detailed case study

are the integrated use of linguistic and structural matching, context-dependent matching of shared types, and a bias toward leaf structure where much of the schema content resides. After describing our algorithm, we present experimental results that compare Cupid to two other schema matching systems.

, economics, linguistics, and psychology. A key insight of the framework presented here is that coordination can be seen as the process of managing dependencies among activities. Further progress, therefore, should be possible by characterizing different kinds of dependencies and identifying the coordination

and uses the methodology of understanding-by-building to learn from the environment and adapt to statistical variations in the input stimuli, with two primary objectives in mind: • highly reliable communication whenever and wherever needed; • efficient utilization of the radio spectrum. Following

that are predominantly or exclusively visual in function, plus an additional 7 areas that we regard as visual-association areas on the basis of their extensive visual inputs. A total of 305 connections among these 32 visual and

The transformation of society through broad-based

Abstract not found

We develop a connectionist approach to processing in quasi-regular domains, as exemplified by English word reading. A consideration of the shortcomings of a previous implementation (Seidenberg & McClelland, 1989, Psych. Rev.) in reading nonwords leads to the development of orthographic and phonological representations that capture better the relevant structure among the written and spoken forms of words. In a number of simulation experiments, networks using the new representations learn to read both regular and exception words, including low-frequency exception words, and yet are still able to read pronounceable nonwords as well as skilled readers. A mathematical analysis of the effects of word frequency and spelling-sound consistency in a related but simpler system serves to clarify the close relationship of these factors in influencing naming latencies. These insights are verified in subsequent simulations, including an attractor network that reproduces the naming latency data directly in its time to settle on a response. Further analyses of the network's ability to reproduce data on impaired reading in surface dyslexia support a view of the reading system that incorporates a graded division-of-labor between semantic and phonological processes. Such a view is consistent with the more general Seidenberg and McClelland framework and has some similarities with---but also important differences from---the standard dual-route account.