Sentence examples for incomplete learning from inspiring English sources

Undersupply with feed due to incomplete learning is prevented by the training routines without manual intervention by controlling automatically the proportion of operant and Pavlovian conditioning.

These deviations may result from incomplete learning of the optimal SAT.

Thus, incomplete learning in the initial training period should be reflected equally in all of these trials.

An incomplete learning of the association may also help explain the activity of the other monkey, where the percentages are less lopsided.

As a result, incomplete learning should lead to near-optimal bounds along directions having a steep gradient, but large deviations from the optimal bound settings along directions having shallow gradients.

The Incomplete group learning rate is intermediate between those of the Cortex+Nucleus and other groups and does not differ significantly from them (Dunn's post hoc test, all comparisons P>0.05).

To test the incomplete-learning hypothesis, we assumed that subjects adjusted their strategy in small steps by using gradient-based information about how the reward rate changed in the local neighborhood of the currently chosen bounds.

As Fox may (or may not) be learning, using incomplete data to make sweeping observations may do his cause more harm than good.

To solve the problem of learning from incomplete data, we propose an algorithm called Iterative Thresholding and K residual Means for Masked data (ITKrMM).

We report 26 individuals from ten unrelated families who exhibit variable expression and/or incomplete penetrance of epilepsy, learning difficulties, intellectual disabilities, and/or neurobehavioral abnormalities as a result of a heterozygous microdeletion distally adjacent to the Williams-Beuren syndrome region on chromosome 7q11.23.

However, a truly challenging exercise, that provides the greatest opportunities for learning, should provide incomplete information, conflicting aspects, gaps in the situation description, ambiguous information, and unknowns; all creating an environment where participants are asking questions, not just finding solutions (Paton and Auld 2006).