skip to main content

Title: Functions of Essential Genes and a Scale-Free Protein Interaction Network Revealed by Structure-Based Function and Interaction Prediction for a Minimal Genome
; ; ; ; ;
Award ID(s):
1901191 2030790 2025426
Publication Date:
Journal Name:
Journal of Proteome Research
Page Range or eLocation-ID:
1178 to 1189
Sponsoring Org:
National Science Foundation
More Like this
  1. In this demo we present IRIS, an open-source framework that provides a set of simple and modular document operators that can be combined in various ways to create more interesting and advanced functionality otherwise unavailable during most information search sessions. Those functionalities include summarization, ranking, filtering and query. The goal is to support users looking for, collecting, and synthesizing information. The system is also easily extendable, allowing for customized functionality for users during information sessions and researchers studying higher levels of abstraction for information retrieval. The demo shows the front end interactions using a browser plug-in that offers new interactions with documents during search sessions, as well as the back-end components driving the system.
  2. Prior work in affect-aware educational robots has often relied on a common belief that the relationship between student affect and learning is independent of agent behaviors (child’s/robot’s) or unidirectional (positive/negative but not both) throughout the entire student-robot interaction.We argue that the student affect-learning relationship should be interpreted in two contexts: (1) social learning paradigm and (2) sub-events within child-robot interaction. In our paper, we examine two different social learning paradigms where children interact with a robot that acts either as a tutor or a tutee. Sub-events within child-robot interaction are defined as task-related events occurring in specific phases of an interaction (e.g., when the child/robot gets a wrong answer). We examine subevents at a macro level (entire interaction) and a micro level (within specific sub-events). In this paper, we provide an in-depth correlation analysis of children’s facial affect and vocabulary learning. We found that children’s affective displays became more predictive of their vocabulary learning when children interacted with a tutee robot who did not scaffold their learning. Additionally, children’s affect displayed during micro-level events was more predictive of their learning than during macro-level events. Last, we found that the affect-learning relationship is not unidirectional, but rather is modulated by context,more »i.e., several affective states facilitated student learning when displayed in some sub-events but inhibited learning when displayed in others. These findings indicate that both social learning paradigm and sub-events within interaction modulate student affect-learning relationship.« less