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Reading is the process of taking in the sense or meaning of symbols, often specifically those of a written language, by means of sight or touch. [1] [2] [3] [4]For educators and researchers, reading is a multifaceted process involving such areas as word recognition, orthography (spelling), alphabetics, phonics, phonemic awareness, vocabulary, comprehension, fluency, and motivation.
Pattern recognition is the task of assigning a class to an observation based on patterns extracted from data. While similar, pattern recognition (PR) is not to be confused with pattern machines (PM) which may possess (PR) capabilities but their primary function is to distinguish and create emergent patterns.
In psychology and cognitive neuroscience, pattern recognition is a cognitive process that matches information from a stimulus with information retrieved from memory. [1]Pattern recognition occurs when information from the environment is received and entered into short-term memory, causing automatic activation of a specific content of long-term memory.
Word problem from the Līlāvatī (12th century), with its English translation and solution. In science education, a word problem is a mathematical exercise (such as in a textbook, worksheet, or exam) where significant background information on the problem is presented in ordinary language rather than in mathematical notation.
A very common type of prior knowledge in pattern recognition is the invariance of the class (or the output of the classifier) to a transformation of the input pattern. This type of knowledge is referred to as transformation-invariance. The mostly used transformations used in image recognition are: translation; rotation; skewing; scaling.
Typically, patterns are constructed from simpler sub-patterns in a hierarchical fashion. This helps divide the recognition task into easier subtasks of first identifying sub-patterns, and then the actual patterns. Structural methods provide descriptions of items, which may be useful in their own right.
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