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Hyunju Lee

Publications and source records attributed to Hyunju Lee.

22 records · Page 2Linked to original sources

Extracting Chemical-Protein Interactions via Calibrated Deep Neural Network and Self-training

The extraction of interactions between chemicals and proteins from several biomedical articles is important in many fields of biomedical research such as drug development and prediction of drug side effects. Several natural language processing methods, including deep neural network (DNN) models, have been applied to address this problem. However, these methods were trained with hard-labeled data, which tend to become over-confident, leading to degradation of the model reliability. To estimate the data uncertainty and improve the reliability, "calibration" techniques have been applied to deep learning models. In this study, to extract chemical--protein interactions, we propose a DNN-based approach incorporating uncertainty information and calibration techniques. Our model first encodes the input sequence using a pre-trained language-understanding model, following which it is trained using two calibration methods: mixup training and addition of a confidence penalty loss. Finally, the model is re-trained with augmented data that are extracted using the estimated uncertainties. Our approach has achieved state-of-the-art performance with regard to the Biocreative VI ChemProt task, while preserving higher calibration abilities than those of previous approaches. Furthermore, our approach also presents the possibilities of using uncertainty estimation for performance improvement.

cs.CL↗

Two Segmentation Methods for the Diagnosis of Malignant Melanoma

Automatic diagnosis of malignant melanoma highly depends on the segmentation methods used for the suspicious lesion. We suggest the parameter selection method (PSM) and maximum area method (MAM) for the segmentation of the lesion to be diagnosed. Herein, these segmentation methods are compared to a skin cancer expert's segmentation and three other conventional algorithms. The diagnosis of malignant melanoma based on the two suggested, three conventional, and expert's segmentation are compared with respect to sensitivity, specificity, and accuracy.

eess.IV↗

Using Astronomical Photographs to Investigate Misconceptions about Galaxies and Spectra: Question Development for Clicker Use

Many topics in introductory astronomy at the college or high-school level rely implicitly on using astronomical photographs and visual data in class. However, students bring many preconceptions to their understanding of these materials that ultimately lead to misconceptions, and research about students' interpretation of astronomical images has been scarcely conducted. In this study we probed college students' understanding of astronomical photographs and visual data about galaxies and spectra, and developed a set of concept questions based on their common misconceptions. The study was conducted mainly in three successive surveys: 1) open-ended questions looking for students' ideas and common misconceptions, 2) combined multiple-choice and open-ended questions seeking to explore student reasoning and to improve concept questions for clickers, and 3) a finalized version of the concept questions used to investigate the strength of each misconception among the students in introductory astronomy courses. This study reports on the procedures and the development of the concept questions with the investigated common misconceptions about galaxies and spectra. We also provide the set of developed questions for teachers and instructors seeking to implement in their classes for the purpose of formative assessment with the use of classroom response systems. These questions would help them recognize the gap between their teaching and students' understanding, and ultimately improve teaching of the concepts.

physics.ed-ph↗

Teacher Learning of Technology-Enhanced Formative Assessment

Technology-Enhanced Formative Assessment (TEFA) is a pedagogy for teaching with classroom response technology. Teacher Learning of TEFA is a five-year research project studying teacher change, in the context of an intensive professional development program designed to help science and mathematics teachers learn TEFA. First, we provide an overview of the project's participating teachers, its intervention (consisting of the technology, the pedagogy, and the professional development program), and its research design. Then, we present narratives describing the unfolding change process experienced by four teachers. Afterward, we present some preliminary findings of the research, describe a "model for the co-evolution of teacher and pedagogy" that we are developing, and identify general implications for professional development.

physics.ed-ph↗