Volumen 5 (2015): Edición 1 (January 2015)

A protocol, called common driving notification protocol (CDNP), is proposed based on the classified driving behavior for intelligent autonomous vehicles, and it defines a standard with common messages and format for vehicles. The common standard format and definitions of CDNP packet make the autonomous vehicles have a common language to exchange more detail driving decision information of various driving situations, decrease the identification time for one vehicle to identify the driving decisions of other vehicles before or after those driving decisions are performed. The simulation tools, including NS- 3 and SUMO, are used to simulate the wireless data packet transmission and the vehicle mobility; the experiment results present that the proposed protocol, CDNP, can increase the reaction preparing time with maximum value 250 seconds, decrease the identification time and the average travel time. Prospectively, it is decided to implement the CDNP as a protocol stack in the Linux kernel to provide the basic protocol capability for real world transmission testing.

Modeling social interaction can be based on graphs. However most models lack the flexibility of including larger changes over time. The Barabási-Albert-model is a generative model which already offers mechanisms for adding nodes. We will extent this by presenting four methods for merging and five for dividing graphs based on the Barabási- Albert-model. Our algorithms were motivated by different real world scenarios and focus on preserving graph properties derived from these scenarios. With little alterations in the parameter estimation those algorithms can be used for other graph models as well. All algorithms were tested in multiple experiments using graphs based on the Barabási- Albert-model, an extended version of the Barabási-Albert-model by Holme and Kim, the Watts-Strogatz-model and the Erdős-Rényi-model. Furthermore we concluded that our algorithms are able to preserve different properties of graphs independently from the used model. To support the choice of algorithm, we created a guideline which highlights advantages and disadvantages of discussed methods and their possible use-cases.

With the growth of robot technology, robots that assist learning have attracted increasing attention. However, users tend to lose interest in educational-support robots. To solve this problem, we propose a model of emotional expression based on human-agent interaction studies. This model in which the agent autonomously expresses the user’s emotions establishes effective interactions between agents and humans. This paper examines the psychological effect of a robot that is operated by the model of emotional expressions and the role of this effect in prompting collaborative learning.

In this work, a class of neuro-computational classifiers are used for classification of fricative phonemes of Assamese language. Initially, a Recurrent Neural Network (RNN) based classifier is used for classification. Later, another neuro fuzzy classifier is used for classification. We have used two different feature sets for the work, one using the specific acoustic-phonetic characteristics and another temporal attributes using linear prediction cepstral coefficients (LPCC) and a Self Organizing Map (SOM). Here, we present the experimental details and performance difference obtained by replacing the RNN based classifier with an adaptive neuro fuzzy inference system (ANFIS) based block for both the feature sets to recognize Assamese fricative sounds.

We propose a mutual learning method using nonlinear perceptron within the framework of online learning and have analyzed its validity using computer simulations. Mutual learning involving three or more students is fundamentally different from the two-student case with regard to variety when selecting a student to act as the teacher. The proposed method consists of two learning steps: first, multiple students learn independently from a teacher, and second, the students learn from others through mutual learning. Results showed that the mean squared error could be improved even if the teacher had not taken part in the mutual learning.