Implicit Continuous User Authentication for Mobile Devices based on Deep Reinforcement Learning

The predominant method for smart phone accessing is confined to methods directing the authentication by means of Point-of-Entry that heavily depend on physiological biometrics like,fingerprint or face.Implicit continuous authentication initiating to be loftier to conventional authentication mechanisms by continuously confirming users’identities on continuing basis and mark the instant at which an illegitimate hacker grasps dominance of the session.However,divergent issues remain unaddressed.This research aims to investigate the power of Deep Reinforcement Learning technique to implicit continuous authentication for mobile devices using a method called,Gaussian Weighted Cauchy Kriging-based Continuous Czekanowski’s(GWCK-CC).First,a Gaussian Weighted Non-local Mean Filter Preprocessing model is applied for reducing the noise pre-sent in the raw input face images.Cauchy Kriging Regression function is employed to reduce the dimensionality.Finally,Continuous Czekanowski’s Clas-sification is utilized for proficient classification between the genuine user and attacker.By this way,the proposed GWCK-CC method achieves accurate authen-tication with minimum error rate and time.Experimental assessment of the pro-posed GWCK-CC method and existing methods are carried out with different factors by using UMDAA-02 Face Dataset.The results confirm that the proposed GWCK-CC method enhances authentication accuracy,by 9%,reduces the authen-tication time,and error rate by 44%,and 43%as compared to the existing methods.

Implicit Learning and Explicit Learning in Second Language Vocabulary Acquisition

Implicit and explicit learning strategies of SL vocabulary acquisition are summarized based on precious studies and experiments. It is concluded that implicit learning strategies dolittlehelpto SL vocabulary acquisition, but explicit learning strategies play a very important part in SL vocabulary acquisition. Besides, an assumption is proposed: the more obvious explicit learning is in vocabulary acquisition, the more words learners can acquire. It is hoped that this research has certain implications for SL learners and teaching.

Knowledge-enriched joint-learning model for implicit emotion cause extraction

Emotion cause extraction(ECE)task that aims at extracting potential trigger events of certain emotions has attracted extensive attention recently.However,current work neglects the implicit emotion expressed without any explicit emotional keywords,which appears more frequently in application scenarios.The lack of explicit emotion information makes it extremely hard to extract emotion causes only with the local context.Moreover,an entire event is usually across multiple clauses,while existing work merely extracts cause events at clause level and cannot effectively capture complete cause event information.To address these issues,the events are first redefined at the tuple level and a span-based tuple-level algorithm is proposed to extract events from different clauses.Based on it,a corpus for implicit emotion cause extraction that tries to extract causes of implicit emotions is constructed.The authors propose a knowledge-enriched jointlearning model of implicit emotion recognition and implicit emotion cause extraction tasks(KJ-IECE),which leverages commonsense knowledge from ConceptNet and NRC_VAD to better capture connections between emotion and corresponding cause events.Experiments on both implicit and explicit emotion cause extraction datasets demonstrate the effectiveness of the proposed model.

Implicit Learning and Explicit Learning in the Context of Teaching Chinese as a Foreign Language By Analyzing the Textbook Kuaile Hanyu

With the rising status of China in the world in the economic, political and cultural aspects, Teaching Chinese as a Foreign Language （TCFL） is becoming more and more prevalent across the world. Britain is the country where the Chinese is taught and learnt earlier than other Western countries. Take the students in Confucius Institute of Newcastle University in UK for example, due to the students＇ different backgrounds and also different ages and language foundations, whether the Chinese teaching materials can meet their motivations and needs is a problem worth further investigation by Chinese language teachers. Therefore, concerning the leamers＇ different ages and cognitive ability, this paper aims to analyze the textbook named Kuaile Hanyu （Happy Chinese） in terms of its advantages and disadvantages, in hope to evaluate whether it is appropriate to different learners and propose a few suggestions for the Chinese materials in the future. Simultaneously, fi＇om perspective of implicit learning and explicit learning, a tentative study is carried out on the influence of implicit and explicit leaming in TCFL context.

Study on Implicit and Explicit Learning Theory in English Grammar Teaching

The teachers use explicit learning in the traditional teaching of English grammar, which pays great attention to the master of grammar knowledge points. Nowadays, some English teachers excessively emphasize the importance of teaching grammar imperceptibly, but neglect to explain the rules of grammar. The diametrically isolation of implicit and explicit learning doesn＇t correspond with the English grammar teaching. So the teachers should combine the two learning styles in order to make the best use of them to teach English grammar.

The Influence of Implicit and Explicit Learning in English Education

It is very important to understand the differences and relationships between implicit learning and explicit learning no matter from the theoretical perspective or practical perspective. It would make the English teaching in China more feasible and effective if these two kinds of learning patterns could be combined appropriately. Seen from the theoretical perspective, the logical explanation to different achievements made by implicit learners and explicit learners gives a significant inspiration for English teaching. Seen from the practical perspective, even a little child can master the mother tongue quickly while an adult seems to find it more difficult to be proficient of another language. In this paper, the author makes a tentative study on the influence of implicit and explicit learning in English teaching. This is a meaningful topic whether for the teaching material editors, English teachers or to the learners themselves.

An efficient method for train-track-substructure dynamic interaction analysis by implicit-explicit integration and multi-time-step solution

In this work,a method is put forward to obtain the dynamic solution efficiently and accurately for a large-scale train-track-substructure(TTS)system.It is called implicit-explicit integration and multi-time-step solution method(abbreviated as mI-nE-MTS method).The TTS system is divided into train-track subsystem and substruc-ture subsystem.Considering that the root cause of low effi-ciency of obtaining TTS solution lies in solving the alge-braic equation of the substructures,the high-efficient Zhai method,an explicit integration scheme,can be introduced to avoid matrix inversion process.The train-track system is solved by implicitly Park method.Moreover,it is known that the requirement of time step size differs for different sub-systems,integration methods and structural frequency response characteristics.A multi-time-step solution is pro-posed,in which time step size for the train-track subsystem and the substructure subsystem can be arbitrarily chosen once satisfying stability and precision demand,namely the time spent for m implicit integral steps is equal to n explicit integral steps,i.e.,mI=nE as mentioned above.The numeri-cal examples show the accuracy,efficiency,and engineering practicality of the proposed method.

A Teaching Case of Subject Clause Based on Implicit Learning

The New English curriculum criteria suggest teaching English grammar based on the students’cognitive characteristics and emotional needs,helping them discover the rules and encouraging them to master the grammar by using it.But due to the limited time in a lesson,many English teachers adopt a simple approach to teach grammar,in which students are required to memorize the rules first and then practice a lot.This approach is effec-

An Article Review： Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses

This review discusses Nezakat-Alhossaini, Youhanaee, and Moinzadeh＇s research study entitled ＂Impact of Explicit Instruction on EFL Learners＇ Implicit and Explicit Knowledge： A Case of English Relative Clauses.＂ This study was chosen for evaluation because it strives to attach significance to explicit instruction in L2 acquisition, unlike other more recent research, which seeks to reinforce implicit instruction as it is viewed as the idealistic goal of language learning （Rebuschat ＆ William, 2009）. The present review will be developed by means of an evaluation of Alhossaini and her colleagues＇ study, consisting of a concise summary of the study, a classification of the philosophical perspective, the selection of criteria, and the strengths and weaknesses of the study. In this review, I hope that I succeed to broadly navigate the research enterprise, commencing with the philosophical perspective of research, such as the epistemological and ontological stances shaping the philosophical perspective and then colouring the research. By reviewing this study, I would also hope that I successfully evaluate the research quality by using appropriate criteria in an attempt to suggest potential directions for further research （under strengths and weaknesses of the study）.

Cultivation of English Language Sense:A Study from the Perspective of Implicit Learning in SLA

The concept of language sense has never failed to arouse interest among scholars in recent decades at home and abroad.Many scholars point out that language sense is an important competence which helps facilitate learning a language.It bears much connection with learners’acquisition of a language.Another concept,implicit learning,which is proved effective and has been applied in second language acquisition(SLA),is consistent with language sense in terms of its learning mechanism.In this sense,cultivation of English language sense can be theoretically supported by implicit learning and pedagogical implications can be derived accordingly.

Analysis on Output Teaching Mode of College English Based on Implicit Learning Theory

The application of language,to a great extant,requires learners to understand the inputted information quickly as well as automatically,and combine verbal fragments into meaningful outputted language. This type of spontaneous mechanism depends on the effective input of language and long-rang internalization of language structure,which helps to form the implicit knowledge in students' conceptual system,thus to realize the automatic use of language. Therefore,the article intends to combine implicit learning theory with the output teaching mode with a purpose of working out a practical teaching mode to enhance the teaching effect and college students' applied abilities to use English.

On Vocabulary Learning Mode—the Integration of Incidental Learning and Explicit Instructions

This article is mainly to review and comment on the article written by Sonbul, S.,& Schmitt, N.in 2009 which is con?cerned with the additional efficacy of putting explicit instruction as post process to incidental learning in obtaining vocabulary as well as testing the vocabulary knowledge of the form-meaning link at three different levels (meaning recognition, meaning recall, and meaning recognition).

Explicit Grammar Instruction in L2 Learners'Writing Development:Effective or Ineffective?

It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is.However,there are more than one factor to take into consideration while discussing which way is better for L2 learners.This short essay aims at depicting three respects concerning grammar teaching,namely learning context,language learners'beliefs and needs,and grammar instruction.When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners'writing development,they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students.

Explicit–Implicit Co-Simulation Techniques for Dynamic Responses of a Passenger Car on Arbitrary Road Surfaces

To study the durability of a passenger car, this work investigates numerical simulation techniques. The investigations are based on an explicit implicit approach in which substructure techniques are used to reduce the simulation time, allowing full vehicle dynamic analyses to be performed on a timescale that is dif cult or impossible with the conventional nite element model (FEM). The model used here includes all necessary nonlinearities in order to maintain accuracy. All key components of the car structure are modeled with deformable materials. Tire road interactions are modeled in the explicit package with contact-impact interfaces with arbitrary frictional and geometric properties. Key parameters of the responses of the car driven on six different kinds of test road surfaces are examined and compared with experimental values. It can be concluded that the explicit implicit co-simulation techniques used here are ef cient and accurate enough for engineering purposes. This paper also discusses the limitations of the proposed method and outlines possible improvements for future work.

The Correlation between Explicit Grammatical Knowledge,Implicit Grammatical Knowledge and Reading Comprehension Ability of Senior High School Students

The role of grammar in language teaching has always been the question that researchers debate.In recent years,grammar knowledge has been distinguished in the foreign language acquisition research,namely the implicit knowledge and the explicit knowledge(Dai Manchun 2005;Gu Qiyi 2005).As to the reaserch of implicit and explicit grammar knowledge as well as their measurement,it is easy to find that many scholars have studied the role of two different kinds of grammar knowledge in second language development.But the research on the role of implicit and explicit grammar knowledge in second language reading comprehension is too few,not to mention the research on the role of implicit and explicit grammar knowledge in English reading comprehension in the senior high school.The purpose of this study is to find the relationship between implicit and explicit grammatical knowledge and English reading comprehension ability of senior high school students.In addition,since the vocabulary is important to reading comprehension,this factor will also be considered in the study.

Alternating segment explicit-implicit scheme for nonlinear third-order KdV equation

A group of asymmetric difference schemes to approach the Korteweg-de Vries （KdV） equation is given here. According to such schemes, the full explicit difference scheme and the full implicit one, an alternating segment explicit-implicit difference scheme for solving the KdV equation is constructed. The scheme is linear unconditionally stable by the analysis of linearization procedure, and is used directly on the parallel computer. The numerical experiments show that the method has high accuracy.

An Analysis of the Relationship between Implicit and Explicit Knowledge——the Grammar Study

The discussions about cognition psychology in the field of second language acquisition(SLA) exert great influence on language teaching practice and theoretical research.Interface positions on the role of explicit and implicit knowledge in SLA have led to further exploration by different researchers.This paper,on the basis of previous studies,makes a brief review of the relation ship between implicit and explicit knowledge,focusing on the analysis of interface position and its role in grammar teaching and learning.

Explicit concomitance of implicit method to solve vibration equation

It has been proven that the implicit method used to solve the vibration equation can be transformed into an explicit method,which is called the concomitant explicit method.The constant acceleration method's concomitant explicit method was used as an example and is described in detail in this paper.The relationship between the implicit method and explicit method is defined,which provides some guidance about how to create a new explicit method that has high precision and computational efficiency.

Conscious, Explicit Memory, Implicit Memory, and Instincts as the Four-Component Mind for the Mental Origins of Psychotherapy and Personality

This paper proposes that conscious, explicit memory, implicit memory, and instincts constitute the four-component mind for the mental origins of psychotherapy and personality. The mental origin of the personality theories including the big five personality traits, the MBTI, the social style model, the Hofstede’s cultural dimensions, and the Schwartz’s theory of basic human values is from the unconscious instincts (the six social and three mental protective instincts). The three mental protective instincts that contain the three instinctive countermeasures against the three adversities are hyperactivity countermeasure against danger, phobia countermeasure against unfamiliarity-uncertainty, and comforter countermeasure against hardship. Each countermeasure is regulated (moderated) by a regulator to minimize overactive countermeasure as physical regulator to minimize overactive immunity in physical immune system. Severe adversities and ineffective regulators over-activate protective countermeasures to generate overactive countermeasures as overactive hyperactivity, overactive phobia, and overactive comforter, corresponding to dramatic-impulsive cluster, anxious-fearful cluster, and odd-eccentric cluster, respectively for personality-mental disorders in the DSM-5. Such disordered behavioral habits are stored in unconscious implicit memory which generates disordered thought patterns in pre-conscious explicit memory. For psychotherapy, cognitive behavioral therapy (CBT) normalizes disordered thought patterns in explicit memory to normalize disordered behavioral habit memory in implicit memory through the repetitive training in normalizing thought patterns, feelings, and behaviors. For psychotherapy, mindfulness meditation strengthens conscious attention (working memory) to normalize disordered behavioral habit memory through the repetitive training in directing conscious attention to the breath or body. In conclusion, the mental origin of personality-mental disorders is from the overactive mental protective instincts. The mental origin of psychotherapy is from therapeutic implicit memory and conscious attention for CBT and mindfulness meditation, respectively. The mental origin of personality is from the unconscious instincts. Therefore, the four-component mind of conscious, explicit memory, implicit memory, and instincts explains the origin, the storage, and the normalization of personality-mental disorders for psychotherapy, and provides the mental origin of personality.

Pathogenicity characterization with implicit and explicit molecular dynamics simulation

The contribution of water molecules in molecular dynamics simulation (MDS) is unquestionably high, particularly for enzymatic interaction which occurred in the cytoplasmic environment. The addition of water molecules to the system will surely influence different direct interaction between active site residues and substrate. We try to theoretically investigate to what extent the pathogenicity characterization will varies in different neuraminidase-sialic acid complex systems. The heating dynamics simulations were produced with and without TIP3P water molecules. The periodic boundary system was made for explicitly added TIP3P water molecules and generalized born molecular volume (GBMV) energy contribution was added for implicit solvent system. Both complexes, neuraminidasesialic acid of A/Tokyo/3/67 and A/Pennsylvania/10218/ 84, which have a different pathogenicity levels were minimized and simulated. The result shows more residues produced hydrogen bonds with substrate when water molecules were not added to the system. The binding free energies also show differences. Overall, even the values of energy differences, but an implicit solvent provides the similar result (HPAI complex has higher activity than LPAI for both systems) in characterization of pathogenic virus neuraminidase activity.