metadata
task:
type: text2text generation
name: scientific abstract simplification
tags:
- translation
license: mit
metrics:
- sacrebleu
- BERT_score
inference:
parameters:
top_p: 0.9
do_sample: true
max_length: 512
repetition_penalty: 1.2
widget:
- text: >-
The COVID-19 pandemic presented enormous data challenges in the United
States. Policy makers, epidemiological modelers, and health researchers
all require up-to-date data on the pandemic and relevant public behavior,
ideally at fine spatial and temporal resolution. The COVIDcast API is our
attempt to fill this need: Operational since April 2020, it provides open
access to both traditional public health surveillance signals (cases,
deaths, and hospitalizations) and many auxiliary indicators of COVID-19
activity, such as signals extracted from deidentified medical claims data,
massive online surveys, cell phone mobility data, and internet search
trends. These are available at a fine geographic resolution (mostly at the
county level) and are updated daily. The COVIDcast API also tracks all
revisions to historical data, allowing modelers to account for the
frequent revisions and backfill that are common for many public health
data sources. All of the data are available in a common format through the
API and accompanying R and Python software packages. This paper describes
the data sources and signals, and provides examples demonstrating that the
auxiliary signals in the COVIDcast API present information relevant to
tracking COVID activity, augmenting traditional public health reporting
and empowering research and decision-making.
- text: >-
One of the most thrilling cultural experiences is to hear live
symphony-orchestra music build up from a whispering passage to a
monumental fortissimo. The impact of such a crescendo has been thought to
depend only on the musicians’ skill, but here we show that interactions
between the concert-hall acoustics and listeners’ hearing also play a
major role in musical dynamics. These interactions contribute to the
shoebox-type concert hall’s established success, but little prior research
has been devoted to dynamic expression in this three-part transmission
chain as a complete system. More forceful orchestral playing
disproportionately excites high frequency harmonics more than those near
the note’s fundamental. This effect results in not only more sound energy,
but also a different tone color. The concert hall transmits this sound,
and the room geometry defines from which directions acoustic reflections
arrive at the listener. Binaural directional hearing emphasizes high
frequencies more when sound arrives from the sides of the head rather than
from the median plane. Simultaneously, these same frequencies are
emphasized by higher orchestral-playing dynamics. When the room geometry
provides reflections from these directions, the perceived dynamic range is
enhanced. Current room-acoustic evaluation methods assume linear behavior
and thus neglect this effect. The hypothesis presented here is that the
auditory excitation by reflections is emphasized with an orchestra forte
most in concert halls with strong lateral reflections. The enhanced
dynamic range provides an explanation for the success of rectangularly
shaped concert-hall geometry.
- text: >-
Children in industrialized cultures typically succeed on Give-N, a test of
counting ability, by age 4. On the other hand, counting appears to be
learned much later in the Tsimane’, an indigenous group in the Bolivian
Amazon. This study tests three hypotheses for what may cause this
difference in timing: (a) Tsimane’ children may be shy in providing
behavioral responses to number tasks, (b) Tsimane’ children may not
memorize the verbal list of number words early in acquisition, and/or (c)
home environments may not support mathematical learning in the same way as
in US samples, leading Tsimane’ children to primarily acquire mathematics
through formalized schooling. Our results suggest that most of our
subjects are not inhibited by shyness in responding to experimental tasks.
We also find that Tsimane’ children (N = 100, ages 4-11) learn the verbal
list later than US children, but even upon acquiring this list, still take
time to pass Give-N tasks. We find that performance in counting varies
across tasks and is related to formal schooling. These results highlight
the importance of formal education, including instruction in the count
list, in learning the meanings of the number words.
Scientific Abstract Simplification
Please find a scientific abstract you feel hard to read and see how our AI simplifies it into accessible language. The training schedule, used corpora, and configurations are to come.
Scientific Abstract Simplification-baseline model is brought to you by the LEADING TL;DR Team.