Difference between revisions of "Acronym Guide - RTE Users"

From ACL Wiki
Jump to navigation Jump to search
m
m
Line 1: Line 1:
 
When not otherwise specified, the data about version, usage and evaluation of the resource have been provided by participants themselves.<br>
 
When not otherwise specified, the data about version, usage and evaluation of the resource have been provided by participants themselves.<br>
 
<br />
 
<br />
{|class="wikitable sortable" cellpadding="3" cellspacing="0" border="1" style="margin-left: 20px;"
+
{|class="wikitable sortable" cellpadding="3" cellspacing="0" border="1"  
 
|- bgcolor="#CDCDCD"
 
|- bgcolor="#CDCDCD"
 
! nowrap="nowrap"|Participants*
 
! nowrap="nowrap"|Participants*
Line 39: Line 39:
 
{|class="wikitable" cellpadding="3" cellspacing="0" border="0" style="margin-left: 20px;"
 
{|class="wikitable" cellpadding="3" cellspacing="0" border="0" style="margin-left: 20px;"
 
|-
 
|-
! align="left"|Total: 1
+
! align="left"|Total: 3
 
|}
 
|}
 
<br>
 
<br>

Revision as of 09:51, 21 December 2009

When not otherwise specified, the data about version, usage and evaluation of the resource have been provided by participants themselves.

Participants* Campaign Version Specific usage description Evaluations / Comments
Siel_09 RTE5 The acronyms are expanded using the acronym database, so the acronyms are also matched with the expanded acronyms, and entailment is predicted accordingly. Ex: UK United Kingdom Ablation test performed. Null impact of the resource both on two-way and on three-way task.
UAIC RTE5 Acronym resolution. The resource has been expanded by a rule that consider for expressions like Xaaaa Ybbbb Zcccc the acronym XYZ, regardless of length of text with this form Ablation test performed. Positive impact of the acronym module: +0.17% on two-way, +0.16% on three-way task.
UAIC RTE4 Data taken from the RTE4 proceedings. Participants are recommended to add further information.
New user Participants are encouraged to contribute.
Total: 3


[*] For further information about participants, click here: RTE Challenges - Data about participants

   Return to RTE Knowledge Resources