Difference between revisions of "Framenet - RTE Users"
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| − | {|class="wikitable sortable" cellpadding="3" cellspacing="0" border="1 | + | {|class="wikitable sortable" cellpadding="3" cellspacing="0" border="1" |
|- bgcolor="#CDCDCD" | |- bgcolor="#CDCDCD" | ||
| − | ! nowrap="nowrap"|Participants | + | ! nowrap="nowrap"|Participants* |
! nowrap="nowrap"|Campaign | ! nowrap="nowrap"|Campaign | ||
! nowrap="nowrap"|Version | ! nowrap="nowrap"|Version | ||
! nowrap="nowrap"|Specific usage description | ! nowrap="nowrap"|Specific usage description | ||
| − | ! nowrap="nowrap"| | + | ! nowrap="nowrap"|Evaluations / Comments |
| + | |||
|- bgcolor="#ECECEC" align="left" | |- bgcolor="#ECECEC" align="left" | ||
| − | | | + | | DLSIUAES |
| − | | | + | | RTE5 |
| + | | | ||
| + | | Frame-to-frame similarity metric. Used in combination with Wordnet. | ||
| + | | Ablation test performed (WordNet+Framenet). Positive impact on two-way run: +1.16% accuracy. Negative impact on three-way run: -0.17% (the same for two-way derived). | ||
| + | |||
| + | |- bgcolor="#ECECEC" align="left" | ||
| + | | UB.dmirg | ||
| + | | RTE5 | ||
| | | | ||
| − | | | + | | If two lexical items are covered in a single FrameNet frame, then the two items are treated as semantically related. The two verbs ''fly'' and ''pace'', for instance, are covered in (inherited from) the same FrameNet frame ''Self_motion''; therefore, we assume that these two verbs are semantically interchangeable. |
| − | | | + | | Two ablation tests performed. The first for Framenet alone, the second for both WordNet and Framenet. Null impact of the resource(s) on two-way task for both ablations. |
| + | |||
|- bgcolor="#ECECEC" align="left" | |- bgcolor="#ECECEC" align="left" | ||
| DLSIUAES | | DLSIUAES | ||
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| ''Data taken from the RTE4 proceedings. Participants are recommended to add further information.'' | | ''Data taken from the RTE4 proceedings. Participants are recommended to add further information.'' | ||
| + | |||
| + | |- bgcolor="#ECECEC" align="left" | ||
| + | | VENSES | ||
| + | | RTE3 | ||
| + | | | ||
| + | | Verb subcategorization | ||
| + | | No evaluation of the resource | ||
| + | |||
|- bgcolor="#ECECEC" align="left" | |- bgcolor="#ECECEC" align="left" | ||
| ''New user'' | | ''New user'' | ||
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{|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: | + | ! align="left"|Total: 4 |
|} | |} | ||
<br> | <br> | ||
| + | |||
| + | [*] For further information about participants, click here: [[RTE Challenges - Data about participants]] | ||
| + | |||
Return to [[RTE Knowledge Resources]] | Return to [[RTE Knowledge Resources]] | ||
Latest revision as of 05:19, 22 December 2009
| Participants* | Campaign | Version | Specific usage description | Evaluations / Comments |
|---|---|---|---|---|
| DLSIUAES | RTE5 | Frame-to-frame similarity metric. Used in combination with Wordnet. | Ablation test performed (WordNet+Framenet). Positive impact on two-way run: +1.16% accuracy. Negative impact on three-way run: -0.17% (the same for two-way derived). | |
| UB.dmirg | RTE5 | If two lexical items are covered in a single FrameNet frame, then the two items are treated as semantically related. The two verbs fly and pace, for instance, are covered in (inherited from) the same FrameNet frame Self_motion; therefore, we assume that these two verbs are semantically interchangeable. | Two ablation tests performed. The first for Framenet alone, the second for both WordNet and Framenet. Null impact of the resource(s) on two-way task for both ablations. | |
| DLSIUAES | RTE4 | Data taken from the RTE4 proceedings. Participants are recommended to add further information. | ||
| VENSES | RTE3 | Verb subcategorization | No evaluation of the resource | |
| New user | Participants are encouraged to contribute. |
| Total: 4 |
|---|
[*] For further information about participants, click here: RTE Challenges - Data about participants
Return to RTE Knowledge Resources