University of Rochester

About: University of Rochester is a education organization based out in Rochester, New York, United States. It is known for research contribution in the topics: Population & Laser. The organization has 63915 authors who have published 112762 publications receiving 5484122 citations. The organization is also known as: Rochester University.

Predicting Chemotherapy Toxicity in Older Adults With Cancer: A Prospective Multicenter Study

Abstract: Purpose Older adults are vulnerable to chemotherapy toxicity; however, there are limited data to identify those at risk. The goals of this study are to identify risk factors for chemotherapy toxicity in older adults and develop a risk stratification schema for chemotherapy toxicity. Patients and Methods Patients age 65 years with cancer from seven institutions completed a prechemotherapy assessment that captured sociodemographics, tumor/treatment variables, laboratory test results, and geriatric assessment variables (function, comorbidity, cognition, psychological state, social activity/support, and nutritional status). Patients were followed through the chemotherapy course to capture grade 3 (severe), grade 4 (life-threatening or disabling), and grade 5 (death) as defined by the National Cancer Institute Common Terminology Criteria for Adverse Events. Results In total, 500 patients with a mean age of 73 years (range, 65 to 91 years) with stage I to IV lung (29%), GI (27%), gynecologic (17%), breast (11%), genitourinary (10%), or other (6%) cancer joined this prospective study. Grade 3 to 5 toxicity occurred in 53% of the patients (39% grade 3, 12% grade 4, 2% grade 5). A predictive model for grade 3 to 5 toxicity was developed that consisted of geriatric assessment variables, laboratory test values, and patient, tumor, and treatment characteristics. A scoring system in which the median risk score was 7 (range, 0 to 19) and risk stratification schema (risk score: percent incidence of grade 3 to 5 toxicity) identified older adults at low (0 to 5 points; 30%), intermediate (6 to 9 points; 52%), or high risk (10 to 19 points; 83%) of chemotherapy toxicity (P .001).

Image Captioning with Semantic Attention

Abstract: Automatically generating a natural language description of an image has attracted interests recently both because of its importance in practical applications and because it connects two major artificial intelligence fields: computer vision and natural language processing. Existing approaches are either top-down, which start from a gist of an image and convert it into words, or bottom-up, which come up with words describing various aspects of an image and then combine them. In this paper, we propose a new algorithm that combines both approaches through a model of semantic attention. Our algorithm learns to selectively attend to semantic concept proposals and fuse them into hidden states and outputs of recurrent neural networks. The selection and fusion form a feedback connecting the top-down and bottom-up computation. We evaluate our algorithm on two public benchmarks: Microsoft COCO and Flickr30K. Experimental results show that our algorithm significantly outperforms the state-of-the-art approaches consistently across different evaluation metrics.

Egocentrism in adolescence

Abstract: This paper describes the different forms of egocentrism characteristic of each of the major stages of cognitive growth outlined by Piaget Particular attention is paid to the egocentrism of adolescence which is here described as the failure to differentiate between the cognitive concerns of others and those of the self This adolescent egocentrism is said to give rise to 2 mental constructions, the imaginary audience and the personal fable, which help to account for certain forms of adolescent behavior and experience These considerations suggest, it is concluded, that the cognitive structures peculiar to a given age period can provide insights with respect to the personality characteristics of that age level

Autonomy in children's learning: An experimental and individual difference investigation.

Abstract: Ninety-one fifth-grade children participated in a study that assessed the effects of motivationally relevant conditions and individual differences on emotional experience and performance on a learning task. Two directed-learning conditions, one controlling and one noncontrolling, were contrasted with each other and with a third nondirected, spontaneous-learning context. Both directed sets resulted in greater rote learning compared with the nondirected-learning condition. However, both the nondirected and the noncontrolling directed-learning sets resulted in greater interest and conceptual learning compared with the controlling set, presumably because they were more conducive to autonomy or an internal perceived locus of causality. Furthermore, children in the controlling condition experienced more pressure and evidenced a greater deterioration in rote learning over an 8-(+/- 1) day follow-up. Individual differences in children's autonomy for school-related activities as measured by the Self-Regulation Questionnaire (Connell & Ryan, 1985) also related to outcomes, with more self-determined styles predicting greater conceptual learning. Results are discussed in terms of the role of autonomy in learning and development and the issue of directed versus nondirected learning.