Efficient recovery of group-sparse signals with truncated and reweighted l2,1-regularization

来源 :Journal of Systems Engineering and Electronics | 被引量 : 0次 | 上传用户:ztcld2003
下载到本地 , 更方便阅读
声明 : 本文档内容版权归属内容提供方 , 如果您对本文有版权争议 , 可与客服联系进行内容授权或下架
论文部分内容阅读
The l_(2,1)-norm regularization can efficiently recover group-sparse signals whose non-zero coefficients occur in a few groups. It is well known that the l_(2,1)-norm regularization based on the classic alternating direction method shows strong stability and robustness in many applications. However, the l_(2,1)-norm regularization requires more measurements. In order to recover groupsparse signals with a better sparsity-measurement tradeoff, the truncated l_(2,1)-norm regularization and reweighted l_(2,1)-norm regularization are proposed for the recovery of group-sparse signals based on the iterative support detection. The proposed algorithms are tested and compared with the l_(2,1)-norm model on a series of synthetic signals and the Shepp-Logan phantom. Experimental results demonstrate the performance of the proposed algorithms,especially at a low sample rate and high sparsity level. The l_ (2,1) -norm regularization can efficiently recover group-sparse signals whose non-zero coefficients occur in a few groups. It is well known that the l_ (2,1) -norm regularization based on the classical alternating direction method However, the l_ (2,1) -norm regularization requires more measurements. In order to recover groupsparse signals with a better sparsity-measurement tradeoff, the truncated l_ (2,1) -norm regularization and reweighted l_ (2,1) -norm regularization are proposed for the recovery of group-sparse signals based on the iterative support detection. The proposed algorithms are tested and compared with the l_ (2,1) -norm model on a series of synthetic signals and the Shepp-Logan phantom. Experimental results demonstrate the performance of the proposed algorithms, especially at a low sample rate and high sparsity level.
其他文献
在课堂上让学生有效学习,在教学中做到事半功倍,这是每个教师都想追求的,但是影响教学效能的因素有很多种,诸如教师的专业知识、教学能力以及学生的原有基础、学习能力和学习态度,还有教材的内容与结构方式等,学生我们无法选择,只能更多更严格地强调教师的主导作用。    一、正确的教学理念    在教学过程中,我们教师必须明确,自己不是操作者、主宰者,而是引导者。引导学生成为学习的主体,所以要充分相信学生,全
实训基地建设是职业教育内涵建设的重要内容.高水平示范性实训基地的实施,构筑了实践教学训练的平台,增加了学习者实践动手和创新创造的机会,是职业教育改革创新的重要举措之
为探究吕家坨井田地质构造格局,根据钻孔勘探资料,采用分形理论和趋势面分析方法,研究了井田7
为探究吕家坨井田地质构造格局,根据钻孔勘探资料,采用分形理论和趋势面分析方法,研究了井田7
为探究吕家坨井田地质构造格局,根据钻孔勘探资料,采用分形理论和趋势面分析方法,研究了井田7
一间名为“心灵氧吧”的心理诊所在小镇里颇具知名度,许多人慕名而来,要求这里的主人“智慧先生”为他们指点迷津。某日,来了几位长期受到心理疾患困扰的中年人。病人甲:由于
随着我国经济社会的快速发展,社会经济结构、文化形态、价值观念等均发生深刻变化。快速变化的外部环境对人们的社会心理产生强烈冲击。对于正值世界观、人生观和价值观形成期的大学生,其心理健康状况不仅关乎自身的成长成才,也影响高校和社会的稳定与发展。构建行之有效的大学生心理健康教育体系,积极开展大学生心理健康教育,提高大学生心理健康水平,已经成为高校共同关注的焦点。  一转变教育观念,将心理健康教育纳入德育
随着时代的发展,数学教学的创新教育势在必行。学生创新能力的形成,是在多种知识积累和能力培养的基础上发展起来的,是各种能力的综合表现,在中小学进行创新教育就要培养他们的创新精神、创新意识、创新技巧和创新方法。人的一生只有通过学习创新,才能不断改变自己、提高自己,才能更好地适应自然界和人类社会发展的变化。搞好数学教学的创新教育是时代的共同呼声,是我们这一代数学教师的责任。  一、更新教育观念  1.注
从前,有一个叫任升的商人,由于他经商有道,家产颇丰.因而结交了许多朋友,在众多的朋友当中,有两个可说是他的挚友.他们是与任升关系最为亲密、形同一人的铭里和沉默而不善言
期刊