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1

Ball, N. R. "Cognitive maps in Learning Classifier Systems." Thesis, University of Reading, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280670.

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2

Pinheiro, Jose de Queiroz 1951. "Determinants of cognitive maps of the world as expressed in sketch maps." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282105.

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Cognitive representations of the world have been typically studied by means of either qualitative approaches or bivariate association. The sketch map technique and other strategies of data collection have been used in the past, in many instances applied to reduced sets of world nations. In the present study sketch maps of the world drawn by Brazilian university students were examined in terms of frequency of inclusion of nations to verify the combined influence of potential determinants of that inclusion. A graphical procedure was devised to differentiate shared and parochial views of the world and to simultaneously indicate possible predictive variables. The quantitative analysis of the effects of world countries' characteristics upon the inclusion of nations on the sketch maps was proposed as an additional step for a better understanding of the complex process of formation of cognitive representations of the world. Map features and other characteristics of world countries were analyzed and selected by correlational techniques, including exploratory factor analysis, to be part of multiple regression models used to account for the inclusions of nations. The exploratory regression analyses were performed on a random half of the Brazilian sample of students, according to a combined use of hierarchical analysis, based on classes of causal precedence of the independent variables, and stepwise selection within those classes. The final multiple regression equations accounted for approximately 75 percent of the variance of the dependent variable. A cross-validation procedure was then accomplished, which confirmed the results of the exploratory phase. The main influences upon the inclusion of nations by the Brazilian students were exerted by world indicators of geopolitical, military and economic power, as represented by the strategy board game "WARII" and citations of nations on a Brazilian newspaper. The second group in importance was formed by structural characteristics of the countries, such as their size and map positioning. Cultural aspects of world countries, including the involvement of the country in soccer, presented the smallest effect.
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3

Atasoy, Guzide. "Using Cognitive Maps For Modeling Project Success." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608545/index.pdf.

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In order to evaluate a project as successful or not, initially, the questions of &ldquo
what are the factors affecting the success&rdquo
and &ldquo
according to whom and which criteria should the success be measured&rdquo
should be answered. Both the factors and their influences vary depending on a project&rsquo
s specific characteristics, different environmental factors affecting it, and different parties involved. These factors are not independent of each other and the interrelationship between them should be investigated as a whole in order to model the project success. Moreover, parties involved in a project usually have different objectives and the performance indicators used to measure project success differ according to company priorities, preferences and attitudes. Thus, there exists a need to develop a project success model that contains the interrelationships between factors such as risks, decisions, and strategies, project success criteria, objectives and the relations of the factors with the objectives. A cognitive map (CM) is a strong visual tool to reflect the beliefs and knowledge of people about a situation or domain, identifying the causes, effects and the relations between them. This qualitative technique being enhanced by quantifiable properties makes it appropriate to be utilized to model the project success. As a result, the objective of this study is to demonstrate the application of CMs as a powerful tool for modeling project success. It is hypothesized that CMs can be effectively used to model the factors affecting success of a construction project, to reflect the interrelations between project success factors, to demonstrate the different objectives of parties involved in a project and show how the project success can be defined differently, by different parties. This technique is applied to a real construction project realized in Turkey. CMs of two consortium contractors and client organization involved in the project are constructed and the differences between the perceptions of three parties are revealed by content and structural analyses. Finally, the benefits and shortcomings of using CMs for modeling project success are discussed by referring to case study findings.
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4

Davies, Clare. "Cognitive aspects of work with digital maps." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/7328.

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Digital maps of geographic areas are increasingly common in many types of workplace, in education and in the public domain. Their interactivity and visual features, and the complexity of geographic(al) information systems (GIS) which create, edit and manipulate them, create special cognitive demands on the end-user which are not present in traditional cartographic maps or in most human-computer interaction (HCI). This thesis reviews cross-disciplinary literature regarding cognitive aspects of viewing and interacting with digital maps. Data from an observational study of GIS use, including real-time recordings of normal workplace activities, was analysed using various approaches to examine the interactive and visual aspects of people's work. The implications for cartographic, psychological and HeI aspects of GIS are discussed, in the context of the actual tasks people perform with them (rather than the computationally advanced analyses assumed by most literature). The second phase of the research examined the spatial knowledge attained and used during this interaction. The relevance of specific concepts in cognitive psychology, and of factors that create individual differences in cognition, are discussed in depth, alongside work in environmental and educational psychology, cartography and geography. A controlled experiment examined the degree to which task characteristics induce a different spatial model or reference frame when viewing a digital map. It was shown that even novice users can switch between considering the map as an abstract geometric display or as a geographical representation, without affecting performance. However, tasks forcing subjects to focus entirely on the geometry rather than the geography did affect performance in a surprise post-test photograph identification task. Map users' mental model or reference frame is apparently affected by these task constraints; this has implications for GIS design and practice as well as for understanding spatial cognition The study also considered the role of expertise and other individual difference factors, although conclusions were limited by sample size. Further research issues are highlighted, particularly regarding the knowledge structures and spatial language used in interpreting digital maps.
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5

Zhao, Youping. "Enabling Cognitive Radios through Radio Environment Maps." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27826.

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In recent years, cognitive radios and cognitive wireless networks have been introduced as a new paradigm for enabling much higher spectrum utilization, providing more reliable and personal radio services, reducing harmful interference, and facilitating the interoperability or convergence of different wireless communication networks. Cognitive radios are goal-oriented, autonomously learn from experience and adapt to changing operating conditions. Cognitive radios have the potential to drive the next generation of radio devices and wireless communication system design and to enable a variety of niche applications in demanding environments, such as spectrum-sharing networks, public safety, natural disasters, civil emergencies, and military operations. This research first introduces an innovative approach to developing cognitive radios based on the Radio Environment Map (REM). The REM can be viewed as an integrated database that provides multi-domain environmental information and prior knowledge for cognitive radios, such as the geographical features, available services and networks, spectral regulations, locations and activities of neighboring radios, policies of the users and/or service providers, and past experience. The REM, serving as a vehicle of network support to cognitive radios, can be exploited by the cognitive engine for most cognitive functionalities, such as situation awareness, reasoning, learning, planning, and decision support. This research examines the role of the REM in cognitive radio development from a network point of view, and focuses on addressing three specific issues about the REM: how to design and populate the REM; how to exploit the REM with the cognitive engine algorithms; and how to evaluate the performance of the cognitive radios. Applications of the REM to wireless local area networks (WLAN) and wireless regional area networks (WRAN) are investigated, especially from the perspectives of interference management and radio resource management, which illustrate the significance of cognitive radios to the evolution of wireless communications and the revolution in spectral regulation. Network architecture for REM-enabled cognitive radios and framework for REM-enabled situation-aware cognitive engine learning algorithms have been proposed and formalized. As an example, the REM, including the data model and basic application programmer interfaces (API) to the cognitive engine, has been developed for cognitive WRAN systems. Furthermore, REM-enabled cognitive cooperative learning (REM-CCL) and REM-enabled case- and knowledge-based learning algorithms (REM-CKL) have been proposed and validated with link-level or network-level simulations and a WRAN base station cognitive engine testbed. Simulation results demonstrate that the WRAN CE can adapt orders of magnitude faster when using the REM-CKL than when using the genetic algorithms and achieve near-optimal global utility by leveraging the REM-CKL and a local search. Simulation results also suggest that exploiting the Global REM information can considerably improve the performance of both primary and secondary users and mitigate the hidden node (or hidden receiver) problem. REM dissemination schemes and the resulting overhead have been investigated and analyzed under various network scenarios. By extending the optimized link state routing protocol, the overhead of REM dissemination in wireless ad hoc networks via multipoint relays can be significantly reduced by orders of magnitude as compared to plain flooding. Performance metrics for various cognitive radio applications are also proposed. REM-based scenario-driven testing (REM-SDT) has been proposed and employed to evaluate the performances of the cognitive engine and cognitive wireless networks. This research shows that REM is a viable, cost-efficient approach to developing cognitive radios and cognitive wireless networks with significant potential in various applications. Future research recommendations are provided in the conclusion.
Ph. D.
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6

Mohsenin, Mahsan (SeyedehMahsan). "The impact of urban geometry on cognitive maps." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65743.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 86-87).
This thesis investigates the relationship between urban geometry and cognitive maps. It is focused on the question of how human cognition of the built environment is affected by urban geometry. Building on the foundations of Kevin Lynch's studies of environmental perception (Lynch, 1960) and recent configurational measurement techniques of the built environment, it addresses an important question that Lynch has left unresolved: Why do people have more complete recollections of some parts of the urban environment, and not others? This thesis proposes an analytical measurement framework based on graph theory to compare the results of cognitive maps with objective spatial properties of the corresponding built environment. In order to test our hypothesis, first I measure and define urban geometry based on graph theory in two selected areas with different geometries in Kenmore, Boston and Kendall Sq., Cambridge, MA I will then collect cognitive maps based on specifically designed map drawing surveys. Finally, I examine the relationship between graph results and cognitive maps in order to identify the ways that urban geometry affects human perception. The findings inform urban designers and scholars of the city of how the configuration of the built environment can affect people's memory of a place, thus shaping one's experience of a city. Keywords: configurational patterns, urban geometry, cognitive maps, graph theory.
by Mahsan Mohsenin.
S.M.
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7

Chen, Ye. "Fuzzy Cognitive Maps: Learning Algorithms and Biomedical Applications." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1423581705.

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8

White, Ethan. "Discovering Causality in Suicide Notes Using Fuzzy Cognitive Maps." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1307323791.

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9

Vann, Bugmann Davi. "Retrieval, action and the representation of distance in cognitive maps." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/2301.

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This thesis examines the context effects on retrieval, and the influence of action on the representation of distance in cognitive maps. It is proposed that bias in distance estimation is a function of the contexts of retrieval that trigger the representation of action in memory during evaluation tasks. The proposal is consistent with embodied cognition evidence that suggests that actions are implicitly a part of the representation, and will be naturally extracted as part of the retrieval process. The experimental work presented examines two different contextual cues; the frequency of visitation to landmarks, and the importance of activity performed at landmarks. Each cue primes differently the conceptualisation of landmarks prior to making distance estimation. This priming facilitates memory access, which fleshes out relevant spatial information from cognitive maps that are used in distance estimation and route description. This proposal was examined in a series of four experiments that employed structured interviews. Participants had to rate landmarks based on frequency of visitation criteria or importance of activity criteria, or both. They then made verbal distance estimations and route descriptions. The results found implicate the involvement of action representation. The involvement of action in cognitive process was empirically investigated in three further experiments. A new methodology was developed featuring the use of a blindfold, linguistic descriptions, and control of actual movements. Blindfolded participants learned new environments through verbal descriptions by imagining themselves walking in time with the metronome beats. During turns, they were carefully moved. Following instructions, they performed an action at mid-route. Their memories for the newly learned environments were tested through recalls and measured again with the metronome beats. The results found were consistent with explanations based on network-map theory. They implicate attentional processes as an intrinsic part of the cognitive mechanism, and the strings of the network-map as the actual motor program that executes the movement. These results are discussed in relation to the nature of cognitive maps.
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10

Alizadeh, Yasser. "Achieving Organizational Ambidexterity| An Exploratory Model, Using Fuzzy Cognitive Maps." Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748904.

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Over the course of three to four decades, most well-established companies lose their dominating position in the market or fail entirely. Their failure occurs even though they have resources for sensing shifting market trends, skills and assets to develop next-generation technologies, and the financial means to fill skill gaps and afford risky investments. Nevertheless, incumbents obviously find it very difficult to invest in innovation that takes attention and resources away from a highly successful core business. A solution to this “innovator’s dilemma” is the concept of “organizational ambidexterity”, which has garnered considerable attention among researchers in organization and innovation. According to empirical findings and emergent theory, companies can improve their financial performance and ensure their long-term survival by balancing their innovation activities, so that they are equally focused on exploratory (discontinuous) and exploitative (incremental, continuous) innovations. But how can such a balance be achieved? The literature on the organizational theory and related fields (product innovation, knowledge management, creativity, etc.) identifies more than 300 contributing factors to innovation and ambidexterity: many are interdependent so that their impacts compound or cancel each other. Moreover, for many factors, there is limited empirical data and the size of impacts is unknown. To understand which managerial actions lead to ambidexterity, this dissertation develops a novel approach to the study and analysis of complex casual systems with high uncertainty: exploratory fuzzy cognitive mapping.

Fuzzy Cognitive Mapping (FCM) is a semi-quantitative system modeling and simulation technique. It is used to represent qualitative information about complex systems as networks of casual relationships that can be studied computationally. Exploratory modeling and analysis (EMA) is a new approach to modeling and simulation of complex systems when there is high uncertainty about the structural properties of the system. This work is the first to combine both approaches.

The work makes several contributions: First, it shows that only a small fraction of management interventions will actually lead to ambidexterity while most will, at best, improve one type of innovation at the expense of the other. Second, it provides a simulation tool to management researchers and practitioners that allows them to test ideas for improving ambidexterity against a model that reflects our current collective knowledge about innovation. And third, it develops a range of techniques (and software code) for exploratory FCM modeling, such as methods for transforming qualitative data to FCM, for exploratory simulation of large and complex FCM models, and for data visualization. They can be utilized to study other similarly complex and uncertain systems.

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11

Shannon, Emma. "Learning through leximancer : exploring context maps in reading /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19260.pdf.

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12

Zolynski, Gregor [Verfasser]. "Cognitive Maps for Autonomous Machines in Construction and Civil Engineering / Gregor Zolynski." München : Verlag Dr. Hut, 2018. http://d-nb.info/1162768185/34.

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13

Rauch, Thyra. "Effects of Short and Long Study Times on Learning by Maps Versus Navigation." W&M ScholarWorks, 1987. https://scholarworks.wm.edu/etd/1539625423.

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14

Farley, Brandon J. (Brandon James). "Principles underlying the development and organization of feature maps in the visual cortex." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/38521.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Brain and Cognitive Sciences, February 2007.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (leaves 139-142).
A fundamental question in neuroscience is how sensory information is represented in the brain. In particular, what principles guide the spatial organization of neurons with regard to their receptive field properties, and how is this organization established mechanistically? The visual cortex serves as a model area to address these questions, but whether general principles can explain the layouts of cortical maps, such as those of visual space and of specific response features, remains unresolved. We find that in primary visual cortex of ferret, the layout of each map is inter-dependent with that of the others. First, we find a strong anisotropy in the visual map, such that receptive field positions change more rapidly along one axis of cortex; and importantly, along the axis where visual space changes rapidly, the feature maps of orientation, ocular dominance, and spatial frequency change slowly. Second, orientation, ocular dominance, and spatial frequency maps have local spatial relationships with each other: in areas of cortex where one feature changes rapidly, the other features change more slowly. Each of these relationships are well-explained by a dimension-reduction model of cortex.
(cont.) This suggests that the constraints which drive map formation in the model, continuity (representing each feature smoothly across cortex) and coverage uniformity (representing each feature combination to an equal extent), may play a central role in determining the functional organization of visual cortex. To explore the mechanisms giving rise to the map relationships, we alter the expression of one feature map early in development and measure the impact on the layouts of the remaining maps. We find that alteration of the ocular dominance map, due to neonatal monocular enucleation, does not prevent the formation of the orientation and spatial frequency maps, but it does alter their spatial relationships. The highest gradient regions of the spatial frequency map have a stronger tendency to avoid high gradient orientation regions, and the contours of the two maps have a greater tendency to cross orthogonally. The results are consistent with the predictions of a dimension-reduction model for removing a feature map, suggesting that as a result of altered input patterns, the cortex can rearrange over the time scale of development according to a dimension-reduction strategy.
by Brandon J. Farley.
Ph.D.
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15

Berti, Valdir Pedro. "Interdisciplinaridade: um conceito polissêmico." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-07052013-145350/.

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Interdisciplinaridade é um termo que tem sido bastante utilizado no contexto educacional. A proposta deste trabalho é a de investigar os significados de interdisciplinaridade presentes na literatura e nos documentos oficiais educacionais brasileiros e compará-los com as concepções desse termo apresentadas por alguns professores. Para tanto, realizamos uma análise minuciosa da literatura e dos documentos oficiais (LDB, PCNEM, PCN+ e OCEM) buscando revelar as visões de interdisciplinaridade apresentadas. Na seqüência, realizamos entrevistas semi-estruturadas com dezesseis professores, oito dos quais atuantes no nível superior e pesquisadores na área de Ensino de Ciências (seis desses foram também consultores do MEC na elaboração dos documentos oficiais supracitados). Além desses, entrevistamos sete professores atuantes no Ensino Médio, três dos quais mestrandos em Ensino de Química. Das entrevistas foram selecionadas \"unidades de análise\" e mapas cognitivos foram construídos. A partir das análises da literatura, dos documentos oficiais e dos mapas cognitivos, foi possível categorizar duas concepções de interdisciplinaridade que diferem epistemologicamente e metodologicamente: i.) a partir do professor; ii.) entre professores. A concepção a partir do professor encontra eco nas proposições de Piaget, Jantasch, Bianchetti, Bertalanffy e nos documentos PCNEM e PCN+. Dos professores entrevistados, somente três estão de acordo com essa visão. Por outro lado, a defesa de uma proposta de interdisciplinaridade entre professores é defendida por Gusdorf, Japiassu, Santomé, Fazenda, Machado, Zabala e pelos documentos OCEM de 2004 e 2006. Essa também é a concepção da maioria dos professores entrevistados (treze de dezesseis). Os dados apontam que a interdisciplinaridade convive com concepções diversas, revelando uma polissemia. Para os professores do Ensino Médio em exercício, entretanto, parece prevalecer a concepção de interdisciplinaridade entre professores. A proposta interdisciplinar num grupo de professores pode estar revelando, mais do que uma concepção epistemológica, uma necessidade de orientação sobre como efetuá-la na prática.
Interdisciplinarity is a term that has been broadly used in educational context. The aim of this work is to investigate the interdisciplinarity conceptions that occur in the literature and in the Brazilian official documents and to compare such conceptions to teachers\' understanding of this term. For this, we performed a thorough analysis of both the literature and the official documents (LDB, PCNEM, PCN+ and OCEM) in order to reveal the different views of interdisciplinarity. Next, we carried out semi-structured interviews with sixteen teachers; eight among them are University teachers and academic researchers in Science Education (six of these scholars had been consulting of the previously mentioned official documents). We also interviewed seven High School teachers, three of them enrolled in a Chemical Education graduate program. From the interviews, we selected \"units of analysis\" and assembled cognitive maps. From the analysis of the literature, the official documents and the cognitive maps, two conceptions of interdisciplinarity that differ both epistemologically and methodologically were categorized: i.) within the teacher; and ii.) between teachers. The conception within the teacher relates to the propositions of Piaget, Jantasch, Bianchetti, Bertalanffy and to the PCNEM and PCN+ documents. Among the interviewed teachers, only three share this view. On the other hand, the idea of interdisciplinary between teachers is expressed by Gusdorf, Japiassu, Santomé, Fazenda, Machado and Zabala and by the OCEM (2004 and 2006) documents. This conception is also encountered in most of the interviewed teachers (thirteen out of sixteen). The data suggest that the interdisciplinarity concept coexists with very distinct interpretations, unveiling its polyssemic nature. For the in-service High School teachers, however, the conception of interdisciplinarity between teachers seems to prevail. The interdisciplinar approach in a group of teachers may be revealing, more than an epistemological conception, a need for orientation as regard to how to put it into practice.
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16

Martinelli, Earl Nicholas. "A Dynamic Time Course of Cognitive Map Distortion." Thesis, Connect to title online (Scholars' Bank), 2008. http://hdl.handle.net/1794/7892.

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17

Sypher, Sloan M. "Fuzzy Cognitive Maps: A Design Research Tool to Address Systems of Scaled Complexity." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin14958079287318.

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18

Akbari, Masoomeh. "Probabilistic Transitive Closure of Fuzzy Cognitive Maps: Algorithm Enhancement and an Application to Work-Integrated Learning." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41401.

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A fuzzy cognitive map (FCM) is made up of factors and direct impacts. In graph theory, a bipolar weighted digraph is used to model an FCM; its vertices represent the factors, and the arcs represent the direct impacts. Each direct impact is either positive or negative, and is assigned a weight; in the model considered in this thesis, each weight is interpreted as the probability of the impact. A directed walk from factor F to factor F' is interpreted as an indirect impact of F on F'. The probabilistic transitive closure (PTC) of an FCM (or bipolar weighted digraph) is a bipolar weighted digraph with the same set of factors, but with arcs corresponding to the indirect impacts in the given FCM. Fuzzy cognitive maps can be used to represent structured knowledge in diverse fields, which include science, engineering, and the social sciences. In [P. Niesink, K. Poulin, M. Sajna, Computing transitive closure of bipolar weighted digraphs, Discrete Appl. Math. 161 (2013), 217-243], it was shown that the transitive closure provides valuable new information for its corresponding FCM. In particular, it gives the total impact of each factor on each other factor, which includes both direct and indirect impacts. Furthermore, several algorithms were developed to compute the transitive closure of an FCM. Unfortunately, computing the PTC of an FCM is computationally hard and the implemented algorithms are not successful for large FCMs. Hence, the Reduction-Recovery Algorithm was proposed to make other (direct) algorithms more efficient. However, this algorithm has never been implemented before. In this thesis, we code the Reduction-Recovery Algorithm and compare its running time with the existing software. Also, we propose a new enhancement on the existing PTC algorithms, which we call the Separation-Reduction Algorithm. In particular, we state and prove a new theorem that describes how to reduce the input digraph to smaller components by using a separating vertex. In the application part of the thesis, we show how the PTC of an FCM can be used to compare different standpoints on the issue of work-integrated learning.
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19

Kellams, Timothy Rossiter. "The mind, the narrative, and the city: how narratives of space make place in cognitive maps." Kansas State University, 2017. http://hdl.handle.net/2097/35517.

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Master of Landscape Architecture
Department of Landscape Architecture/Regional & Community Planning
Brent Chamberlain
Narratives of urban experiences influence understanding of space and urban form. Narratives give meaning to space, creating memories of places and helping to define an individual’s cognitive map. The representation of narratives within cognitive maps impacts day to day activities, as well as, emotional, cultural, and social characteristics of one’s self. Planners and designers play an important role in crafting narratives through the implementation of designs and policies that together shape urban form. This research investigates the relationship between spatial cognitive schemas and narratives within cognitive maps. Specifically, how college students develop and use narratives within their cognitive map to help with living in a new and initially unfamiliar place of residence. Through mixed method analysis of drawn individual cognitive maps, an online survey, and a group discussion, results show that different types of experiences within narratives influence the likelihood of it appearing within the spatial cognitive schema. The findings suggest that narratives created by peak emotional experiences contain a longer and clearer representation within cognitive maps because of their personal value. By better understanding the role of these emotional responses and their connection with urban form, design professionals can aim to frame projects toward influencing individual’s lives. Understanding how individuals develop narratives of their new city may influence planning and design with the goal of creating urban projects that provide social and cultural significance through meaning of place.
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20

Gothard, Katalin Margit 1960. "Multiple maps and multiple reference frames in the hippocampal representation of space." Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282164.

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Populations of simultaneously recorded hippocampal place cells were studied in three tasks that required shuttling between a variably placed box and a reward location predicted by fixed or variably located landmarks. Groups of place cells fired at fixed locations relative to the behaviorally relevant landmarks or to the absolute spatial framework of the environment. The initial segment of the journeys was represented by a sequence of cells that fired at fixed distances with respect to the landmark of origin, behind the animal, irrespective of where that landmark was located. The final segments of the journeys were represented by cells that fired at fixed locations relative to the landmark of destination. We propose that on the initial parts of the journey, the spatial coordinate represented by each cell was updated predominantly by path integration. When approaching the landmark of destination, the coordinates were updated and corrected by visual landmarks (or other sensory cues). The intermediate zone was characterized by a transition from the reference frame of the origin to the reference frame of the destination. Small distortion of the environment led to a smooth, continuous transition, while a large distortion led to abrupt transitions. These observations suggest that in the hippocampus, place can be represented in multiple spatial reference frames established by behaviorally relevant landmarks. Further experiments showed that these landmarks, or their sensory properties, are not represented explicitly by place cells, because cells did not maintain their landmark-related firing in a similar task, performed in a different environment.
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21

CUNHA, Annielli Araújo Rangel. "Proposta de construção e validação de mapas cognitivos voltada à estruturação de problemas para decisões em grupo." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/18797.

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Os métodos de estruturação de problemas, ou Problem Structuring Methods (PSM) foram desenvolvidos para apoiar o processo de decisão em grupo permitindo que os atores possam entender o problema em foco e se comprometer com uma ação subsequente. No entanto, apesar de sua popularização, há uma escassez de estudos que avaliem a aplicação prática do uso de métodos de estruturação de problemas, de forma analítica e comparativa e proponham alternativas práticas para lidar com os problemas identificados. Dessa forma, esse trabalho analisou as consequências práticas do uso de PSM em um processo de decisão em grupo, identificou oportunidades de melhoria em sua prática e propôs um modelo considerando estas oportunidades. Para isso, foram realizados dois experimentos, seguindo uma abordagem de avaliação pragmática baseada na teoria. Os resultados dos experimentos sugeriram que são necessários cuidados e intervenções para que o uso de um método cumpra o seu propósito. Percebeu-se a necessidade do desenvolvimento de modelos que auxiliem na construção de mapas cognitivos, melhorando a comunicação entre os envolvidos, considerando o papel do facilitador e a influência que este exerce sobre o processo. Dessa forma, foi proposto um modelo para construção de mapas que envolve as seguintes etapas: workshop, construção de mapas individuais e agregação de mapas individuais em um mapa coletivo. Cada etapa é descrita com um exemplo ilustrativo. Finalmente, atendendo a necessidade de abordagens de validação de modelos, um questionário foi desenvolvido considerando uma matriz que engloba tipos e aspectos de validação apresentados na literatura, e assim, os participantes podem avaliar, utilizando uma escala likert, não apenas os resultados, mas todo o processo e o cumprimento dos objetivos estabelecidos. Embora o questionário de validação não possa ser recomendado para avaliar a aplicação de todos os PSMs, sua estrutura pode servir de referência para diversas práticas.
The problem structuring methods (PSM) have been developed to support the group decision process allowing the actors to understand the problem in focus and commit to a subsequent action. However, despite its popularity, there is a lack of studies that assess the practical application of the use of problem structuring methods, analytical and comparatively and propose alternative practices to deal with the problems identified. Thus, this study analyzed the practical consequences of PSM use in a group decision process, identified improvement opportunities in their practice and proposed a model considering these opportunities. For this, two experiments were carried out, following a pragmatic assessment approach based on the theory. The results of the experiments suggest that is needed caution and interventions for the use of a method fulfills its purpose. The need to develop models that help build cognitive maps and to improve communication between those involved, considering the role of facilitator and influence over the process was one of the perceived opportunities. Thus, a model was proposed to build maps that involve the following steps: workshop, building individual maps and aggregation maps. Each step is described with an illustrative example. Finally, given the need for model validation approaches, a questionnaire was developed considering a matrix that encompasses important aspects of literature, and so, participants can evaluate, using a Likert scale, not only the results, but the whole process and meet the goals established. Although the validation questionnaire can not be recommended to evaluate the implementation of all PSMs, its structure can serve as a reference for various practices.
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22

Carvalho, Gustavo Macêdo de. "Benefits and limitations of Fuzzy Cognitive Maps based scenarios: the case of Brazilian solar photovoltaic energy." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-27112017-123904/.

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After the Second World War, there was an expression of interest in the study of the future. In order to achieve reliable objectives, several methods of scenario planning were invented. These methods comprise of qualitative and quantitative approaches inherited from their own school of origin. Each approach has advantages and limitations that can be observed by the study of each method in progress. However, mixed approaches often show a weak connection between qualitative and quantitative methods. The use of fuzzy cognitive maps (FCMs), among scenario planning approaches, can overcoming the limitations of qualitative and quantitative techniques. This study focused on the problem of the lack of proper planning of scenarios based on FCMs in the alternative energy sectors, raising the question of whether this situation comes from a shortage of information or limitations of the FCMs. To resolve this problem, this study investigated benefits and limitations of FCM-based scenario planning through the application in the Brazilian photovoltaic sector. The following specific objectives were established: identify the strong and weak points of FCMs; analyze the expansion of these to different areas; identification of the main stakeholders used to develop FCM-based scenarios; application of the method in the Brazilian solar energy sector. We identified an increasing number of studies on FCMs in several new areas not considered in previous studies. This suggests that experts are expanding frontiers and recognizing the interdisciplinary potential of FCMs and their robustness of solving diverse kinds of problems. The main contribution of the research is to present the benefits and limitations of FCM-based scenario planning. For that, a scenario planning method was presented and the empirical evidence of its effectiveness was presented in the context of the Brazilian photovoltaic solar energy sector.
Após a Segunda Guerra Mundial, houve um crescente de interesse no estudo do futuro. Para alcançar objetivos confiáveis, foram inventados vários métodos de planejamento de cenários. Esses métodos possuem abordagens qualitativas e quantitativas herdadas de sua própria escola de origem. Cada abordagem possui vantagens e limitações que podem ser observadas pelo estudo de cada método. No entanto, abordagens mistas muitas vezes mostram uma conexão fraca entre métodos qualitativos e quantitativos. O uso de fuzzycognitivemaps (FCMs), no planejamento de cenários, pode superar as limitações das técnicas qualitativas e quantitativas. Este estudo centrou-se no problema da falta de planejamento adequado de cenários baseados em FCMs nos setores de energia alternativa, levantando a questão de saber se esta situação vem da escassez de informações ou das limitações dos FCMs no planejamento estratégico. Para resolver este problema, este estudo investigou os benefícios e as limitações do planejamento de cenários baseado em FCM através da aplicação no setor fotovoltaico brasileiro. Foram estabelecidos os seguintes objetivos específicos: identificar os pontos fortes e fracos dos FCMs; analisar a expansão destes para diferentes áreas; identificar os principais stakeholders utilizados para desenvolver cenários baseados em FCMs; aplicar o método no setor de energia solar brasileira. Identificamos um número crescente de estudos sobre FCMs em várias novas áreas não consideradas em estudos anteriores. Isso sugere que os especialistas estão expandindo as fronteiras e reconhecendo o potencial interdisciplinar dos FCMs e sua robustez na resolução de diversos tipos de problemas. A principal contribuição desta pesquisa é apresentar os benefícios e as limitações do planejamento de cenário baseado em FCM. Para isso, foi apresentado um método de planejamento de cenários e a evidência empírica de sua eficácia foi apresentada no contexto do setor de energia solar fotovoltaica brasileira.
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23

Prestwich, Dorothy L. "Effects of linguistic or non-linguistic cognitive maps on fourth grade students' reading comprehension /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=1&did=1850450721&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279567467&clientId=22256.

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Thesis (Ed.D.)--University of Mississippi, 2008.
Typescript. Vita. "May 2008." Committee chair: Dr. Kaye Pepper Includes bibliographical references (leaves 92-98). Also available online via ProQuest to authorized users.
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24

Junqueira, Marianna Meirelles. "Transformando textos em mapas cognitivos: desenvolvimento e um exemplo de aplicação." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81132/tde-10042014-194736/.

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O principal objetivo dessa pesquisa consistiu em desenvolver e analisar uma ferramenta de transformação de textos escritos por estudantes em mapas cognitivos para fornecer de forma visual, global e sintética, uma visão das principais relações conceituais citadas em um conjunto de textos. A ferramenta foi estruturada em dois momentos: primeiramente os textos foram lidos para a geração de uma matriz de associação que representa as relações encontradas entre cada par de conceitos. Em seguida, as matrizes foram somadas e, a partir da matriz final, foram construídos diferentes tipos de mapas cognitivos. Para o desenvolvimento de tal ferramenta, foram coletados dados na disciplina Introdução ao Ensino de Química do curso de licenciatura em química do IQ-USP. Essa disciplina foi organizada em três módulos denominados: natureza da ciência, concepções de ensino e aprendizagem, e natureza do conhecimento químico e a aprendizagem da química. No final de cada módulo, foi aplicada uma questão dissertativa com uma lista de conceitos pré-selecionados que objetivava conhecer as relações conceituais expressas pelos estudantes sobre o tema em questão. A partir das respostas dos alunos foram realizados alguns testes: (i) com o software ALA-Reader® e os seus modos de leitura L e S para a quantificação das relações entre conceitos presentes nos textos e geração da matriz de associação; (ii) para verificação da influência da natureza dos textos na contabilização das relações entre conceitos e na elaboração dos mapas e (iii) para a obtenção das representações gráficas do tipo vizinho(s) mais próximo(s) e corte percentual representativo. A partir dos testes realizados, foi possível concluir que o modo de leitura S do programa ALA-Reader® é mais coerente e deve ser utilizado para a leitura dos textos. Além disso, a matriz de associação gerada depende essencialmente da estrutura do texto em questão - texto original ou texto modificado para proposições, tendo em vista a diferença na contabilização das relações par a par encontradas nos textos. Os dois tipos de redes de conceitos apresentam diferentes focos, porém, podem ser considerados complementares. As redes vizinho(s) mais próximo(s) se mostraram interessantes para análises que requerem todos os conceitos fornecidos ou almejam buscar as relações feitas por determinados conceitos. As redes com corte percentual representativo apresentaram-se auxiliares para investigações que requeiram fazer um recorte nos pontos considerados principais pelos sujeitos. No discorrer do texto, também são apresentados alguns recursos que podem ser acrescidos nas redes de conceitos para auxiliar as análises, como a inserção das frases de ligação gerando um mapa conceitual ou o destaque dos conceitos centrais nas estruturas. Com o objetivo de ilustrar o uso das representações gráficas construídas, foi feita uma breve interpretação dessas no contexto da disciplina na qual os dados foram coletados. A partir dessa análise, foi possível, por exemplo, elencar as principais ideias explicitadas pelos alunos e relacioná-las ao que foi discutido em sala de aula.
The main objective of this research was to develop and analyze a tool to turn texts written by students into cognitive maps to provide a visual, global and synthetic representation of the key conceptual relationships mentioned in a set of texts. The tool was structured in two phases: first the texts were read to generate a proximity file representing the relationships found between each pair of concepts. Then, the proximity files were added and from the final file different types of cognitive maps were built. For the development of this tool, data were collected in the academic discipline entitled Introduction to Teaching Chemistry, for the degree in Chemistry at IQ-USP. This academic discipline was organized in three modules called: nature of science, conceptions of teaching and learning, and the nature of chemical knowledge and Chemistry learning. At the end of each module, an essay question was applied with a list of pre-selected concepts that aimed to investigate the conceptual relations established by the students on the topic in question. From students\' responses some tests were performed: (i) with the ALA-Reader® software and its reading modes L and S to quantify the relationships between concepts present in texts and generate the proximity file, (ii) to verify the influence of the nature of the texts in the accounting of the relationships between concepts and in the elaboration of maps, and (iii) to obtain graphical representations of close neighbors type and representative percentage cut. Based on the tests, it was concluded that the mode S of reading of the ALA Reader® program is more consistent and should be used for the reading of the texts. Furthermore, the proximity file generated depends essentially on the structure of the text in question - the original text or the modified one for propositions, in view of the difference in the accounting of conceptual relations found in the texts. The two types of networks of concepts have different focuses, however, they can be considered complementary. The close neighbors networks were interesting for analysis which require all concepts provided or aim to seek relations established by certain concepts. Networks with representative percentage cut proved to be auxiliary for those investigations which require a cut in the main points considered by the subjects. Throughout the text, some features that can be added to the networks to support the analysis are also presented, such as: the insertion of linking phrases generating a concept map or the highlight of the central concepts in the structures. In order to illustrate the use of graphical representations built, a brief interpretation of them was made based on the context of the academic discipline in which the data were collected. This study enabled, for example, the development of a list the main ideas conveyed by students and the possibility to relate them to what was discussed in class
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25

Roberts, Jason L. "Place Perception, Cognitive Maps, and Mass Media: The Interrelationship Between Visual Popular Culture and Regional Mental Mapping." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33020.

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There can be little dispute that todayâ s society makes extensive use of mass media. Movies, television, and radio are far more prominent today than ten years ago, both locally and globally. We rely on these forms of communication for news and information and entertainment and recreation. New technologies increase our access and our dependence on mass media. In fact, in the U.S. the average person spends 40 percent of their time attending to television at some level (Adams, 1992). Adams then goes on to say that culture and television are clearly involved in reciprocal relations: television affects culture, but culture also affects television (Adams, 1992). It should come as no surprise, therefore, that generational differences in recreation are far more prominent today than they were twenty years ago. Indeed, we are a passive society dependent upon technology and the creativity of others for pleasure. The Internet and television of today have replaced the bicycle and board games of yesterday in terms of babysitting the young for hours on end. Almost all major types of entertainment come from the viewing of some sort of screen or monitor, with children spending vast amounts of time engaging in these passive activities. By the age of sixteen, a contemporary child has probably spent more time watching television than he/she has attending school or doing chores. However, entertainment is only one use for mass media. For example, the term â Information Ageâ refers to much more than recreation. Large quantities of information can be acquired through these forms of transmission. Unfortunately, false representations are sometimes the goal of those who produce these data media. In addition to the deliberate distortion of truths, those who consume mass media obtain many falsities inadvertently. A perfect example of this is stereotyping. All too often, oneâ s only exposure to certain regions and/or peoples is obtained through television and movies. Instead of becoming familiar with specific facts about cultures, conclusions are drawn based upon viewing and hearing popular culture material. Stereotypes of cultural groups create myths about their respective geographic regions and vice-versa. We are well aware of these myths (for example, the idea that all Southerners are dumb) but what is their link to place perception? How are mental constructs of regions related to cultural stereotypes? How have popular culture and mass media affected stereotypes?
Master of Science
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26

Watson, Tonya L. "Can I get there from here (and can I get back)?: a study of abilities and wayfinding performance." Diss., Georgia Institute of Technology, 1999. http://hdl.handle.net/1853/32971.

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27

McClure, Sarah A. "Using cognitive mapping to describe the family members experiences of living with a problem gambler." access full-text online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?1439658.

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Thesis (M.P.H.)--Southern Connecticut State University, 2006.
Page(s) missing in number only; text follows. Page(s) were scanned as received. Adviser: Sandra Bulmer. Includes bibliographical references.
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28

Silva, Eliza Moura Pereira da Silva. "Representações socioespaciais da cidade de Cuiabá-MT, segundo crianças." Universidade Federal de Mato Grosso, 2014. http://ri.ufmt.br/handle/1/290.

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O presente estudo propõe discussão em torno das representações socioespaciais da cidade de Cuiabá-MT, segundo crianças de quatro escolas da rede municipal da mesma cidade. Objetiva compreender as significações das crianças a respeito do espaço público, pensando a relação criança e cidade como aspecto importante do desenvolvimento infantil. As crianças são vistas enquanto atores sociais, que constroem sua identidade e sua condição cidadã nas relações sociais, em contato com os conhecimentos que circulam em seu entorno. A cidade é entendida enquanto objeto de representação social presente e atuante na constituição da subjetividade infantil. A orientação teórica articula a Teoria Histórico-Cultural (VIGOTSKI, 1996, 2000, 2006, 2009, 2010) e a Teoria das Representações Sociais (MOSCOVICI, 2003), esta no diálogo com os estudos de Jodelet (1982, 2001, 2002, 2007, 2010). O estudo na área da Geografia sobre o desenvolvimento e ocupação da cidade de Cuiabá (ROMANCINI, 2005) também auxilia na análise e compreensão dos dados, bem como os estudos de Tuan (1980, 1983), sobre as noções de lugar, topofilia e topofobia, os estudos de Moraes (2002), sobre os processos urbanos de territorialização e feudalização, e a proposta de Sennett (1990), sobre o espaço narrativo. O procedimento metodológico adotado foi a recolha de desenhos da cidade – inspirados na proposta dos mapas cognitivos (ALBA, 2011), acompanhados de entrevista semiestruturada, de 40 sujeitos subdivididos em quatro grupos de 10 crianças, cada subgrupo pertencente a uma das quatro escolas municipais selecionadas. Realizou-se análise de conteúdo do material coletado a partir dos mapas da cidade, mediante leitura flutuante, conforme sugerido pela referida técnica de análise (BARDIN, 1977), seguida da análise implicativa por meio do software Cohesive Hierarchical Implicative Classification (CHIC). As entrevistas foram transcritas e processadas pelo software Analyse Lexicale par Contexte d´um Esemble de Segments de Texte (ALCESTE), auxiliando também na interpretação dos mapas cognitivos e possibilitando a análise dos critérios de topofilia e topofobia, por meio da identificação dos núcleos de significação (AGUIAR; OZELLA, 2006). Por fim, realizou-se análise compreensiva da entrevista e respectivo mapa cognitivo de dois sujeitos. Os resultados revelam que as crianças percebem a cidade a partir de dois grandes eixos: eixo I (regiões Porto e Goiabeira) e eixo II (regiões Coxipó e CPA), que evidenciam indícios da existência de uma tensão entre a tradição e a modernidade permeando as representações socioespaciais das crianças a respeito da cidade, a mesma tensão histórica que se perpetua em Cuiabá a partir dos anos 60-70, segundo estudo de Romancini (2005). Além disso, nota-se que as crianças avaliam a cidade e orientam seus deslocamentos pelo critério da estética, da violência e das suas relações afetivas com outros atores sociais, revelando que o afeto e a significação em relação aos lugares estão intimamente ligados ao afeto entre as pessoas que neles convivem. Em face disso, percebe-se que criança e cidade se constroem e reconstroem em uma constante relação de reciprocidade, esta que se revela em vivências urbanas e ainda demonstra a importância da cidade como uma grande sala de aula para a construção da condição cidadã.
The present study proposes a discussion around the sociospatial representations of the city of Cuiabá-MT, according to the children of four schools of the municipal web of the same city. It objectifies to understand the significances of children regarding the public space, minding the relationship between child and city as an important aspect of the infantile development. The children are seen as social actors who build their identity and their civic condition in the social relations, in contact with the surrounding knowledge. The city is understood as an object of social representation present and active in the constitution of infantile subjectivity. The theoretical orientation articulates the Theory of Cultural-History (VIGOTSKI, 1996, 2000, 2006, 2009, 2010) and the Theory of Social Representations (MOSCOVICI, 2003), this one in dialogue with the studies of Jodelet (1982, 2001, 2002, 2007, 2010). The study in the field of Geography about the development and occupation of the city of Cuiabá (ROMANCINI, 2005) also contributes to the analysis and comprehension of data, as well as the studies of Tuan (1980, 1983), about the notions of place, topofilia and topofobia, the studies of Moraes (2002), about the urban processes of territorialization and feudalization, and the proposition of Sennett (1990), about the narrative space. The methodological procedure adopted was the collection of drawings of the city – inspired by the proposition of cognitive maps (ALBA, 2011), followed by the semistructured interview of 40 subjects subdivided into four groups of 10 children, each subgroup belonging to one of the municipal schools selected. An analysis of the content of the collected material coming from the city maps was conducted through floating reading, according to the referred analysis technique (BARDIN, 1977) and followed by the implicative analysis through the software Cohesive Hierarchical Implicative Classification (CHIC). The interviews were transcripted and processed by the software Analyse Lexicale par Contexte dúm Esemble de Segments de texte (ALCESTE), also aiding in the interpretation of cognitive maps and enabling the analysis of the criteria of topofilia and topofobia through the identification of signification nuclei (AGUIAR; OZELLA, 2006). At last, a comprehensive analysis of the interview and the respective cognitive map of two subjects was conducted. The results reveal that the children perceive the city from two big axes: axis I (regions Porto and Goiabeiras) and axis II (Regions Coxipó and CPA), that show indications of the existence of a tension between tradition and modernity permeating the sociospatial representations of children towards the city, the same historical tension that perpetuates in Cuiabá starting in the 60s-70s, according to studies of Romancini (2005). Furthermore, it can be noticed that the children evaluate the city and orient their displacement by the criteria of aesthetics, violence and affective relations with other social actors, revealing that the affection and the signification in relation to the places are intimately connected with the affection between the people who live in these sites. In view of this, it can be perceived that child and city build and rebuild themselves in a constant relationship of reciprocity which reveals itself in urban experiences and yet it demonstrates the importance of the city as a great classroom for the construction of civic condition.
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29

Li, Hengshan. "Evaluation of multi-level cognitive maps for supporting between-floor spatial behavior in complex indoor environments." Thesis, The University of Maine, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10294740.

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People often become disoriented when navigating in complex, multi-level buildings. To efficiently find destinations located on different floors, navigators must refer to a globally coherent mental representation of the multi-level environment, which is termed a multi-level cognitive map. However, there is a surprising dearth of research into underlying theories of why integrating multi-level spatial knowledge into a multi-level cognitive map is so challenging and error-prone for humans. This overarching problem is the core motivation of this dissertation.

We address this vexing problem in a two-pronged approach combining study of both basic and applied research questions. Of theoretical interest, we investigate questions about how multi-level built environments are learned and structured in memory. The concept of multi-level cognitive maps and a framework of multi-level cognitive map development are provided. We then conducted a set of empirical experiments to evaluate the effects of several environmental factors on users' development of multi-level cognitive maps. The findings of these studies provide important design guidelines that can be used by architects and help to better understand the research question of why people get lost in buildings. Related to application, we investigate questions about how to design user-friendly visualization interfaces that augment users' capability to form multi-level cognitive maps. An important finding of this dissertation is that increasing visual access with an X-ray-like visualization interface is effective for overcoming the disadvantage of limited visual access in built environments and assists the development of multi-level cognitive maps. These findings provide important human-computer interaction (HCI) guidelines for visualization techniques to be used in future indoor navigation systems.

In sum, this dissertation adopts an interdisciplinary approach, combining theories from the fields of spatial cognition, information visualization, and HCI, addressing a long-standing and ubiquitous problem faced by anyone who navigates indoors: why do people get lost inside multi-level buildings. Results provide both theoretical and applied levels of knowledge generation and explanation, as well as contribute to the growing field of real-time indoor navigation systems.

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30

Bahar, Mchmet. "Investigation of biology students' cognitive structure through word association tests, mind maps and structural communication grids." Thesis, University of Glasgow, 1999. http://theses.gla.ac.uk/39028/.

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The primary aim of this research study was to investigate the cognitive structure (i.e. the relationship between concepts in mind) of biology students/pupils. Three techniques, namely Word Association Tests (in the topic "Genetics"), Mind Maps (in the topic "Seed Structure") and Structural Communication Grids (in the topics "Food Digestion, Chemistry of Respiration and Haemophilia") were used for this purpose. Furthermore, it was also planned to investigate the effect of some psychological factors (i.e. Field Dependence/Field Independence, Convergence/Divergence and Working Memory Capacity) on the relationship between concepts in students' long term memory as well as to reveal the relationship between these three psychological factors. 101 pupils at Higher Grade Biology (age 16-17) from four different secondary schools in the Central Belt of Scotland and around 400 first year biology students in Glasgow University have participated in this research. The results of the word association test (WAT) showed that students generated many ideas related to given key words. However, the results of both maps (in order to map the structures, relatedness coefficient values and response frequencies were used) clearly revealed that the ideas about genetics clustered as only a few isolated islands in students' cognitive structure and they did not appear to see the overall picture as a network of related ideas. In terms of the relationship between psychological factors and the WAT, only the Convergence/Divergence thinking style showed a significant relationship with the WAT. That is, students who had divergent thinking style gave a larger total number of responses and a wider range of responses to the key words in the WAT than the students who had convergent thinking style. Mind maps were used in this research study as an alternative to a linear way of planning essay writing and also to gain an insight into students' ideas lodged in cognitive structure. The results showed that there was a statistically significant difference (in favour of mind mappers) between essay (on Seed Germination) marks of mind mappers and non-mind mappers. A statistically significant correlation between mind map scores and essay scores also appeared, indicating that students who drew better mind maps, had higher scores in essays. The examination of mind maps and the essays of the students also revealed that some students did not mention the same major ideas in their maps and in their essays. In addition, some misconceptions appeared in the students' mind maps as well as in their essays. In terms of the effect of psychological factors on mind mapping (only Convergence/Divergence thinking styles were examined), the mind maps of divergent students were more complex and branched than those of convergent students. For the secondary schools, the results of Structural Communication Grids (SCG) showed that pupils had misconceptions about the topics of "Food Digestion and the Chemistry of Respiration." SCG were also used as an evaluation tool for the first year biology students on the topic "Haemophilia." The effect of some psychological factors (i.e. Field Dependence/Field Independence and Convergence/Divergence) were also examined. The results revealed that overall performance of the field independent pupils in the grids was better than field dependent pupils. Pupils/students who had a divergent thinking style had higher scores than the pupils/students who had a convergent thinking style on grid questions. All results of these three techniques (i.e. word association tests, mind maps and structural communication grids) showed that they are very effective as diagnostic tools to illuminate the relationship between ideas in the long term memory of the students/pupils. Structural communication grids are also effective assessment tools. Implications for using these three techniques in the classroom as well as a self instructional method for students and as a supplement to the exams are also discussed.
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Madl, Tamas. "Bayesian mechanisms in spatial cognition : towards real-world capable computational cognitive models of spatial memory." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/bayesian-mechanisms-in-spatial-cognition-towards-realworld-capable-computational-cognitive-models-of-spatial-memory(665d1016-b841-47de-9b2d-40ddd8a0ff0d).html.

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Existing computational cognitive models of spatial memory often neglect difficulties posed by the real world, such as sensory noise, uncertainty, and high spatial complexity. On the other hand, robotics is unconcerned with understanding biological cognition. This thesis takes an interdisciplinary approach towards developing cognitively plausible spatial memory models able to function in realistic environments, despite sensory noise and spatial complexity. We hypothesized that Bayesian localization and error correction accounts for how brains might maintain accurate location estimates, despite sensory errors. We argued that these mechanisms are psychologically plausible (producing human-like behaviour) as well as neurally plausible (implementable in brains). To support our hypotheses, we reported modelling results of neural recordings from rats (acquired outside this PhD), constituting the first evidence for Bayesian inference in neurons representing spatial location, as well as modelling human behaviour data. In addition to dealing with uncertainty, spatial representations have to be stored and used efficiently in realistic environments, by using structured representations such as hierarchies (which facilitate efficient retrieval and route planning). Evidence suggests that human spatial memories are structured hierarchically, but the process responsible for these structures has not been known. We investigated features influencing them using data from experiments in real-world and virtual reality environments, and proposed a computational model able to predict them in advance (based on clustering in psychological space). We have extended a general cognitive architecture, LIDA (Learning Intelligent Distribution Agent), by these probabilistic models of how brains might estimate, correct, and structure representations of spatial locations. We demonstrated the ability of the resulting model to deal with the challenges of realistic environments by running it in high-fidelity robotic simulations, modelled after participants' actual cities. Our results show that the model can deal with noise, uncertainty and complexity, and that it can reproduce the spatial accuracies of human participants.
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32

Wong, Chee Kit. "Cognitive inspired mapping by an autonomous mobile robot." Click here to access this resource online, 2008. http://hdl.handle.net/10292/427.

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When animals explore a new environment, they do not acquire a precise map of the places visited. In fact, research has shown that learning is a recurring process. Over time, new information helps the animal to update their perception of the locations it has visited. Yet, they are still able to use the fuzzy and often incomplete representation to find their way home. This process has been termed the cognitive mapping process. The work presented in this thesis uses a mobile robot equipped with sonar sensors to investigate the nature of such a process. Specifically, what is the information that is fundamental and prevalent in spatial navigation? Initially, the robot is instructed to compute a “cognitive map” of its environment. Since a robot is not a cognitive agent, it cannot, by definition, compute a cognitive map. Hence the robot is used as a test bed for understanding the cognitive mapping process. Yeap’s (1988) theory of cognitive mapping forms the foundation for computing the robot’s representation of the places it has visited. He argued that a network of local spaces is computed early in the cognitive mapping process. Yeap coined these local spaces as Absolute Space Representations (ASRs). However, ASR is not just a process of partitioning the environment into smaller local regions. The ASRs describe the bounded space that one is in, how one could leave that space (exits) and how the exits serves to link the ASRs to form a network that serves as the cognitive map (see Jefferies (1999)). Like the animal’s cognitive map, ASRs are not precise geometrical maps of the environment but rather, provide a rough shape or feel of the space the robot is currently in. Once the robot computes its “cognitive map”, it is then, like foraging and hoarding animals, instructed to find its way home. To do so, the robot uses two crucial pieces of information: distance between exits of ASRs and relative orientation of adjacent ASRs. A simple animal-like strategy was implemented for the robot to locate home. Results from the experiments demonstrated the robot’s ability to determine its location within the visited environment along its journey. This task was performed without the use of an accurate map. From these results and reviews of various findings related to cognitive mapping for various animals, we deduce that: Different animals have different sensing capabilities. They live in different environments and therefore face unique challenges. Consequently, they evolve to have different navigational strategies. However, we believe two crucial pieces of information are inherent in all animals and form the fundamentals of navigation: distance and orientation. Higher level animals may encode and may even prefer richer information to enhance the animal’s cognitive map. Nonetheless, distance and orientation will always be computed as a core process of cognitive mapping. We believe this insight will help future research to better understand the complex nature of cognitive mapping.
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Gu, Tianxia. "3D geographic model vs street view panorama a cognitive study on navigation in different Google maps representations." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118697.

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Thesis: S.B., Massachusetts Institute of Technology, Department of Architecture, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 48).
Throughout history, different tools have been invented to help people navigate in space. The different tools use different modes of representation as abstractions of 3-dimensional space. Two of the representations used in Google Maps, a modem wayfinding technology, are the 3D geographic model mode and the street view panorama mode. In this thesis, we explore the wayfinding behaviors of people in those two representations by performing experiments. We find that each representation mode is advantageous for a different type of city structure (e.g., regular grid vs. irregular streets). Each representation mode is also preferred by people according to their spatial processing type preference and the wayfinding task type they perform. After evaluating our findings from the experiments, we propose a design of a new representation with facade images augmenting a 2D satellite map. We believe this design incorporates the advantages of both representations studied.
by Tianxia Gu.
S.B.
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34

Bailey, Heidi Leigh. "Geographic interpretation the role of spatial knowledge in the interpretation of natural resources /." Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4753.

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Thesis (M.S.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains vi, 85 p. : ill. (some col.), col. map. Includes abstract. Includes bibliographical references (p. 76-81).
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35

Wen, James. "The Potential for Augmented Reality to Bring Balance betweenthe Ease of Pedestrian Navigation and the Acquisition of Spatial Knowledge." Thesis, University of Canterbury. Computer Science, 2014. http://hdl.handle.net/10092/10339.

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Being completely lost in an unfamiliar environment can be inconvenient, stressful and, at times, even dangerous. Maps are the traditional tools used for guidance but many people find maps difficult to use. In recent years, new tools like outdoor Augmented Reality (AR) have become available which allow virtual navigation cues to be directly overlaid on the real world, potentially overcoming the limitations of maps. However, it has been hypothesized that lower effort invested in processing navigation guidance may lead to diminished spatial knowledge (SK) thereby making users of such navigation tools far more vulnerable to getting lost should the tools fail for any reason. This thesis explores the research question of how AR and maps compare as tools for pedestrian navigation guidance as well as for SK acquisition and if there is a potential for AR tools be developed that would balance the two. We present a series of studies to better understand the consequences of using AR in a pedestrian navigation tool. The first two studies compared time-on-task performance and user preferences for AR and Map navigation interfaces on an outdoor navigation task. The results were not aligned with expectations, which led us to build a controlled testing environment for comparing AR and map navigation. Using this simulated setting, our third study verified the assumption that AR can indeed result in more efficient navigation performance and it supported the hypothesis that this would come at the cost of weaker SK. In our fourth study, we used a dual task design to compare the relative cognitive resources required by map and AR interfaces. The quantitative data collected indicated that users could potentially accept additional workload designed to improve SK without incurring significantly more effort. Our fifth and final study explored an interface with additional AR cues that could potentially balance navigation guidance with SK acquisition. The contributions of this thesis include insights into performance issues relating to AR, a classification of user types based on navigation tool usage behavior, a testbed for simulating perfect AR tracking in a virtual setting, objective measures for determining route knowledge, the capacity that pedestrian navigation tool users may have for performing additional tasks, and guidelines that would be helpful in the design of pedestrian navigation tools.
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Silva, Maria Cecilia Cavalcante da. "O comprometimento como estratégia para a adoção de um sistema de gestão ambiental: O caso de uma instituição pública de pesquisa." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/85/85133/tde-23062017-102521/.

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Esta tese, utilizando-se do mapa cognitivo Strategic Options Development and Analysis - SODA, se propôs a atender o objetivo nela especificado, ou seja, avaliar a importância do comprometimento organizacional para a implementação de um Sistema de Gestão Ambiental SGA por parte dos quinze Gerentes de uma Instituição Pública Federal, localizada no estado de São Paulo. Os dados que compuserem o mapa cognitivo, foram obtidos por meio de entrevista face a face, no período de maio a novembro de 2015, e de reuniões grupais com os referidos Gerentes, no período de dezembro de 2015 a março de 2016. A utilização do método de estruturação de problemas - Problem Structuring Methods (PSMs) - mapa cognitivo - SODA possibilitou investigar, as possíveis incertezas, complexidades e conflitos, voltados para o elemento comprometimento, provenientes da adoção de uma gestão ambiental, por intermédio da implementação de um Sistema de Gestão Ambiental SGA. O resultado da análise do mapa cognitivo demonstrou a importância do comprometimento organizacional quando da intenção de se adotar um Sistema de Gestão Ambiental. Diferentemente do entendimento de Barbieri (2007), o presente estudo coloca a importância desse comportamento não somente por parte da alta direção, mas também por parte de toda a equipe a ser envolvida nas atividades concernentes a tal sistema. Permitiu também a construção de um modelo de mensuração do comprometimento em relação ao Sistema de Gestão Ambiental SGA. O comprometimento mensurado por meio de referido instrumento, está dividido em dois componentes: afetivo que tem o comprometimento como um apego, como um envolvimento, onde ocorre a identificação com a empresa, funcionários com forte comprometimento afetivo permanecem na empresa porque querem, e normativo o comprometimento como uma obrigação em permanecer na organização, funcionários identificados com esse comportamento permanecem na empresa porque sentem que tem essa obrigação. O modelo de mensuração do comprometimento neste estudo sugerido, a ser validado em estudos longitudinais, permitirá mapear elementos de forma que possam observar tendências. Referido instrumento não foi validado neste estudo, no entanto sugere-se que estudos futuros, por meio de estudos longitudinais procedam sua validação.
This thesis, using the Cognitive Map Strategic Options Development and Analysis (SODA), is proposed to meet the objective specified therein, i.e. to evaluate the importance of the organizational commitment to the implementation of an Environmental Management System (SGA), by the fifteen Managers of a Federal Public Institution, located in the state of São Paulo. The data composing the cognitive map were obtained through a face-to-face interview, from May to November 2015, and group meetings with the aforementioned managers from December 2015 to March 2016. The use of the Problem Structuring Methods (PSMs) SODA cognitive map made it feasible to investigate possible uncertainties, complexities and conflicts, related to the commitment element, from the adoption of the environmental management through the implementation of An Environmental Management System EMS. The results of the cognitive map analysis showed the importance of the organizational commitment, when an Environmental Management System is intended to be adopted. Differently from Barbieri\'s (2007) understanding, the present study places the importance of this behavior, not only by the top management, but also by the whole team to be involved in the activities related to such a system. It, also, allowed the construction of a commitment measurement model in relation to the Environmental Management System - EMS. The commitment measured by this instrument is divided into two components: affective, which has the commitment as an attachment and, even, involvement, where the identification with the company occurs: employees with strong affective commitment remain in the company because they want it and, also, as normative involvement. The commitment is felt as an obligation to remain in the organization: employees identified with this behavior remain in the company because they feel they should do it. The model of commitment measurement in this suggested survey, to be validated in longitudinal studies, will allow elements to be mapped so that trends may be observed. The mentioned instrument was not validated in this study, however, it is suggested that future research, through longitudinal studies, would do it.
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37

Kechiche, Amina. "Relations entre les représentations RSE des dirigeants et les pratiques responsables en milieu PME." Thesis, Tours, 2015. http://www.theses.fr/2015TOUR1002.

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Cette recherche doctorale s'inscrit dans la continuité des travaux sur la RSE en milieu PME et vise à clarifier la relation entre les représentations RSE des dirigeants et les pratiques responsables adoptées par les PME. En effet, la majorité des travaux académiques sur la RSE en milieu PME s'accordent à dire que l'engagement des PME dans une démarche responsable est fortement influencé par les représentations que se fait le dirigeant de la RSE sans toutefois clarifier la question du lien entre perception et pratiques RSE, qui reste donc inexplorée. Dès lors, dans cette réflexion nous cherchons à identifier les relations entre les représentations RSE des dirigeants et les pratiques responsables en milieu PME. Dans ce sens, une étude exploratoire est menée auprès de dix dirigeants de PME qui ont soit explicitement intégré toute ou partie (sociale ou environnementale) de la démarche RSE de leur entreprise, soit mis en place des actions responsables sans toutefois les intégrer dans la stratégie. Cette recherche s'appuie sur dix entretiens semi directifs et un recueil documentaire. À partir de ces données dix cartes cognitives sont construites et une matrice de démarches RSE est élaborée. L'analyse des données met en évidence un certain nombre de représentions communes associées à chaque démarche RSE
This doctoral research aims to clarify the relationship between the manager representations of CSR and the responsible practices of SMEs. Indeed, the majority of academician researches on CSR in SMEs agree that the involvement of SMEs in a responsible approach is strongly influenced by the manager representations of the CSR but doesn't clarify the link between perception and CSR behavior. which remains unexplored. Therefore. in this reflection we seek to identify the relationship between the manager representations of CSR and responsible practices in SMEs. In this sense. an exploratory study was conducted in ten SME who have. either explicitly incorporated all or part (social or environmental) of the CSR in their strategy, either make responsible actions but do not integrate them into strategy. This research is based on ten semi-structured interviews and documentary collection. From these data ten cognitive maps are constructed and an array of CSR initiatives is developed. The data analysis highlights a number of common representations associated each with CSR
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Freitas, Sheila Cristiana de. "A utilização de mapas conceituais como apoio ao ensino de análise de requisitos de software." Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/1246.

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Acompanha : Manual didático para o desenvolvimento de aulas no ensino de análise de requisitos de software utilizando aprendizagem significativa e mapas conceituais
O objetivo deste trabalho foi avaliar a contribuição da aprendizagem significativa e mapas conceituais no ensino de análise de requisitos de software. As temáticas perquiridas abordam a teoria de David Ausubel sobre aprendizagem significativa e a construção de mapas conceituais como ferramentas de apoio ao ensino de análise de requisitos de software nos cursos técnicos em informática. A pesquisa classificada como exploratória de natureza qualitativa, possui origem interpretativa e foi realizada em sala de aula, em uma turma do curso técnico em informática na modalidade subseqüente contendo quatorze alunos. As aulas contemplam a utilização de organizadores prévios na apresentação da teoria de análise de requisitos, exercícios que sugerem a busca por conhecimentos já existentes na estrutura cognitiva e a construção de mapas conceituais realizados pelo professor como apoio didático, e pelos alunos, na relação dos conceitos dos requisitos de software relativos ao trabalho de conclusão de curso (TCC). Os resultados foram analisados por aulas do ponto de vista do professor onde se percebeu que a estratégia utilizada neste trabalho, mas precisamente na aula 2, contribuiu para que o aluno faça a ancoragem dos subsunçores e assim a assimilação dos novos conceitos e na aula 7 são capazes de construir mapas conceituais para estabelecer a ligação entre os conceitos. Por fim, na visão dos alunos através de entrevista coletiva quanto aos benefícios de utilização de mapas conceituais nas aulas de análise de requisitos de software e os quais foram classificados como satisfatórios. Foi produzido um manual didático contendo os passos utilizados neste trabalho o qual poderá ser utilizado por outros professores.
The aim of this study was to evaluate the contribution of meaningful learning and concept maps in teaching analysis of software requirements. The thematic approach researched David Ausubel's theory of meaningful learning and the construction of concept maps as tools to support teaching analysis of software requirements in technical courses in computer science. The survey classified as exploratory qualitative, interpretive origin and has been held in the classroom, in a class of computer technician course in subsequent modality containing fourteen students. divided into stages. The classes include the use of previous organizers in presenting the theory of requirements analysis, exercises suggest that the search for knowledge existing in the cognitive structure and the construction of concept maps made by the teacher to support teaching and by students, about the concepts of software requirements for the completion of course work (TCC). The results were analyzed by the class teacher's point of view where it was realized that the strategy used in this work, but precisely in class 2, helped the student make the anchoring of subsumers and thus the assimilation of new concepts in class and 7 are able to construct conceptual maps to establish the connection between the concepts. Finally, in view of the students through a press conference about the benefits of using concept maps in class requirements analysis and software which were rated as satisfactory. It produced a teaching manual containing the steps used in this work which can be used by other teachers.
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39

Greenauer, Nathan Michael. "The effects of verbal processing on spatial memories verbal overshadownig [sic] and spatial representations /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1153938077.

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40

Axenie, Cristian [Verfasser], Jörg [Akademischer Betreuer] [Gutachter] Conradt, and Jeffrey [Gutachter] Krichmar. "Synthesis of Distributed Cognitive Systems: Interacting Computational Maps for Multisensory Fusion / Cristian Axenie. Betreuer: Jörg Conradt. Gutachter: Jörg Conradt ; Jeffrey Krichmar." München : Universitätsbibliothek der TU München, 2016. http://d-nb.info/1100689036/34.

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41

Satanek, Brandon L. "The Effects of Multidimensional Navigational Aids and Individual Differences on WWW Hypertext Navigation." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/36690.

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The most common application of hypertext today is found on the World Wide Web, with the numbers of sites and potential users increasing continually. Hypertext systems are characterized by hyperlinks that allow users nonsequential access to the documents contained within them. Because users are not constrained to read through these documents in a linear manner, new problems may arise not found in traditional paper versions. These problems are generally characterized by a sense of being "lost" within a hypertext system. The user may not know exactly where they are or how to get where they want to be. They have lost many of the visual cues that indicate position found in ordinary texts like books. Navigational aids or overview maps have been suggested as a means to help counteract this problem. These navigational aids can take a standard table-of-contents and extend it dynamically or provide a completely new paradigm of browsing. To that extent, many new varieties of maps (including three-dimensional ones) have been developed but not thoroughly studied. As well, it may be theorized that users of differing cognitive abilities may be helped or hindered by such devices. An empirical study was performed to investigate the effect of multidimensional maps. Three different navigational aids were examined which varied the way pages are displayed along one, two or three dimensions. Two hypertext systems were also where one was roughly twice the size of the other. The participants were given a search task twice to examine performance on page revisits. Finally, three cognitive tests were given to view the effects of individual differences. These included a spatial ability, verbal ability and visual memory test. The results indicated that no performance differences existed between the different navigational aids. However, a significant interaction was present between the maps and the type of Web site; smaller Web sites benefited from the 3D navigational aid. It is theorized that an observed effect for hypertext system was due to site complexity as opposed to size. The results from the cognitive ability measures were mixed. People with low verbal ability scores took longer to locate answers. People with high spatial ability scores found more answers and had scores that were less sensitive to the type of navigational aid used. No significant differences were discovered between people of high and low visual memory abilities.
Master of Science
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42

Kim, Yongtaek 1968. "Event construal and its linguistic encoding: Towards an Extended Semantic Map model." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10329.

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xvi, 185 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This dissertation investigates constructional alternation among the English verb- at , verb- away-at , and verb- away constructions. The primary purpose is to lay a fundamental conceptual framework on the interrelation between how we perceive a situation in an external world and how we construe it as an event structure in a conceptualized world to encode it linguistically. This study suggests an Extended Semantic Map (hereafter ESM) model. It presents an in-depth analysis of the three constructions, derived from the BNC (British National Corpus), and resultative constructions in Korean and Japanese. I argue that language has conceptual bases rooted in perception and cognitive construal. Construal allows one to view the same situation in a number of alternative ways. Construal is closely related to distribution of attention, which has two main patterns: focus of attention and windowing of attention. Focus of attention is mainly based on perceptual prominence. It is placed on participants and is typically encoded in the selection and arrangement of nominals. Windowing of attention operates on cognitive prominence. It is a cognitive process to segment some relation(s) out of an event structure. It is typically encoded in predicate or adverbial expressions. I further argue that any mismatch between perceptual and cognitive prominence requires overt marking. For example, the English passive construction requires the overt marking of ' be/get + past participle,' which directs an addressee's primary focus of attention to a perceptually secondary but cognitively primary patient. It also places windowing of attention on the perceptually secondary but cognitively primary Change. Windowing and focus of attention will be used to define the X- and Y-axes of the ESM. The X-axis consists of five causal relations -- Volition, Activity, Force Transfer, Change, and State, on which attention is windowed. The Y-axis is composed of four types of configuration for the semantic roles of the participants -- Agent, Agent-Location, Agent-Theme, and Theme. The ESM visually maps relations among constructions within and across languages. It illustrates how event structures can be categorized typically as either [Activity]-windowing or [Change]-windowing. Finally, it also allows us to represent cross-linguistic differences in the available constructions for construing event structures.
Committee in charge: Eric Pederson, Chairperson, Linguistics; Scott DeLancey, Member, Linguistics; Doris Payne, Member, Linguistics; Kaori Idemaru, Outside Member, East Asian Languages & Literatures
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43

Alzouhri, alyafi Amr. "Génération d'explications pour la gestion énergétique dans les bâtiments." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAM003/document.

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L'énergie est fondamentale pour maintenir le confort et façonne notre vie moderne. Avec la demande excédentaire en énergie, les systèmes de gestion de l’énergie résidentielle apparaissent avec le temps. Ils visent à réduire ou moduler la consommation d’énergie tout en maintenant un niveau de confort acceptable. Des systèmes efficaces de gestion de l'énergie domestique devraient intégrer une représentation comportementale d'un système domestique, y compris les habitants. Il établit des relations entre différentes variables environnementales et des phénomènes hétérogènes présents dans une maison. Par conséquent, ces systèmes sont complexes à construire et à comprendre pour les habitants. Pour cette raison, les concepteurs ont essayé d'automatiser autant que possible les systèmes de CVC, les éclairages ... afin de promouvoir le concept de "faire à la place". Cela était justifié car il était presque impossible d'impliquer les occupants et de créer une relation entre les occupants et les systèmes énergétiques. Ce concept crée différents problèmes car les occupants sont détachés du système énergétique et ne comprennent pas ses fonctionnalités ni son fonctionnement.Pour surmonter cette difficulté, ce travail met en avant le concept de "faire avec" en essayant d'impliquer l'occupant dans la boucle avec son système de gestion de l'énergie. C'est là que l'explication est nécessaire pour permettre aux occupants de découvrir les connaissances du système énergétique et de développer leur capacité à comprendre comment le système fonctionne et pourquoi il recommande différentes actions. L'explication est le moyen de découvrir de nouvelles connaissances et, par conséquent, d'impliquer les occupants. Pour les humains, l'explication joue un rôle important dans la vie. C'est l'un des principaux outils d'apprentissage et de compréhension. Il est même utilisé dans la communication et les aspects sociaux. Les gens ont tendance à l'utiliser en plus d'apprendre à montrer leurs connaissances sur un sujet pour gagner la confiance des autres ou pour clarifier une situation. Mais générer des explications n’est pas une tâche facile. C'est l'un des problèmes scientifiques récurrents de plusieurs décennies. Les explications ont de nombreuses formes, types et niveaux de clarté. Cette étude se concentre sur les explications causales. Comme il s’agit de la forme d’explication la plus intuitive à comprendre par les occupants, elle est conçue pour transférer les connaissances issues de systèmes complexes tels que les modèles énergétiques. Le défi scientifique est de savoir comment construire des explications de causalité pour les habitants à partir d’un flux de données de capteurs observées
Energy is fundamental to maintain comfort and it shapes our modern life. With the excess demand for energy, home energy management systems are appearing with time. They aim at reducing or modulating energy consumption while keeping an acceptable level of comfort. Efficient home energy management systems should embed a behavioral representation of a home system, including inhabitants. It establishes relationships between different environmental variables and heterogeneous phenomena present in a home. Therefore, those systems are complex to build and to understand for inhabitants. For this reason, the designers did try to automatize as much as possible the HVAC systems, the lightings ... so they promoted the concept of “doing instead”. This was justified as it was nearly impossible to implicate occupants and to create a relation between occupants and energy systems. This concept does create different problems as occupants are detached from the energy system and they don’t understand its functionality nor how it is working.To overcome this difficulty this work promotes the concept of “doing with” as it tries to implicate the occupant in the loop with their energy management system. This is where the explanation is needed to allow occupants to discover the knowledge in the energy system and to develop their capacity of understanding how the system is working and why it is recommending different actions. The explanation is the way to discover new knowledge and consequently, to involve occupants. For humans, explanation plays an important role in life. It is one of the main tools for learning and understanding. It is even used in communication and social aspects. People tend to use it besides learning to show their knowledge about a subject to gain the confidence of others or to clarify a situation. But generating explanations is not an easy task. It is one of the ongoing scientific problems from several decades. Explanations have numerous forms, types, and level of clearness. This study is focusing on the causal explanations. As it is the most intuitive form of explanation to be understood by occupants and is adapted to transfer the knowledge from complex systems like energy models. The scientific challenge is how to construct causal explanations for the inhabitants from a flow of observed sensor data
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Atit, Kinnari. "Pattern Identification or 3D Visualization? How Best to Learn Topographic Map Comprehension." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/254701.

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Psychology
Ph.D.
Science, Technology, Engineering, and Mathematics (STEM) experts employ many representations that novices find hard to use because they require a critical STEM skill, interpreting two-dimensional (2D) diagrams that represent three-dimensional (3D) information. The current research focuses on learning to interpret topographic maps. Understanding topographic maps requires knowledge of how to interpret the conventions of contour lines, and skill in visualizing that information in 3D (e.g. shape of the terrain). Novices find both tasks difficult. The present study compared two interventions designed to facilitate understanding for topographic maps to minimal text-only instruction. The 3D Visualization group received instruction using 3D gestures and models to help visualize three topographic forms. The Pattern Identification group received instruction using pointing and tracing gestures to help identify the contour patterns associated with the three topographic forms. The Text-based Instruction group received only written instruction explaining topographic maps. All participants then completed a measure of topographic map use. The Pattern Identification group performed better on the map use measure than participants in the Text-based Instruction group, but no significant difference was found between the 3D Visualization group and the other two groups. These results suggest that learning to identify meaningful contour patterns is an effective strategy for learning how to comprehend topographic maps. Future research should address if learning strategies for how to interpret the information represented on a diagram (e.g. identify patterns in the contour lines), before trying to visualize the information in 3D (e.g. visualize the 3D structure of the terrain), also facilitates students' comprehension of other similar types of diagrams.
Temple University--Theses
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Blasiis, José Augusto de. "UMA NOVA CARTOGRAFIA COGNITIVA PARA O ENSINO DA COMUNICAÇÃO." Universidade Metodista de São Paulo, 2014. http://tede.metodista.br/jspui/handle/tede/701.

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The purpose of the work is to set up a functional and exploratory project that, coming from cognitive cartography, which is defined as art, theory and the technique of building up Maps of Knowledge (OKADA, 2008), looked to format with this cartography its applicability in the structuring of a set of modules in communication studies. Similar to the concept of conceptual, or cognitive maps, they represent organized knowledge and are composed of concepts. These maps were developed in the 1970s by researcher Joseph Novak (1977). The following thesis was build up having as its basis relationship softwares separated by themes and interests, the concept of a tree of related knowledge. This experience proposes the construction of a process of navigation on a three-dimensional environment, using 3D software which will operate as apps with the engine of a video game, which are graphic motors. The data base and the interaction between texts and tasks is made with the use of the MediaWiki platform, an open-source software which maintains the website Wikipedia. The platform for the maps are operated by a software which is like FlashMeeting, used for web conferences, and Mindjet, as well as CMAPS, for the construction of maps, and also, used for the mapping and navigation on the web. Most of them are open-source software. All operating systems in presence or modulation EAD. The conceptual basis is structured within a vision of disruptive education, which launches a new educational model based on maps, as an approach within a multi-screen world, a world of hyper was a hypermodern world, which is based on a culture of the technological age, a renovation of the concepts of culture, now refreshed in the light of new technologies and new networked society.
O trabalho proposto é a montar um projeto exploratório funcional que parta da cartografia cognitiva, que é definida como a arte, teoria e técnica de construir mapas do conhecimento, visando com esta cartografia a sua aplicabilidade na estruturação de um conjunto de cursos/saberes da área da Comunicação. Assemelhado ao conceito de mapas conceituais, ou cognitivos, representam o conhecimento organizado e são compostos por conceitos. Este mapas foram desenvolvido a partir da década de setenta por vários pesquisadores. A tese experimento foi montada tendo como base os softwares de relacionamento por temas e interesses dentro de um ambiente de interatividade tridimensional , montado no conceito de arvore do conhecimento relacional. Esta experiência é construída em ambiente tridimensional com uso de softwares 3D que rodam como aplicativos de engines de vídeo games, que são motores gráficos. A base de dados e a interatividade de textos e tarefas é realizada sob a plataforma do MediaWiki, que é o software aberto que roda a Wikipédia. A plataforma de mapas roda dentro de um software MindJet MindManager e do CMAPS. As vídeo conferências são administradas pelo FlashMeeting, de Web conferência. A maioria deles são softwares abertos. Todos operando em sistemas presenciais ou de modulação EAD. A base conceitual está estruturada dentro de uma visão de educação disruptiva, que lança um novo modelo educacional baseado em mapas, visto dentro de uma abordagem de um mundo de múltiplas telas, um mundo da era hiper, um mundo hipermoderno, que tem como base uma cultura da era tecnológica, numa renovação dos conceitos de Cultura, agora revigorados à luz das novas tecnologias e da nova sociedade interligada em rede.
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46

Brown, Connie J. "Mapping A Generation: Oral History Research in Sulphur Springs, FL." Scholar Commons, 2004. http://purl.fcla.edu/fcla/etd/SFE0000295.

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47

Edler, Dennis [Verfasser], Frank [Gutachter] Dickmann, and Karl-Heinz [Gutachter] Otto. "The effects of grids in topographic maps on cognitive representations of map information / Dennis Edler ; Gutachter: Frank Dickmann, Karl-Heinz Otto ; Fakultät für Geowissenschaften." Bochum : Ruhr-Universität Bochum, 2015. http://d-nb.info/1209359049/34.

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48

Cubukcu, Ebru. "Investigating wayfinding using virtual environments." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1070246663.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains xx, 182 p.; also includes graphics (some col.). Includes abstract and vita. Advisor: Jack L. Nasar, City and Regional Planning Dept. Includes bibliographical references (p. 121-135).
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49

Costa, Sandra Aparecida da. "Mapas conceituais: um caminho para a aprendizagem significativa." Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/10137.

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The aim of this work is to point out the contributions of conceptual maps and the Information and Communication Technologies (ICTs) as strategies in the construction of a significant learning. The intention is to head for the writing development of our students so that we can get contributions to the use of the Information and Communication Technologies in the school environment. As a theoretical fundamentation in the search for the comprehension of the subject, some writers as Jonassen, Moreira, Ontoria and Okada, give us subsidies so much that we can understand the concepts of conceptual maps, technology and significant learning. The research teacher and the fifth-grade students in tutorial situation of a public and elementary school participated in the research. We use the qualitative methodology in our work. At the end of this research, we have made it clear that to develop the concept of mapping, it is necessary to select, link, integrate, reorganize and open concepts so that the construction of the knowledge goes through the interaction, organization and share. The concept of construction is intrinsically linked to the concept of sharing. From this confirmation derives the proposal of the ampliation of this knowledge net to all the school scope from the ICTs that were important elements in the construction of the practice and researches route
O objetivo desta pesquisa é destacar as contribuições dos mapas conceituais e das Tecnologias da Comunicação e Informação (TIC) como estratégias na construção de uma aprendizagem significativa. A intenção é procurar encaminhamentos para o desenvolvimento da escrita de nossos alunos numa visão de rede de modo a buscar contribuições para o uso das Tecnologias de Comunicação e Informação no ambiente escolar. Como fundamentação teórica na busca da compreensão do tema alguns autores, como Jonassen, Moreira, Ontoria e Okada, forneceram subsídios de modo a compreender os conceitos de mapas conceituais, tecnologia e aprendizagem significativa. Participaram da pesquisa a professora pesquisadora e alunos do 5º ano do ensino fundamental em situação de recuperação, em uma escola pública de ensino fundamental. Empregamos a metodologia qualitativa nesse trabalho. No final desta pesquisa ficou claro que, para desenvolver o conceito de mapeamento, é necessário selecionar, relacionar, conectar, integrar, reorganizar e abrir conceitos, ou seja, que a construção do conhecimento passa pela interatividade, organização e partilha. O conceito de construir está intrinsecamente ligado ao conceito de partilhar. A partir dessa constatação nasce a proposta de ampliação dessa rede de conhecimento por todo âmbito escolar por meio das TIC que foram elementos importantes na construção do percurso de práticas e pesquisas
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50

Pegetti, Ana Lucia. "Aplicação de mapas cognitivos e método AHP para a seleção de fornecedores em instituição de ensino superior." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/3/3135/tde-19032015-162610/.

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A seleção de fornecedores é uma decisão-chave nos processos de aquisição e de compra. Tanto a escolha de critérios como a avaliação das possíveis alternativas são etapas fundamentais neste processo de decisão. Nas últimas décadas, as instituições de ensino superior privado do Brasil vêm sofrendo grandes desafios na tentativa de institucionalizar práticas administrativas aplicadas no mercado empresarial com o objetivo principal de aperfeiçoar seus processos de trabalho e reduzir riscos e custos operacionais, aumentando assim sua produtividade e qualidade dos serviços prestados. Estas iniciativas visam manter as instituições autossustentáveis e competitivas em um mercado agressivo em constante expansão. Desta forma, um olhar crítico e profissionalizado para seus processos de negócios tem sido uma das soluções encontradas a fim de atingirem suas metas organizacionais. Neste contexto, este trabalho propõe a formalização do processo decisório na seleção de fornecedores através de sua sistematização utilizando os mapas cognitivos para estruturação e identificação de critérios que efetivamente apresentam valor na seleção de parceiros para o tomador de decisão dos departamentos de Controladoria e Suprimentos e Administração do Patrimônio. O trabalho também propõe a posterior priorização destes critérios para a seleção de potenciais fornecedores através da utilização do método multicritério Analytic Hierarchy Process.
Supplier selection is a key decision in the procurement and purchasing processes. Both the choice of criteria and the evaluation of possible alternatives are critical steps in this decision-making. One of the great challenges of private higher education institutions (PHEI) in Brazil in recent decades has been the attempt to institutionalize administrative practices applied in the business market with the primary goal of optimizing their business processes and achieve reduced risks and operational costs, thereby increasing their productivity and the quality of services. These initiatives aim to maintain self-sustaining and competitive institutions in an aggressive market which is constantly expanding. Therefore, a critical and professionalized look at their business processes has been one of the solutions in order for them to achieve their organizational goals. In this context, this paper proposes to formalize the decision-making process in the selection of suppliers through their systematization using cognitive maps to structure and identify the criteria that effectively present value during the partner selection of the decision-maker\'s procurement and purchasing department. The paper also proposes the subsequent prioritization of these criteria for evaluation and selection of potential suppliers through the use of the Analytic Hierarchy Process multi-criteria method.
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