Relevant bibliographies by topics / Concept formation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Concept formation'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Concept formation"

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Gulmans, J., R. Van Den Berg, and H. Vos. "Concept Formation." Journal of Russian & East European Psychology 33, no. 2 (March 1995): 81–103. http://dx.doi.org/10.2753/rpo1061-0405330281.

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Scheff, Thomas J. "Concepts and Concept Formation: Goffman and Beyond." Qualitative Sociology Review 2, no. 3 (December 21, 2006): 48–64. http://dx.doi.org/10.18778/1733-8077.2.3.04.

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The social and behavioral sciences need distinctive concepts to escape entrapment in cultural assumptions. Currently there are several sources for concepts, but vernacular words are most frequently used. These words are usually ambiguous and may reaffirm the status quo. This essay proposes that a new approach is implied in Goffman’s work. Most of the new terms he invented went undefined. However, he can be seen as struggling in much of his writing to develop two basic components of the “looking-glass self,” awareness structures and embarrassment. His method seems to have involved using many vernacular cognates and close examination of detailed examples of each concept. The implication is that it might be possible to ground concepts by 1. Listing and examining links to vernacular and technical cognates, and 2. Closely exploring many concrete examples. A study of one type of awareness structure, collective denial (Zerubavel 2006), can also be used to illustrate the potential of this method.
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Sjögren, Jörgen, and Christian Bennet. "Concept Formation and Concept Grounding." Philosophia 42, no. 3 (May 1, 2014): 827–39. http://dx.doi.org/10.1007/s11406-014-9528-8.

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Gasparete, Luiz Philip Favero. "O plural de um conceito, não raro, é outro conceito// The Plural of a Concept Is Often Another Concept." O Eixo e a Roda: Revista de Literatura Brasileira 32, no. 2 (November 16, 2023): 384. http://dx.doi.org/10.17851/2358-9787.32.2.384-398.

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Resumo: Este trabalho tem como objeto de estudo principal o artigo “Formações do sujeito colonial: suplemento, dependência, cosmopolitismo”, do pesquisador João Camillo Penna. O foco recai na constatação de uma disparidade entre o título e o texto, a saber, o fato de que o termo que inicia o nome (“formações”) não aparece nenhuma vez ao longo dos parágrafos. O que aparece, sim, com frequência, é o conceito de formação, que adquire diferentes sentidos e ressonâncias. O trabalho procura demonstrar que entender “formações” como mero plural de “formação” não é tão inconteste quanto parece e que, na verdade, as variantes resultam em conceitos dissociados. A maneira escolhida para corroborar a hipótese é uma discussão a respeito da conceituação psicanalítica que Penna (2012) utiliza para interpretar a obra de Silviano Santiago, especificamente os textos que envolveriam a dita “formação do sujeito colonial”.Palavras-chave: formações; formação; sujeito colonial; Silviano Santiago.Abstract: The main object of this work is the article “Formações do sujeito colonial: suplemento, dependência, cosmopolitismo”, by João Camillo Penna. The work focuses on a certain disparity between the title and the text, namely the fact that the term that begins the name (“formations”) does not appear throughout the paragraphs. What often appears is the concept of formation, which acquires different meanings and resonances. The work tries to demonstrate that understand “formations” as a mere plural of “formation” is not too uncontested as it seems and that, in fact, the variants result in dissociated concepts. In order to corroborate the hypothesis, the work discusses the psychoanalytic conceptualization that Penna (2012) uses to explore the Silviano Santiago’s production, specifically the texts that involve the “formation of the colonial subject”.Keywords: formations; formation; colonial subject; Silviano Santiago.
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Liu, Huan, and Wilson X. Wen. "Joint concept formation." Knowledge Acquisition 6, no. 1 (March 1994): 75–87. http://dx.doi.org/10.1006/knac.1994.1004.

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Šlekienė, Violeta, and Loreta Ragulienė. "DIDACTICAL PRINCIPLES OF CONCEPT FORMATION IN PHYSICS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 7, no. 2 (September 5, 2010): 35–43. http://dx.doi.org/10.48127/gu-nse/10.7.35a.

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Formation of concepts and their correlation with mental activity has been an object of con-cern for philosophers, psychologists and educators. Selecting the most efficient way of con-cept formation, knowledge of various methods, their advantages and disadvantages, condi-tions of their successful application, peculiarities of the comprehension process is necessary. This article deals with the didactical principles of concept formation in physics. The main stages of formation and development concepts of physics have been analysed: a definite sensual perception, distinction of basic general features of the observed objects of a class, abstraction of a concept, specification and consolidation of basic features of concept, defini-tion of relations with other concepts, application of a concept, generalisation and specifica-tion. It has been stated in this article, that the quality of concept formation depends on the ways how the basic features of a concept are detailed and consolidated, relations with other concepts are revealed, how the concept is applied solving tasks of various types, i.e., how the process of concept expansion has been organised. Concept comprehension is not a single act of the definition memorisation but a long-term process. Aiming at pupils’ conscious compre-hension of scientific concepts, their ability to apply them in definite situations it is essential to organise the process of their formation in the right way and to manage it. Teachers should realise, that definition memorising does not mean concept formation, quality of concept comprehension mainly depends on the ways its basic features are being detailed and consoli-dated, correlation with other concepts is being disclosed, the concept is being applied solving the tasks of various character, i.e. how the process of concept expansion is being organised. Key words: physics teaching, concepts formation, didactical principles.
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Neuman, Yair, Argyris Arnellos, and Ophir Nave. "Sign-Mediated Concept Formation." American Journal of Semiotics 24, no. 1 (2008): 107–23. http://dx.doi.org/10.5840/ajs2008241/38.

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Zepp, Raymond A. "Concept Formation and Verbalization." Perceptual and Motor Skills 62, no. 2 (April 1986): 370. http://dx.doi.org/10.2466/pms.1986.62.2.370.

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ARAKELYAN, SIRINA. "THE SELF-CONCEPT FORMATION." Main Issues Of Pedagogy And Psychology 10, no. 1 (April 4, 2016): 119–24. http://dx.doi.org/10.24234/miopap.v10i1.178.

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In the article the author generally analyses different authors’ opinions concerning the Selfconcept formation. In psychological literature many aspects and factors are mentioned and pointed out (prenatal period events, welcome or unwelcome child, mother’s and significant others’ attitude, biological features etc.). In the article a detailed analysis of the most important factors, which can influence the formation and the development of different components of Self-concept is presented.
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Gero, John S. "Concept formation in design." Knowledge-Based Systems 11, no. 7-8 (December 1998): 429–35. http://dx.doi.org/10.1016/s0950-7051(98)00076-8.

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Dissertations / Theses on the topic "Concept formation"

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Dienes, Zoltan Paul. "Implicit concept formation." Thesis, University of Oxford, 1990. http://ora.ox.ac.uk/objects/uuid:35440667-6e5d-4d85-8ce1-7a14fbed453b.

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This thesis provides a conceptual and empirical analysis of implicit concept formation. A review of concept formation studies highlights the need for improving existing methodology in establish- ing the claim for implicit concept formation. Eight experiments are reported that address this aim. A review of theoretical issues highlights the need for computational modelling to elucidate the nature of implicit learning. Two chapters address the feasibility of different exemplar and Connectionist models in accounting for how subjects perform on tasks typically employed in the implicit learn- ing literature. The first five experiments use a concept formation task that involves classifying "computer people" as belonging to a particular town or income category. A number of manipulations are made of the underlying rule to be learned and of the cover task given subjects. In all cases, the knowledge underlying classification performance can be elicited both by free recall and by forced choice tasks. The final three experiments employ Reber's (e.g., 1989) grammar learning paradigm. More rigorous methods for eliciting the knowledge underlying classification performance are employed than have been used previously by Reber. The knowledge underlying clas- sification performance is not elicited by free recall, but is elicited by a forced-choice measure. The robustness of the learning in this paradigm is investigated by using a secondary task methodol- ogy. Concurrent random number generation interferes with all knowledge measures. A number of parameter-free Connectionist and exemplar models of artificial grammar learning are tested against the experimental data. The importance of different assumptions regarding the coding of features and the learning rule used is investigated by determin- ing the performance of the model with and without each assumption. Only one class of Connectionist model passes all the tests. Fur- ther, this class of model can simulate subject performance in a different task domain. The relevance of these empirical and theoretical results for understanding implicit learning is discussed, and suggestions are made for future research.
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Roberts, Jennifer M. (Jennifer Marie). "Use-driven concept formation." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62440.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 161-165).
When faced with a complex task, humans often identify domain-specific concepts that make the task more tractable. In this thesis, I investigate the formation of domain-specific concepts of this sort. I propose a set of principles for formulating domain-specific concepts, including a new inductive bias that I call the equivalence class principle. I then use the domain of two-player, perfect-information games to test and refine those principles. I show how the principles can be applied in a semiautomated fashion to identify strategically-important visual concepts, discover highlevel structure in a game's state space, create human-interpretable descriptions of tactics, and uncover both offensive and defensive strategies within five deterministic, perfect-information games that have up to forty-two million states apiece. I introduce a visualization technique for networks that discovers a new strategy for exploiting an opponent's mistakes in lose tic-tac-toe; discovers the optimal defensive strategies in five and six men's morris; discovers the optimal offensive strategies in pong hau k'i, tic-tac-toe, and lose tic-tac-toe; simplifies state spaces by up to two orders of magnitude; and creates a hierarchical depiction of a game's state space that allows the user to explore the space at multiple levels of granularity. I also introduce the equivalence class principle, an inductive bias that identifies concepts by building connections between two representations in the same domain. I demonstrate how this principle can be used to rediscover visual concepts that would help a person learn to play a game, propose a procedure for using such concepts to create succinct, human-interpretable descriptions of offensive and defensive tactics, and show that these tactics can compress important information in the five men's morris state space by two orders of magnitude.
by Jennifer M. Roberts.
Ph.D.
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Barnham, Chris. "Peirce, Vygotsky and concept formation." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10059118/.

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The purpose of this thesis to explore the theoretical similarities between Peirce and Vygotsky with respect to the process of concept formation. It is acknowledged that these two thinkers are seldom associated with each other in relation to the learning process. Peirce is seen as one of the founders of modern semiotics, but he is rarely linked with the activity of concept formation itself. Vygotsky, whilst associated with the latter, is not interpreted as a semiotician - even though he sometimes uses the terminology of signs. It will be argued in the course of this thesis, however, that their views are closer to each other than is commonly recognised and that this convergence derives from the influence of Hegel. In the case of Peirce, Hegel is often viewed in negative terms - as a philosophical legacy that Peirce is reacting against. It will be argued that this interpretation overlooks the deeper impact of Hegelian thought in terms of how Peirce constructs his semiotics. Indeed, an Hegelian interpretation of concept formation helps reframe Peirce's account of the 'mediating' sign, the notion of the 'determined' sign, and the role of the 'object' in his triadic structure. Moreover, the reference point of Hegel creates an opportunity to re-evaluate Peirce's icon, index and symbol. Hegel's influence on Vygotsky is more frequently acknowledged, but seldom pursued in detail by commentators who often draw Vygotsky into a more social account of meaning construction. Full recognition of Hegel's influence on Vygotsky, however, has the effect of reframing his notion of 'mediation', and making his account of concept formation less focused on the social dimension than is commonly recognised. The overall effect of these arguments is to reposition Vygotsky's 'natural history of the sign' in a framework that parallels Peirce's own account of sign formation. There remain, of course, important differences in the approaches of Peirce and Vygotsky, and these will be highlighted in the course of the discussion. But the broader perspective outlined below suggests that there should be greater recognition of their philosophical similarities.
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Gray, Brett. "Relational models of feature based concept formation, theory-based concept formation and analogical retrieval/mapping /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17450.pdf.

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Butler, Deborah Lynne. "The role of expectations in the feature integration process." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25360.

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According to Treisman (Treisman and Schmidt, 1982) feature detection occurs in parallel, while the correct integration of detected features into an object requires focal attention. She has proposed that in the absence of attention, subjects will perceive "illusory conjunctions", or invented objects constructed out of features actually present in a display. The present experiments were designed to examine how the presence of expectations might affect the feature integration process and the construction of illusory conjunctions. The results of these experiments suggest that expectations do affect the perception of simple objects: subjects make more illusory conjunctions in the absence of expectations, and the perception of expected objects is the most accurate. However, the data indicate that expectations do not exert this influence by guiding the feature integration process, because subjects do not tend to construct expected objects out of features appearing in a display. As a result, it is likely that expectations are influential not by determining the construction of object files, but by speeding up the identification of the features of expected objects, so that focal attention can be applied, and object files constructed, more efficiently. As a result, the perception of expected objects can be accurately accomplished in a shorter amount of time.
Arts, Faculty of
Psychology, Department of
Graduate
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Baylos, Grau Antonio. "On Decent Work: The Concept Formation." Derecho & Sociedad, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/119056.

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This article develops the historical process of the formation of the concept of decent work, its basic guidelines and as its content has been altered by the increasing globalization of the market and the globalization of labor rights. Finally, after analyzing the notion of decent work from different perspectives, the author focus on the cumulative perspective and develop its content.
El presente artículo desarrolla el procedimiento histórico de la formación del concepto de trabajo decente, sus lineamientos básicos y como su contenido se ha ido alterando por la creciente globalización del mercado y la universalización de los derechos laborales. Finalmente, después de haber analizado la noción de trabajo decente desde diferentes perspectivas, el autor se centrara en la perspectiva cumulativa y desarrollará su contenido.
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Anderson, Ursula Simone. "Color, shape, and number identity-nonidentity responding and concept formation in orangutans." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42740.

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The ability to recognize sameness among objects and events is a prerequisite for abstraction and forming concepts about what one has learned; thus, identity and nonidentity learning can be considered the backbone of higher-order human cognitive abilities. Discovering identity relations between the constituent properties of objects is an important ability that often characterizes the comparisons that humans make so it is important to devote attention to understanding how nonhuman primates process and conceptualize part-identity as well as whole-identity. Because the ability to generalize the results of learning is to what concepts ultimately reduce, the series of experiments herein first investigated responding to part-identity and -nonidentity and whole-identity and -nonidentity and then explored the generality of such learning to the formation of concepts about color, shape, and cardinal number. The data from Experiments 1, 2, and 3 indicated that the two orangutans learned to respond concurrently to color whole-identity and -nonidentity and they responded faster to color whole-identity. Additionally, both subjects learned to respond concurrently to color and shape part- and whole-identity and for the most part, it was easier for them to do so with color part- and whole-identity problems than shape part- and whole-identity problems. Further, their learned responses to color and shape part- and whole-identity fully transferred to novel color part-identity problems for both subjects and fully transferred to novel color and shape whole-identity problems for one orangutan. The data from Experiments 4, 5, and 6 showed that one subject learned to judge numerical identity when both irrelevant dimensions were cue-constant, but the subject did not do the same when one or more irrelevant dimensions were cue-ambiguous. Further, the subject's accuracy was affected by the numerical distance and the numerical total of comparisons during acquisition of the conditional discrimination. The subject subsequently formed a domain-specific concept about numerical identity as evinced by the transfer of learning to novel numerosities instantiated with novel, cue-constant element colors and shapes and novel numerosities instantiated with cue-constant, familiar element colors and shapes. Given the adaptive significance of using concepts, it is important to investigate if and how nonhuman primates form identity concepts for which they categorize or classify the stimuli around them. This dissertation provided evidence about the extent to which orangutans learned to respond to color, shape, and number identity and nonidentity and subsequent concept formation from such learning. The findings from this study will help in understanding the convergence and divergence in the expression abstraction in the primate phylogeny, thus, informing our understanding about the origins and mechanisms of cognition in human and nonhuman primates.
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Reiss, Julian. "Epistemic virtues and concept formation in economics." Thesis, London School of Economics and Political Science (University of London), 2002. http://etheses.lse.ac.uk/1646/.

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The aim of this Thesis is to defend the following two main claims: (a) A "Baconian" science of economics is desirable and possible; (b) Two of Bacon's central insights are of particular relevance for modern economics: the importance of concept formation as a part of the scientific endeavour and the collaboration of theory construction and measurement. Chapter 1 introduces the topic by way of juxtaposing and contrasting Francis Bacon's scientific method with Gustav Schmoller's philosophy of economics and showing that they share a number of crucial aspects, which are significant for modern methodological debates. It is argued that the three epistemic virtues of phenomenal adequacy, explanatory power and exactness are as relevant for contemporary economics as they were for Schmoller and Bacon. Chapters 2-4 critically examine various strands in the contemporary economic literature. It is claimed that methods of concept formation dominant in this literature can allow us to obtain either of the three virtues severally but not all three simultaneously. In response to this criticism, Chapter 5 develops an alternative method of economic concept formation. In particular, the idea of Natural Economic Quantities (NEQs) is introduced. Essentially, an economic quantity is natural if and only if it figures in a tested causal model and it is measurable in the appropriate way. NEQs are supposed to help in building models which achieve the three epistemic virtues simultaneously, and thus allow economics to be a "Baconian" science. The theory of NEQs and its ability to help in realising all three epistemic virtues is illustrated with a case study from William Stanley Jevons's work on index numbers.
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Martin, Joel David. "Direct and indirect transfer : explorations in concept formation." Diss., Georgia Institute of Technology, 1992. http://hdl.handle.net/1853/8216.

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Mueller, David John. "Adolescent identity formation: Inpatient influence on self-concept." W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539618397.

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This study investigated the effects of psychiatric hospitalization on the self-concepts of 44 adolescents. Labeling theory suggests that the stigma of being labeled as a patient in a mental hospital will hurt an adolescent's self-concept. The sample for this study consisted of 44 adolescent acute care patients in a private psychiatric hospital in Norfolk, Virginia. their length of stay averaged 20.1 days and ranged from 8 to 38 days in the hospital. Each was diagnosed by an accredited psychiatrist or a licensed psychologist as having symptoms of depression or dysthymic disorder. Each subject was administered a semantic differential instrument (Burke and Tully, 1977) and the Coopersmith Self-Esteem Inventory (Coopersmith, 1967) at admission and again at discharge. The semantic differential instrument had subjects rate two stereotypic social labels, "A Popular Teenager in School" and "A Hospitalized Teenager in Psychiatric Treatment," and two self-assessment labels, "Me in the World" and "Me in the Psychiatric Institute." The Coopersmith instrument was used as a well-established indicator of overall self-esteem. One-tailed t-tests for paired samples confirmed significant gains in self-esteem through the course of hospitalization as measured by the Coopersmith as well as by the two semantic differential self-assessments. These findings were contrary to the predictions of labeling theory. Two-tailed t-tests for paired samples were used to determine whether identification with the two stereotypic labels changed from time of admission to time of discharge. These findings indicated that direction of change was not consistent and some of the changes were not statistically significant. The most interesting change in identification with stereotypic labels concerned "Me in the Psychiatric Institute" and "A Popular Teenager in School." at admission, subjects generally rated themselves less favorably than "A Popular Teenager in School," but at discharge subjects generally rated themselves significantly more favorably than the popular teenage stereotype. Again, this change in identification was not consistent with the predictions of labeling theory. This study concluded with recommendations for longer-term adolescent inpatient studies, follow-up studies of teenage outpatient progress, and mandatory one year aftercare counseling for hospitalized adolescents.
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Books on the topic "Concept formation"

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Sjögren, Jörgen. Concept formation in mathematics. Göteborg: University of Gothenburg, 2011.

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Wrobel, Stefan. Concept Formation and Knowledge Revision. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-2317-5.

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Wrobel, Stefan. Concept Formation and Knowledge Revision. Boston, MA: Springer US, 1994.

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European Workshop on Ecological Psychology (4th 1996 Zeist, Netherlands). Studies in ecologocal [sic] psychology: Proceedings of the Fourth European Workshop on Ecological Psychology, Zeist, the Netherlands, July 2-5 1996. Delft: Delft University Press, 1996.

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United States. National Aeronautics and Space Administration., ed. Improving performance through concept formation and conceptual clustering. Nashville, TN: Vanderbilt University, Division of Sponsored Research, 1992.

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L, Commons Michael, and Symposium on Quantitative Analyses of Behavior. (8th : 1985 : Harvard University), eds. Behavioral approaches to pattern recognition and concept formation. Hillsdale, N.J: Lawrence Erlbaum Associates, 1990.

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L, Commons Michael, and Symposium on Quantitative Analyses of Behavior., eds. Behavioral approaches to pattern recognition and concept formation. Hillsdale, NJ: Erlbaum Associates, 1990.

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H, Fisher Douglas, Pazzani Michael John 1958-, and Langley Pat, eds. Concept formation: Knowledge and experience in unsupervised learning. San Mateo, Calif: Morgan Kaufmann Publishers, 1991.

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Ogilvie, Bertrand. Lacan, la formation du concept de sujet: 1932-1949. 3rd ed. Paris: Presses universitaires de France, 1993.

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Ogilvie, Bertrand. Lacan, la formation du concept de sujet: 1932-1949. Paris: Presses universitaires de France, 1988.

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Book chapters on the topic "Concept formation"

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Schulte, Joachim. "Concepts and Concept-Formation." In Wittgenstein After His Nachlass, 128–42. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230274945_9.

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Sander, Jana. "Concept Formation." In Encyclopedia of Child Behavior and Development, 397–98. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_649.

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Jett, Stephanie. "Concept Formation." In Encyclopedia of Evolutionary Psychological Science, 1–8. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-16999-6_3111-1.

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Wynne, Clive D. L., and Monique A. R. Udell. "Concept Formation." In Animal Cognition, 39–64. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-36729-7_3.

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Fernández, Valentina Guzmán, Ingrid González-Palta, and Antonia Larrain Sutil. "Concept Formation." In The Palgrave Encyclopedia of the Possible, 1–8. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-98390-5_197-1.

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Pietsch, Wolfgang. "Concept Formation." In Philosophical Studies Series, 189–200. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86442-2_7.

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Guzmán, Valentina Fernández, Ingrid González-Palta, and Antonia Sutil Larrain. "Concept Formation." In The Palgrave Encyclopedia of the Possible, 1–8. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-98390-5_197-2.

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Guzmán, Valentina Fernández, Ingrid González-Palta, and Antonia Sutil Larrain. "Concept Formation." In The Palgrave Encyclopedia of the Possible, 224–31. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-90913-0_197.

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Hoya, Tetsuya. "Concept Formation." In Syntactic Networks—Kernel Memory Approach, 47–58. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57312-5_5.

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Haidong, Lu. "Concept Formation." In The ECPH Encyclopedia of Psychology, 1. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_1076-1.

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Conference papers on the topic "Concept formation"

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Powell, James, and Lawrence O. Hall. "Fuzzy concept formation." In Aerospace Sensing, edited by Gautam Biswas. SPIE, 1992. http://dx.doi.org/10.1117/12.56882.

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Pedrycz, W., A. V. Vasilakos, and A. Gacek. "Information granulation for concept formation." In the 2000 ACM symposium. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/335603.335922.

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Yoo, Jungsoon, and Sung Yoo. "Concept formation in numeric domains." In the 1995 ACM 23rd annual conference. New York, New York, USA: ACM Press, 1995. http://dx.doi.org/10.1145/259526.259535.

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Vagin, Vadim, Marina Fomina, and Oleg Morosin. "Argumentation in inductive concept formation." In 2015 9th International Conference on Application of Information and Communication Technologies (AICT). IEEE, 2015. http://dx.doi.org/10.1109/icaict.2015.7338532.

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Domnina, Svetlana, Elena Savoskina, and Oksana Guzhova. "The concept of road quality management." In CONSTRUCTION: THE FORMATION OF LIVING ENVIRONMENT: FORM-2022. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0143708.

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Thomsen, Knud. "Concept Formation in the Ouroboros Model." In 3d Conference on Artificial General Intelligence (AGI-10). Paris, France: Atlantis Press, 2010. http://dx.doi.org/10.2991/agi.2010.15.

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Gepperth, Alexander. "Simultaneous concept formation driven by predictability." In 2012 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL). IEEE, 2012. http://dx.doi.org/10.1109/devlrn.2012.6400585.

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"Noise Models in Inductive Concept Formation." In 15th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004420104440450.

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Volosyuk, Marina. "FORMATION OF CONTACT BETWEEN SQUEEZED CRYSTALLINE SOLIDS." In THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-10.12.2021.v2.18.

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Zheng, Bingyun. "Enterprise Innovation Ability: Concept, Formation and Cultivation." In 2009 International Conference on Information Management, Innovation Management and Industrial Engineering. IEEE, 2009. http://dx.doi.org/10.1109/iciii.2009.229.

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Reports on the topic "Concept formation"

1

Gennari, John H., Pat Langley, and Doug Fisher. Models of Incremental Concept Formation. Fort Belvoir, VA: Defense Technical Information Center, February 1988. http://dx.doi.org/10.21236/ada191597.

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Gennari, John, Pat Langley, and Douglas Fisher. Models of Incremental Concept Formation. Fort Belvoir, VA: Defense Technical Information Center, August 1988. http://dx.doi.org/10.21236/ada199617.

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Cheng, Zhiqing, Julia Parakkat, Melody Darby, and Kathleen Robinette. Static and Dynamic Human Shape Modeling - Concept Formation and Technology Development. Fort Belvoir, VA: Defense Technical Information Center, February 2011. http://dx.doi.org/10.21236/ada542040.

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Cassibry, Jason, Richard Hatcher, and Milos Stanic. Formation of imploding plasma liners for fundamental HEDP studies and MIF Standoff Driver Concept. Office of Scientific and Technical Information (OSTI), August 2013. http://dx.doi.org/10.2172/1090315.

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Pitts, William M. The Global equivalence ratio concept and the prediction of carbon monoxide formation in enclosure fires. Gaithersburg, MD: National Institute of Standards and Technology, 1994. http://dx.doi.org/10.6028/nist.mono.179.

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Slotiuk, Tetiana. CONCEPT OF SOLUTIONS JOURNALISM MODEL: CONNOTION, FUNCTIONS, FEATURES OF FUNCTIONING. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11097.

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The article examines the main features, general characteristics and essence of the concept of solutions journalism. The basic principles of functioning of this model of journalism in the western press and in Ukraine are given. The list and features of activity of the organizations, institutes and editorial offices supporting development of journalism of solutions journalism. The purpose of the publication is to describe the Solutions Journalism model: its features, characteristics and features of functioning, to find out the difference in the understanding of the concept of «solutions journalism» and «constructive journalism» in general. The task of the publication was to conceptualize the main trends in the development of solutions journalism in the Western and Ukrainian information space; show the main characteristics, formats of functioning and analyze the features of the concepts of «solutions journalism» and «constructive journalism». Applied research methods: at the stage of research of the history of formation of the concept of Solutions Journalism the historical method is used. The hermeneutic method of research helped in the interpretation of basic concepts, the phenomenological approach was applied in the context of considering the essence of the phenomenon of solutions journalism. At the stage of generalization of the features of the concepts of Solutions Journalism and «constructive journalism» a comparative method was used, which gave an understanding of the common components in their essence. The method of analysis allowed to expand the understanding of the purpose of Solutions Journalism as a type of social journalism and its main tasks. With the help of synthesis it was possible to comprehensively understand the concept of Solutions Journalism and understand its features. In Ukraine, this type of journalism is just emerging, but its introduction into the editorial policy of the media may have a national importance. These are regional and local media that can inform their communities about the positive solution of certain problems in other communities, and thus thanks to this model can save local journalism. In the scientific context, there is a need to outline the main differences in the understanding of the concepts of decision journalism and constructive journalism, to understand the socio-psychological need to create good news.
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Lovyanova, I. V., and Z. I. Vedrenkova. Caracterisation des objectifs et le contenu de la formation professionnelle visant a les mathematiques profil de l'ecole. Les Editions L'Originаlе, 2016. http://dx.doi.org/10.31812/0564/2359.

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L' article est consacré à la caractérisation des objectifs et le contenu de l'enseignement des mathématiques à orientation professionnelle dans les écoles spécialisées. Concentrez-vous sur la façon dont les objectifs de l'éducation et de la formation définie documents d'État sur l'éducation. Mettez en surbrillance les zones qui définissent les objectifs de l'enseignement des mathématiques. L'article définit le contenu de l'enseignement des mathématiques comme un système dans un système méthodique de formation professionnelle visant mathématiques qui vient dans une relation bilatérale étroite avec les objectifs du système et l'impact potentiel sur les autres composants du système d'orientation. V. Krajewski sont trois concepts de base qui déterminent le contenu de l'éducation et a souligné que le contenu de l'enseignement est plus large que le concept du contenu de l'apprentissage. Sur la base de généralisations dans l'article l'unité cible dans le cadre d'un enseignement des mathématiques à orientation professionnelle et des composants du système du contenu professionnel dirigé l'apprentissage des mathématiques.
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Семеріков, Сергій Олексійович, Ростислав Олександрович Тарасенко, and Світлана Миколаївна Амеліна. Conceptual Aspects of Interpreter Training Using Modern Simultaneous Interpretation Technologies. Криворізький державний педагогічний університет, November 2021. http://dx.doi.org/10.31812/123456789/6972.

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The article deals with the implementation in universities of conceptual changes in interpreter training in the context of modern simultaneous interpretation technologies. The idea of human-computer interaction as an alternativeless symbiosis for achieving qualitatively new levels of organisation, implementation and efficiency in the simultaneous interpreting process is substantiated. The implementation of the concept of information technology training of interpreters in the content aspect provides for the expansion of their knowledge and skills in the application of information and communication technologies in the preparation and processing of simultaneous interpretation. The practical implementation of the concept in the form of formation of information and technological competence of a simultaneous interpreter is proposed. The ways of forming this competence are defined.
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Chornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.

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The article clarifies of gender identity stereotypes in modern media. The main gender stereotypes covered in modern mass media are analyzed and refuted. The model of gender relations in the media is reflected mainly in the stereotypical images of men and woman. The features of the use of gender concepts in modern periodicals for women and men were determined. The most frequently used derivatives of these macroconcepts were identified and analyzed in detail. It has been found that publications for women and men are full of various gender concepts that are used in different contexts. Ingeneral, theanalysisofthe concept-maximums and concept-minimum gender and their characteristics is carried out in the context of gender stereotypes that have been forme dand function in the society, system atizing the a ctual presentations. The study of the gender concept is relevant because it reveals new trends and features of modern gender images. Taking into account the special features of gender-labeled periodicals in general and the practical absence of comprehensive scientific studies of the gender concept in particular, there is a need to supplement Ukrainian science with this topic. Gender psychology, which is served by methods of various sciences, primarily sociological, pedagogical, linguistic, psychological, socio-psychological. Let us pay attention to linguistic and psycholinguistic methods in gender studies. Linguistic methods complement intelligence research tasks, associated with speech, word and text. Psycholinguistic methods used in gender psychology (semantic differential, semantic integral, semantic analysis of words and texts), aimed at studying speech messages, specific mechanisms of origin and perception, functions of speech activity in society, studying the relationship between speech messages and gender properties participants in the communication, to analyze the linguistic development in connection with the general development of the individual. Nowhere in gender practice there is the whole arsenal of psychological methods that allow you to explore psychological peculiarities of a person like observation, experiments, questionnaires, interviews, testing, modeling, etc. The methods of psychological self-diagnostics include: the gender aspect of the own socio-psychological portrait, a gender biography as a variant of the biographical method, aimed at the reconstruction of individual social experience. In the process of writing a gender autobiography, a person can understand the characteristics of his gender identity, as well as ways and means of their formation. Socio-psychological methods of studying gender include the study of socially constructed women’s and men’s roles, relationships and identities, sexual characteristics, psychological characteristics, etc. The use of gender indicators and gender approaches as a means of socio-psychological and sociological analysis broadens the subject boundaries of these disciplines and makes them the subject of study within these disciplines. And also, in the article a combination of concrete-historical, structural-typological, system-functional methods is implemented. Descriptive and comparative methods, method of typology, modeling are used. Also used is a method of content analysis for the study of gender content of modern gender-stamped journals. It was he who allowed quantitatively to identify and explore the features of the gender concept in the pages of periodicals for women and men. A combination of historical, structural-typological, system-functional methods is also implemented in the article. Descriptive and comparative methods, method of typology, modeling are used. A method of content analysis for the study of gender content of modern gender-labeled journals is also used. It allowed to identify and explore the features of the gender concept quantitatively in the periodicals for women and men. The conceptual perception and interpretation of the gender concept «woman», which is highlighted in the modern gender-labeled press in Ukraine, requires the elaboration of the polyfunctionality of gender interpretations, the comprehension of the metaphorical perception of this image and its role and purpose in society. A gendered approach to researching the gender content of contemporary periodicals for women and men. Conceptual analysis of contemporary gender-stamped publications within the gender conceptual sphere allows to identify and correlate the meta-gender and gender concepts that appear in society.
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Martyniuk, Oleksandr O., Oleksandr S. Martyniuk, and Ivan O. Muzyka. Formation of informational and digital competence of secondary school students in laboratory work in physics. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4446.

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The article deals with the formation of informational and digital competence of high school students. First and foremost, the existing digitalization strategies for society already approved in the world and in Ukraine, including the implementation of STEM education and the Digital Agenda, are considered. On the other hand, attention is paid to the inconsistency of the level of ownership and frequency of use of digital technologies with the requirements of these initiatives. The concept of informational and digital competence is analyzed in detail. Existing publications identify key components, skills and competencies required to achieve this competence. A survey is conducted to better understand the current situation. One of the tasks is to determine the level of use of digital information in the classroom by teachers and in students’ preparation at home. The second task was to show how developing students’ informational and digital competence can be done by active introduction of existing software and hardware in the educational process in physics, in particular, a laboratory workshop. The example of laboratory work carried out in educational institutions shows how modern software can be used to analyze the movement of bodies and determine the physical characteristics of this movement. The concrete ways of performing laboratory work, analyzing its results and drawing conclusions are given. It is in the combination of existing teaching practices with modern gadgets, specialized and general programs that the basic way of forming informational and digital competence is seen. Further ways of modernization and improvement of described methods for increasing the level of information and digital competence are proposed.
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