Journal articles: '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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Mandler, Jean M., and Laraine McDonough. "Concept formation in infancy." Cognitive Development 8, no. 3 (July 1993): 291–318. http://dx.doi.org/10.1016/s0885-2014(93)80003-c.

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French, Steven. "Abstraction and Concept Formation." Metascience 16, no. 3 (September 19, 2007): 539–42. http://dx.doi.org/10.1007/s11016-007-9137-2.

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Gould, Andrew C. "Conflicting Imperatives and Concept Formation." Review of Politics 61, no. 3 (1999): 439–64. http://dx.doi.org/10.1017/s0034670500028916.

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“Conflicting imperatives” lie at the heart of many important social science concepts. This label was introduced by Reinhard Bendix to characterize concepts that entail a dynamic tension among contradictory goals, priorities, or motivations. Notwithstanding the attention scholars give to conflicting imperatives, the importance to social science research of concepts based on conflicting imperatives has not adequately been recognized and the issues of concept formation that arise with these concepts have not been explored. This article seeks to address these shortcomings and to give the consideration of conflicting imperatives a more central place in conceptual and methodological discussions.

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Winch, Christopher. "Innatism, Concept Formation, Concept Mastery and Formal Education." Journal of Philosophy of Education 49, no. 4 (February 23, 2015): 539–56. http://dx.doi.org/10.1111/1467-9752.12121.

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Foisack, Elsa. "Deaf Children’s Concept Formation in Mathematics." Journal of Cognitive Education and Psychology 4, no. 3 (January 2005): 375–76. http://dx.doi.org/10.1891/194589505787382685.

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The question of why deaf children have difficulties in learning mathematics is the basis of this study. The aim of the study is to illuminate deaf children’s concept formation in mathematics by describing how some deaf children express themselves and act on their way towards understanding two basic concepts: the concept of multiplication with whole numbers and the concept of length.Theories developed by Feuerstein are used in order to describe how deaf children develop concepts, and to investigate possibilities to help deaf children develop their cognitive potential in a more effective and adequate way. Concept maps illustrate steps and pathways taken by the pupils. The importance of language in concept formation, with focus on sign language is illuminated.The children in this study were pupils in a School for the Deaf, a bilingual school with the languages Swedish Sign Language and Swedish. Seven 11-year-old pupils, all the pupils in one group in grade 4, were studied. Video recordings were made of pupil-teacher interactions in problem solving situations in sign language only, with paper and pencil, with learning materials, and with real things.A large variability in the pupils’ ability to solve the problems was found depending on different factors identified by Feuerstein, e.g., self-confidence, looking for meaning, search of challenge, intention to finish the work, and use of known facts. No difference was found concerning the steps towards comprehension of the concepts for the deaf pupils in the study compared to those of hearing pupils. In accordance with earlier studies, it was found that the deaf pupils needed more time to learn mathematics than hearing pupils normally do. As a consequence, they may learn certain concepts at a later age, and the pathways towards comprehension may vary compared to those of hearing pupils. The structure of sign language and the lack of an established terminology in mathematics are also of importance.The bilingual situation for deaf pupils is a reason for developing methods of teaching mathematics to deaf pupils alternative to methods used today.

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Furtado Goulart, Paula. "FORMATION AND EROS." Eleuthería - Revista do Curso de Filosofia da UFMS 7, no. 12 (May 3, 2022): 195–219. http://dx.doi.org/10.55028/eleu.v7i12.15230.

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This paper aims to present the concept of alterity and its implications both in Gadamer’s perspective, especially, regarding the concept of formation and in Han’s thought bearing in mind the concept of Eros and the dichotomy between positivity/negativity, a central theme in “The Agony of Eros”. Based on the analysis of the concepts of alterity, it will be possible to recognize how and to what extent they are convergent and complementary, but also distinct, thoughts. That’s the reason why this article will be divided into two parts. The first one will focus on showing the context in which alterity appears in “Truth and Method” (TM), related to the concept of formation, memory, and sciences of the spirit. The second part presents alterity as the pole of negativity, of the difference, of the pain inherent to our human experience. According to Han, alterity as one of the manifestations of negativity has been slyly annihilated by the massive use of new communication technologies. After going through the two parts, it will be possible for us to see the relations between the approaches of the two authors, who share as a common horizon Heidegger's and Hegel's thought.

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Matsumae, Akane, Ferdi Trihadi Raharja, Quentin Ehkirch, and Yukari Nagai. "HOW THE CO-CREATIVE PROCESS AFFECTS CONCEPT FORMATION." Proceedings of the Design Society 1 (July 27, 2021): 1775–86. http://dx.doi.org/10.1017/pds.2021.439.

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AbstractThe importance of forming concepts in one's mind has been argued from various perspectives in design studies. This experimental study examines how the co-creative process affects concept formation considering its depth.The authors conducted a learning experiment applying three processes; non-interactive (NI), interactive but non-co-creative (NC), and interactive and co-creative processes (C). To evaluate whether and how deep the concept is formed in the examinee's mind, mimetic Japanese words, which contain several different explicit concepts underlying a certain integrated implicit concept, were chosen as learning materials. The examinees without any knowledge about mimetic Japanese words were gathered globally and the experiment was conducted fully online using English. Examinees were tested several times to measure how they had formed these concepts for comparing the processes.The findings suggest that the co-creative process enhances the depth of concept formation: involvement load and willingness to participate in the co-creative process lead to deeper concept formation.

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Sapra, Rekha. "Concept Formation: A Linguistic Construct." International Journal for Cross-Disciplinary Subjects in Education 2, no. 4 (December 1, 2011): 502–9. http://dx.doi.org/10.20533/ijcdse.2042.6364.2011.0069.

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ARAKELYAN, SIRINA. "THE INDIVIDUAL'S SELF–CONCEPT FORMATION." Main Issues Of Pedagogy And Psychology 11, no. 2 (September 29, 2016): 121–26. http://dx.doi.org/10.24234/miopap.v11i2.257.

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The author generally analyses different authors’ opinions concerning the Self-concept 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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Lutz, Sebastian. "Concept Formation in Ethical Theories." Journal of Ethics and Social Philosophy 4, no. 3 (June 7, 2017): 1–9. http://dx.doi.org/10.26556/jesp.v4i3.136.

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Goliszek, Piotr. "Personalistic Concept of Moral Formation." Roczniki Teologiczne 67, no. 11 (December 30, 2020): 79–93. http://dx.doi.org/10.18290/rt206711-5.

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Personalistyczna koncepcja formacji moralnej Formacja moralna o charakterze personalistycznym jest uniwersalna, ponieważ odwołuje się do prawdy o człowieku jako osobie. W pierwszej kolejności prowadzi do wartości chrześcijańskich, ale zasadniczo odnosi się do czegoś podstawowego – do wyposażenia właściwego każdej osobie ludzkiej: wierzącej czy niewierzącej. Dlatego w podstawach personalistycznej formacji moralnej bardzo ważne miejsce zajmuje koncepcja osoby. Od niej zależą poszczególne rozstrzygnięcia procesu formacji moralnej. Formacja moralna jawi się zatem jako najbardziej prozopoiczny sposób przekazywania wartości, czyli kształtowanie człowieka wysokiej miary. Szczególną rolę pełni tu osoba, która jest modelem poznawczym, metodą konstruowania wiedzy, a przede wszystkim miejscem i sposobem zespolenia osoby człowieka z Osobą Chrystusa. Personalizm koreluje z całą naturą moralności. Jest metodą, która zbliża prawdy wiary i moralności do egzystencji konkretnego człowieka; sprawia, że stają się bliskie dla jego umysłu i serca oraz odpowiadają na najgłębsze potrzeby jego życia. Ponadto formacja moralna o charakterze personalistycznym nie ograniczy się do sposobów przekazywania treści wiary i moralności, lecz będzie poszukiwać dróg samorozumienia, samointerpretacji i samowychowania wychowanków oraz sposobów rozumienia świata doczesnego, dziejów, życia, społeczności, kultury – w świetle Osoby Chrystusa.

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Brecque, Richard La. "Concept Formation in Educational Reform." International Journal of Educational Reform 4, no. 1 (January 1995): 65–71. http://dx.doi.org/10.1177/105678799500400110.

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Murphy, Gregory L., and Thomas L. Spalding. "Knowledge, Similarity, and Concept Formation." Psychologica Belgica 35, no. 2-3 (January 1, 1995): 127. http://dx.doi.org/10.5334/pb.882.

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Engeström, Yrjö, and Annalisa Sannino. "Concept Formation in the Wild." Mind, Culture, and Activity 19, no. 3 (July 2012): 201–6. http://dx.doi.org/10.1080/10749039.2012.690813.

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Wachman, M. "A model of concept formation." Mathematical and Computer Modelling 31, no. 6-7 (March 2000): 81–156. http://dx.doi.org/10.1016/s0895-7177(00)00048-0.

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Wachman, M. "A model of concept formation." Mathematical and Computer Modelling 32, no. 10 (November 2000): 1209–86. http://dx.doi.org/10.1016/s0895-7177(00)00201-6.

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Rieppel, Olivier. "On concept formation in systematics." Cladistics 22, no. 5 (October 2006): 474–92. http://dx.doi.org/10.1111/j.1096-0031.2006.00114.x.

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ADAMS, ERNEST W., and WILLIAMS Y. ADAMS. "Purpose and Scientific Concept Formation." British Journal for the Philosophy of Science 38, no. 4 (December 1, 1987): 419–40. http://dx.doi.org/10.1093/bjps/38.4.419.

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SEKERIN, V. D., L. E. GORLEVSKAYA, A. Z. GUSOV, and A. E. GOROKHOVA. "Formation of Ecosystem Marketing Concept." Journal of Environmental Management and Tourism 9, no. 1 (June 24, 2018): 160. http://dx.doi.org/10.14505//jemt.v9.1(25).20.

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Economic ecosystems were considered in the paper. The concept of ecosystem marketing was proposed and disclosed. The effective functioning of ecosystems facilitates mutual with the consumer and other interested parties creation of values, allows working quicker with less expenditures, with risk sharing, making reasonable decisions in the real time mode. Application of the concept of ecosystem marketing allows companies to gain competitive advantages under conditions of turbulent medium. The classification of ecosystems was proposed in such directions as business, socium, state and science. An ecosystem approach in marketing allows building effective interactions and acts as a way of achieving goals. The authors substantiated the formation of ecosystem flexibility as a strategic goal of the ecosystem marketing. The developed methodology of calculating the ecosystems’ flexibility allows assessing their flexibility at different levels.

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Hartman, Marilyn, and Brea C. Stratton-Salib. "Age differences in concept formation." Journal of Clinical and Experimental Neuropsychology 29, no. 2 (January 30, 2007): 198–214. http://dx.doi.org/10.1080/13803390600630294.

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Rudas, Imre J. "Concept formation and knowledge revision." Engineering Applications of Artificial Intelligence 9, no. 3 (June 1996): 331–32. http://dx.doi.org/10.1016/0952-1976(96)84752-x.

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Gennari, John H., Pat Langley, and Doug Fisher. "Models of incremental concept formation." Artificial Intelligence 40, no. 1-3 (September 1989): 11–61. http://dx.doi.org/10.1016/0004-3702(89)90046-5.

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Langley, Pat. "Machine learning and concept formation." Machine Learning 2, no. 2 (September 1987): 99–102. http://dx.doi.org/10.1007/bf00114263.

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Godin, Robert, Rokia Missaoui, and Hassan Alaoui. "INCREMENTAL CONCEPT FORMATION ALGORITHMS BASED ON GALOIS (CONCEPT) LATTICES." Computational Intelligence 11, no. 2 (May 1995): 246–67. http://dx.doi.org/10.1111/j.1467-8640.1995.tb00031.x.

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Quaranta, Mario. "Fuzzy Set Theory and Concepts: A Proposal for Concept Formation and Operationalization." Comparative Sociology 12, no. 6 (2013): 785–820. http://dx.doi.org/10.1163/15691330-12341283.

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AbstractThe quantity-quality debate in social sciences also concerns concept formation and operationalization. The first approach has strong naturalist assumptions, while the second one focuses on the historical specificity of concepts. The solution to overcome this divide would be finding a path which balances the two perspectives. In this article we argue that fuzzy set theory can be a helpful tool for concept formation and operationalization. The application of fuzzy set theory to concept formation and operationalization provides, first, the opportunity of looking at concepts as complex constructs made up of attributes logically interconnected one with the other and, second, of measuring them accordingly. Thus, after presenting our general argument, we show a theoretical and an empirical application of how to use fuzzy sets in concept formation and operationalization.

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Федорец and Aleksandr Fedorets. "Formation of “Safety” Terminology (Technosphere)." Safety in Technosphere 4, no. 5 (October 25, 2015): 49–61. http://dx.doi.org/10.12737/16964.

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Safety, along with freedom, is one of the most important indicators of the quality of our lives. But it is difficult to find a word in the Russian language, which, though used just as often, includes less specific meaning. The problem is that in the light of objective expansion of the "content" of the concept of "security" its "volume" in strict accordance with the rules of logic approaches zero. If possible, a more adequate definition of such fundamental concept as "security" should be seen as return of "volume." The definition cannot be given in isolation from domain concept most closely associated with technosphere, from other concepts and relationships between concepts of technosphere security. Assessing the adequacy of the described definition (definitions) of the subject area is only possible with system approach — in connection with the other terms of terminology. Logically, the same should be addressed to the formation of scientific and technical terminology of the subject area to avoid isolated definitions, and to form separate terms and their definitions within a coherent terminological system. An example of the wrong approach to the formation of the terminology is the Introduction into the Labour Code of the Russian Federation of a new legal term "occupational hazard", which did not work in this new subject area without its content and volume. Therefore, on the example of the concept of "security" the author proposed and demonstrated the methodology of formation of terminological concept of "security" (in technosphere) based on a model called the "puzzle of concepts."

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Irshad, Aamna, and Irshad Ullah. "Concept Formation Teaching Model: An Innovation in Teaching." GATR Journal of Management and Marketing Review (JMMR) Vol.2(1) Jan-Mar 2017 2, no. 1 (March 21, 2017): 33–37. http://dx.doi.org/10.35609/jmmr.2017.2.1(5).

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Objective - In the study, a teaching model was devised named as "concept formation teaching model" and its effect on grade IX students' academic achievement was investigated over lecture method. Methodology/Technique - Experimental group (143 students) and control group (147 students) were chosen for experiment from three Government Girls and Boys High Schools of Rawalpindi. Pretest, posttest Non-equivalent-Groups Design was selected for the study. Pre and post-test were given to experimental and control groups at the start and end of the study. Lessons plans were based on the format of direct instruction. Experimental and control groups were compared by applying t-test and analysis of covariance. Findings – The results showed that concept formation teaching model was more effective for clarification and strengthening of concepts than lecture method. Novelty - The study proves that this model is better than lecture method for strengthening Chemistry concepts. Type of Paper - Empirical Keywords: Concept; Concept Formation; Teaching; Teaching Chemistry; Concept Formation Teaching Model. JEL Classification: P46, I21, O31.

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Finikova, I. V. "The Role of Fundamental Concepts of Cognitive Linguistics in Concept Formation." MGIMO Review of International Relations, no. 3(24) (June 28, 2012): 177–81. http://dx.doi.org/10.24833/2071-8160-2012-3-24-177-181.

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GODIN, ROBERT, GUY MINEAU, ROKIA MISSAOUI, MARC ST-GERMAIN, and NAJIB FARAJ. "APPLYING CONCEPT FORMATION METHODS TO SOFTWARE REUSE." International Journal of Software Engineering and Knowledge Engineering 05, no. 01 (March 1995): 119–42. http://dx.doi.org/10.1142/s0218194095000071.

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This paper describes an approach to software reuse that involves generating and retrieving abstractions from existing software systems using concept formation methods. The potential of the approach is illustrated through two important activities of the reuse process. First, the concept hierarchy generated by the concept formation methods is used for organizing and retrieving the artifacts inside a repository. Second, the generated concepts are used in identifying new abstractions that may be converted into new, more generic artifacts with better reuse potential. These experiments are part of a major software engineering research project involving many business and academic partners.

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Ustymenko, O. A. "To the definition of the concept of «public formation»." Uzhhorod National University Herald. Series: Law 1, no. 80 (January 22, 2024): 82–86. http://dx.doi.org/10.24144/2307-3322.2023.80.1.11.

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The article is devoted to the legal nature of public formation and the problem of determining the appropriate definition. The essence of public formation as an independent institution of public society is analyzed. A comparison and comparison of the concepts «participant in civil relations» and «public formation» was carried out. The definition of public formation and types of public formations given in the sectoral regulatory legal act: the Law of Ukraine «On State Registration of Legal Entities, Individual Entrepreneurs and Public Formations» – political parties, public associations, professional unions and their associations – is characterized, creative unions, permanent arbitration courts, employers’ organizations and their associations, separate divisions of foreign non-governmental organizations, representative offices, branches of foreign charitable organizations. A conclusion was drawn on the division of public formations into those that have the status of a legal entity, and public formations that do not have the status of a legal entity. It is noted that there are such terms synonymous by their legal nature in the field of accounting of public entities as «state registration», «legalization» and «accreditation». The information on the types of public formations that must be entered into the Unified register of public formations – an electronic database containing information on the relevant legalization (registration) – has been analyzed. Attention is focused on the fact that we are talking about political parties; NGOs; trade unions, trade union organizations; employers’ organizations, associations of employers’ organizations; all-Ukrainian, local associations of credit unions; charitable organizations: all-Ukrainian, international, local charitable organizations, branches, branches, representative offices of all-Ukrainian, international charitable organizations; creative unions; Chambers of Commerce and Industry: Chamber of Commerce and Industry of Ukraine, Chamber of Commerce and Industry of the Autonomous Republic of Crimea, regional Chambers of Commerce and Industry; permanent arbitration courts; associations of local self-government bodies. Since the current national legislation does not contain a definition of public formation, based on the results of the research, such a definition of public formation is proposed as an organization that is created and functions in order to satisfy various public rights and interests.

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KUDO, Tomoshige, and Akira NAKAMURA. "Development of a Website for Mathematical Concept Formation Through Analysis of the Concept Formation Process." Journal of JSEE 71, no. 4 (2023): 4_94–4_99. http://dx.doi.org/10.4307/jsee.71.4_94.

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Chingiz Pashazade, Nargiz. "Formation, Nature and Structure of the Concept." International Journal of Research and Review 11, no. 5 (June 11, 2024): 648–53. http://dx.doi.org/10.52403/ijrr.20240576.

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A person perceives the surrounding world through sensory organs. The received information is conceptualized in his (her) cognitive world, gets a name, and when it is realized, it is conveyed through that name or names. Concepts are gradually formed, enriched by taking on new shades of meaning. According to the characteristics of formation and the level of complexity, they are 1) objective and 2) abstract. Concepts with objects arise in the mind basing on the information received directly through the sensory organs and appear in the form of an image of a specific object and event. The second group of concepts arises on the basis of later, object concepts in human thinking. Keywords: concept, nature, mind, structure, language, information

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Ouellet, André. "Analyse du concept attitude : du concept théorique au concept opératoire." Revue des sciences de l'éducation 4, no. 3 (October 9, 2009): 365–74. http://dx.doi.org/10.7202/900085ar.

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Le présent article discute de l’évaluation dans le domaine affectif. Depuis quelques temps, les parents, les professionnels de l’enseignement et les enseignants s’interrogent sur la formation qu’il conviendrait de donner aux élèves et aux étudiants des niveaux élémentaire, secondaire et collégial. Les questions qui semblent les préoccuper davantage ne sont pas nécessairement limitées au rendement relié aux domaines cognitif et psychomoteur. Dans les programmes de formation des maîtres, par exemple, il y a de nouvelles préoccupations, on s’interroge sur les attitudes, les sentiments, les croyances, les motivations, les valeurs. Ces besoins sont liés à l’évaluation du domaine affectif de deux façons : soit comme un aspect d’un programme à développer, ou soit comme élément de base pour l’évaluation, valeurs culturelles, motivation, prise de conscience. Dans un cas comme dans l’autre, l’évaluation nécessite des connaissances dans le domaine des attitudes. En conséquence, la présente discussion porte sur la nature des attitudes et sur une façon de les mesurer.

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Gribanov, Yu I., M. N. Rudenko, and K. A. Alenina. "Modern Approaches to Formation of Digital Infrastructure." Administrative Consulting, no. 8 (September 30, 2020): 88–98. http://dx.doi.org/10.22394/1726-1139-2020-8-88-98.

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The concept of digital infrastructure is rather new and was widely adopted together with distribution of digital technologies and expansions of their functions in social and economic system. The concept of digital infrastructure is closely connected with concepts of information infrastructure and infrastructure of information technologies or information and communication technologies. The last, in turn, relate to a concept of information society. Info-communication technologies and networks modify social interrelations, new technologies create new communities which mainly arise and function on the network principle. Info-communication networks form new tools for interaction.

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ZHURAVEL, V. A. "Criminalistics’ Language: Concept-Terminological Apparatus Formation." Journal of the National Academy of Legal Sciences of Ukraine 27, no. 1 (2020): 222–40. http://dx.doi.org/10.31359/1993-0909-2020-27-1-222.

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Shtern, O. V. "FORMATION OF THE CONCEPT “EDUCATIONAL COMMUNICATION”." Pedagogical Review, no. 2 (2018): 152–60. http://dx.doi.org/10.23951/2307-6127-2018-2-152-160.

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Zhuravel, Volodymyr. "Criminalistics’ Language: Concept-Terminological Apparatus Formation." Journal of the National Academy of Legal Sciences of Ukraine 27, no. 1 (March 24, 2020): 162–76. http://dx.doi.org/10.37635/jnalsu.27(1).2020.162-176.

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Any theory assumes the presence of its terminological apparatus – a language that is created to solve specific scientific problems and is designed to describe the relevant subject area; in criminalistics, it also serves as an effective means of thinking, should be highly specialised to reproduce the uniqueness of the subject of study, which actualises the study in this direction. Scientific approaches to the formation of the criminalistics’ language, its conceptual and terminological apparatus, through which this science describes its subject of study, were considered. It is emphasised that the development of science is determined primarily by the formation of its language as a system of general and individual concepts, which are reflected in certain terms, signs. It was stated that the criminalistics’ language is a complex, multilevel, holistic system, the elements of which are categories, concepts, terms, signs, symbols. Attention is drawn to the fact that during the development of criminalistics there is a continuous improvement of its language, clarification of definitions, enrichment of the terminological dictionary (thesaurus). It was noted that the current state of development of criminalistics, the formation of promising doctrines (theories) necessitated the introduction into its scientific apparatus of a large number of new concepts, terms, signs, through the use of various linguistic approaches, terminological elements, lexical units. The innovations concern not only the general theory of criminalistics, but also its main sections – techniques, tactics and methods. In this case, the criminalistics’ language, its conceptual and terminological apparatus must develop under certain criteria and conditions defined in both special and forensic literature. The rejection of traditional approaches to the definition of certain forensic concepts, the desire for innovation and unification always require special care and comprehensive justification.

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ПОПОВИЧ, ЕЛЕНА, and МАРИНА ТОМЕНКО. "CONCEPTUALIZATION: THE STAGES OF CONCEPT FORMATION." Scientific papers of Berdiansk State Pedagogical University. Series: Philological sciences 19 (October 10, 2019): 217–26. http://dx.doi.org/10.31494/2412-933x-2019-1-9-217-226.

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Babkin, A. V., A. A. Fedorov, I. V. Liberman, and P. M. Klachek. "Industry 5.0: concept, formation and development." Russian Journal of Industrial Economics 14, no. 4 (December 30, 2021): 375–95. http://dx.doi.org/10.17073/2072-1633-2021-4-375-395.

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At present in Europe and Russia there are active discussions of the next mega stage of human social and economic development. It concerns the Industry 5.0 concept. In 2020–2021 members of scientific research and technological organizations discussed the aspects of Industry 5.0 at a number of well-known European and Russian forums. Major attention was paid to technologies maintaining Industry 5.0. As a result the world scientific community reached a consensus on two fronts: firstly, on integration of opportunities of the existing technologies of Industry 4.0 with the human-oriented approach of Industry 5.0 which will give way to harmonious interaction of human intelligence with cognitive calculations; and, secondly, on integration of human and machine intelligence to create collective intelligence which will make it possible to avoid technological singularity in future as well as provide for simultaneous humans’ evolution and technologies’ development. These will become the basis for creating a fundamentally new social, economic and cultural strategy of the society’s development for the coming decades. The strategy is based on applying collective intelligence and meta-system technologies in all spheres of life. For the first time in the world scientific practice the authors introduce the concept of Industry 5.0 as a cyber social system which allows the alliance of human and artificial intelligence aimed at creating collective super intelligence and becomes a source of harmonious technological development of human civilization. The authors present a neuro-ecosystem model of Industry 5.0 concept which will make it possible to set the task of implementing the systems of global meta-system strategized development of cognitive production and industry. Such systems are established as part of organization of cognitive production and new types of social and economic, cyber-social and industrial ecosystems by means of implementing collective intelligence and neuro-digital meta-technologies. This is the first stage of a new evolution process of developing Industry 4.0 concept, transition to Industry 5.0 and to meta-system transformations economics.

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McAndrew, Matthew. "Three Kantian Accounts of Concept Formation." Kant-Studien 112, no. 2 (June 1, 2021): 159–94. http://dx.doi.org/10.1515/kant-2021-0019.

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Abstract This article has two aims. First, I offer a philological analysis of a key passage from Kant’s Logic: § 6. § 6 is widely regarded as the locus classicus for Kant’s theory of concept formation. However, I show that the part of this section that is most cited and discussed by scholars should not be attributed to Kant, as it is not corroborated by any of his Reflexionen. Second, I attempt to identify Jäsche’s source for this unsupported passage. Ultimately, I conclude that the unsupported passage in § 6 was based on a set of student notes that was similar to the Wiener and Warschauer logic notebooks. However, I also argue that it would be a mistake to regard this passage as the final or definitive statement of Kant’s views about concept formation.

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Journal articles on the topic 'Concept formation'

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