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Books on the topic 'Domain specific knowledge graph'

Author: Grafiati

Published: 9 March 2023

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1

Kejriwal, Mayank. Domain-Specific Knowledge Graph Construction. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12375-8.

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Gdanskiy, Nikolay. Fundamentals of the theory and algorithms on graphs. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/978686.

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The textbook describes the main theoretical principles of graph theory, the main tasks to be solved using graph structures, and General methods of their solution and specific algorithms, with estimates of their complexity. I covered a lot of the examples given questions to test knowledge and tasks for independent decisions. Along with the control tasks to verify the theoretical training provided practical assignments to develop programs to study topics of graph theory. Meets the requirements of Federal state educational standards of higher education of the last generation. Designed for undergraduate and graduate programs, studying information technology, for in-depth training in analysis and design of systems of complex structure. Also the guide can be useful to specialists of the IT sphere in the study of algorithmic aspects of graph theory.

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3

Kejriwal, Mayank. Domain-Specific Knowledge Graph Construction. Springer, 2019.

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4

Fischer, Frank, Jonathan Osborne, Clark A. Chinn, and Katharina Engelmann. Scientific Reasoning and Argumentation: The Roles of Domain-Specific and Domain-General Knowledge. Taylor & Francis Group, 2018.

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5

Scientific Reasoning and Argumentation: The Roles of Domain-Specific and Domain-General Knowledge. Taylor & Francis Group, 2018.

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6

Scientific Reasoning and Argumentation: The Roles of Domain-Specific and Domain-General Knowledge. Taylor & Francis Group, 2018.

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7

Lennox, James G. Aristotle on Inquiry: Erotetic Frameworks and Domain-Specific Norms. University of Cambridge ESOL Examinations, 2021.

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8

Lennox, James G. Aristotle on Inquiry: Erotetic Frameworks and Domain-Specific Norms. Cambridge University Press, 2021.

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9

Wahtera, Sandra Lee. DIFFERENTIATING NURSING PROCESS PERFORMANCE BY EDUCATION, EXPERIENCE, DOMAIN-SPECIFIC KNOWLEDGE, STRATEGIC KNOWLEDGE AND SELF-EFFICACY. 1991.

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10

The effect of domain knowledge on searching for specific information in a hypertext environment. Ann Arbor, Mich: University Microfilms International, 1991.

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11

Heckel, Reiko, and Gabriele Taentzer. Graph Transformation for Software Engineers: With Applications to Model-Based Development and Domain-Specific Language Engineering. Springer International Publishing AG, 2021.

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12

Heckel, Reiko, and Gabriele Taentzer. Graph Transformation for Software Engineers: With Applications to Model-Based Development and Domain-Specific Language Engineering. Springer, 2020.

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13

When a little knowledge is a dangerous thing: Personality based and domain specific antecedents of ambivalent social attitudes. 1989.

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14

Folino, Antonietta, and Roberto Guarasci, eds. Knowledge Organization and Management in the Domain of Environment and Earth Observation (KOMEEO). Ergon – ein Verlag in der Nomos Verlagsgesellschaft, 2022. http://dx.doi.org/10.5771/9783956508752.

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The volume contains the proceedings of the KOMEEO (Knowledge Organization and Management in the domain of Environment and Earth Observation) international conference, organized in the field of the European ERA-PLANET (The European Network for observing our changing Planet) H2020 program. Papers present research projects and experiences related to different aspects of organizing knowledge in the environmental domain, which nowadays is receiving great attention from the European Union. In particular, they address topics related to Knowledge Organization Systems (KOSs), to their application in specific contexts, to the extraction of metadata, to the achievement of semantic interoperability. With contributions by Richard Absalom, Prof. Stefano Allegrezza, Dr. Giovanna Aracri, Armando Bartucci, Dr. Assunta Caruso, Prof. Eugenio Casario, Dr. Maria Teresa Chiaravalloti, Sergio Cinnirella, Martin Critelli, Sabina Di Franco, Prof. Antonietta Folino, Dr. Claudia Lanza, Francesca M.C. Messiniti, Prof. Alexander Murzaku, Dr. Anna Perri, Dr. Erika Pasceri, Paolo Plini, Prof. Anna Rovella and Rosamaria Salvatori.

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15

Matsumoto, Yuji. Lexical Knowledge Acquisition. Edited by Ruslan Mitkov. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199276349.013.0021.

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This article deals with the acquisition of lexical knowledge, instrumental in complementing the ambiguous process of NLP (natural language processing). Imprecise in nature, lexical representations are mostly simple and superficial. The thesaurus would be an apt example. Two primary tools for acquiring lexical knowledge are ‘corpora’ and ‘machine-readable dictionary’ (MRD). The former are mostly domain specific, monolingual, while the definitions in MRD are generally described by a ‘genus term’ followed by a set of differentiae. Auxiliary technical nuances of the acquisition process, find mention as well, such as ‘lexical collocation’ and ‘association’, referring to the deliberate co-occurrence of words that form a new meaning altogether and loses it whenever a synonym replaces either of the words. The first seminal work on collocation extraction from large text corpora, was compiled around the early 1990s, using inter-word mutual information to locate collocation. Abundant corpus data would be obtainable from the Linguistic Data Consortium (LDC).

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16

Smart, Paul R. Mandevillian Intelligence. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198801764.003.0013.

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Mandevillian intelligence is a specific form of collective intelligence in which individual cognitive shortcomings, limitations, and biases play a positive functional role in yielding various forms of collective cognitive success. When this idea is transposed to the epistemological domain, mandevillian intelligence emerges as the idea that individual forms of intellectual vice may, on occasion, support the epistemic performance of some form of multi-agent ensemble, such as a socio-epistemic system, a collective doxastic agent, or an epistemic group agent. As a specific form of collective intelligence, mandevillian intelligence is relevant to a number of debates in social epistemology, especially those that seek to understand how group (or collective) knowledge arises from the interactions between a collection of individual epistemic agents.

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17

Bybee, Joan L. Usage-based Theory and Exemplar Representations of Constructions. Edited by Thomas Hoffmann and Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0004.

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This chapter outlines a view of Construction Grammar in which the mental grammar of speakers is shaped by the repeated exposure to specific utterances, and in which domain-general cognitive processes such as categorization and cross-modal association play a crucial role in the entrenchment of constructions. Under this view, all linguistic knowledge is viewed as emergent and constantly changing. The chapter emphasizes that the process of chunking along with categorization leads to the creation of constructions. It also provides semantic/pragmatic and phonetic arguments for exemplar representation and a discussion of the role of type and token frequency in determining the structure of the schematic slots in constructions, as well as the productivity of constructions.

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18

Oakes, Lisa M., and David H. Rakison. Developmental Cascades. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780195391893.001.0001.

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Children take their first steps, produce their first words, and become able to solve many new problems seemingly overnight. Yet, each change reflects many other previous developments that occurred in the whole child across a range of domains, and each change, in turn, will provide opportunities for future development. This book proposes that all change can be explained in terms of developmental cascades such that events that occur at one point in development set the stage, or cause a ripple effect, for the emergence or development of different abilities, functions, or behaviors at another point in time. The authors argue that these developmental cascades are influenced by different kinds of constraints that do not have a single foundation: They may originate from the structure of the child’s nervous system and body, the physical or social environment, or knowledge and experience. These constraints occur at multiple levels of processing and change over time, and both contribute to developmental cascades and are the product of them. The book presents an overview of this developmental cascade perspective as a general framework for understanding change throughout the lifespan, although it is applied primarily to cognitive development in infancy. The book also addresses how a cascade approach obviates the dichotomy between domain-general and domain-specific mechanisms. The framework is applied in detail to three domains within infant cognitive development—namely, looking behavior, object representations, and concepts for animacy—as well as two domains unrelated to infant cognition (gender and attachment).

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19

Jarnecke, Amber M., and Susan C. South. Behavior and Molecular Genetics of the Five Factor Model. Edited by Thomas A. Widiger. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199352487.013.25.

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Behavior and molecular genetics informs knowledge of the etiology, structure, and development of the Five Factor Model (FFM) of personality. Behavior genetics uses quantitative modeling to parse the relative influence of nature and nurture on phenotypes that vary within the population. Behavior genetics research on the FFM has demonstrated that each domain has a heritability (proportion of variation due to genetic influences) of 40–50%. Molecular genetic methods attempt to identify specific genetic mechanisms associated with personality variation. To date, findings from molecular genetics are tentative, with significant results failing to replicate and accounting for only a small percentage of the variance. However, newer techniques hold promise for finding the “missing heritability” of FFM and related personality domains. This chapter presents an overview of commonly used behavior and molecular genetic techniques, reviews the work that has been done on the FFM domains and facets, and offers a perspective for future directions.

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20

Keller, Josh, and Erica Wen Chen. A Road Map of the Paradoxical Mind. Edited by Wendy K. Smith, Marianne W. Lewis, Paula Jarzabkowski, and Ann Langley. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198754428.013.7.

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Although cognition has been a central tenet in organizational paradox theory, an understanding of how cognition might influence individuals’ experience with paradoxes has been underexplored. By incorporating insights from cognitive sciences and organizational paradox research, this chapter develops an initial road map to discuss how the mind shapes the experience with paradoxes. It first explores the question of why an individual experiences a paradox by discussing the role of categories—specifically antonymic categories and categorization processes and then explores the question of how individuals experience a paradox by discussing the role of perception, affect, and reasoning. The chapter discusses domain-specific knowledge and metacognitive knowledge to address how an individual can learn to manage paradoxes. Finally, how social conventions influence the experience with paradoxes and how cultural metacognition may be able to alter these effects is discussed. By constructing this initial road map, this chapter contributes to research on organizations and cognition.

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21

Ottati, Victor, and Chase Wilson. Open-Minded Cognition and Political Thought. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228637.013.143.

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Dogmatic or closed-minded cognition is directionally biased; a tendency to select, interpret, and elaborate upon information in a manner that reinforces the individual’s prior opinion or expectation. Open-minded cognition is directionally unbiased; a tendency to process information in a manner that is not biased in the direction of the individual’s prior opinion or expectation. It is marked by a tendency to consider a variety of intellectual perspectives, values, attitudes, opinions, or beliefs—even those that contradict the individual’s prior opinion. Open-Minded Cognition is assessed using measures that specifically focus on the degree to which individuals process information in a directionally biased manner. Open-Minded Cognition can function as an individual difference characteristic that predicts a variety of social attitudes and political opinions. These include attitudes toward marginalized social groups (e.g., racial and ethnic minorities), support for democratic values, political ideology, and partisan identification. Open-Minded Cognition also possesses a malleable component that varies across domains and specific situations. For example, Open-Minded Cognition is higher in the political domain than religious domain. In addition, Open-Minded Cognition is prevalent in situations where individuals encounter plausible arguments that are compatible with conventional values, but is less evident when individuals encounter arguments that are extremely implausible or that contradict conventional values. Within a situation, Open-Minded Cognition also varies across social roles involving expertise. Because political novices possess limited political knowledge, social norms dictate that they should listen and learn in an open-minded fashion. In contrast, because political experts possess extensive knowledge, social norms dictate that they are entitled to adopt a more dogmatic cognitive orientation when listening to a political communication.

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