Relevant bibliographies by topics / Multiple representations

Academic literature on the topic 'Multiple representations'

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Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Multiple representations"

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Rosengren, Karl S. "Multiple Representations." Contemporary Psychology: A Journal of Reviews 39, no. 8 (August 1994): 837. http://dx.doi.org/10.1037/034585.

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Liu, Jing, Hui Zhang, Tao Yu, Duanyu Ni, Liankun Ren, Qinhao Yang, Baoqing Lu, et al. "Stable maintenance of multiple representational formats in human visual short-term memory." Proceedings of the National Academy of Sciences 117, no. 51 (December 7, 2020): 32329–39. http://dx.doi.org/10.1073/pnas.2006752117.

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Visual short-term memory (VSTM) enables humans to form a stable and coherent representation of the external world. However, the nature and temporal dynamics of the neural representations in VSTM that support this stability are barely understood. Here we combined human intracranial electroencephalography (iEEG) recordings with analyses using deep neural networks and semantic models to probe the representational format and temporal dynamics of information in VSTM. We found clear evidence that VSTM maintenance occurred in two distinct representational formats which originated from different encoding periods. The first format derived from an early encoding period (250 to 770 ms) corresponded to higher-order visual representations. The second format originated from a late encoding period (1,000 to 1,980 ms) and contained abstract semantic representations. These representational formats were overall stable during maintenance, with no consistent transformation across time. Nevertheless, maintenance of both representational formats showed substantial arrhythmic fluctuations, i.e., waxing and waning in irregular intervals. The increases of the maintained representational formats were specific to the phases of hippocampal low-frequency activity. Our results demonstrate that human VSTM simultaneously maintains representations at different levels of processing, from higher-order visual information to abstract semantic representations, which are stably maintained via coupling to hippocampal low-frequency activity.
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Robins, Anthony V. "MULTIPLE REPRESENTATIONS IN CONNECTIONIST SYSTEMS." International Journal of Neural Systems 02, no. 04 (January 1991): 345–62. http://dx.doi.org/10.1142/s0129065791000327.

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This paper proposes an extension to the basic framework of distributed representation through the learning and use of different sorts of information—“multiple representations”—in connectionist/neural network systems. In current distributed networks units are typically ascribed only one “representing” or information carrying state (activation). Similarly, connections carry a single piece of information (a weight derived from the structure of the population of patterns). In this paper we explore units and connections with multiple information carrying states. In this extended framework, multiple distributed representations can coexist with a given pattern of activation. Processing may be based on the interaction of these representations and multiple learning processes can occur simultaneously in a network. We illustrate these extensions using (in addition to patterns of activation) “centrality distribution” representations. Centrality distributions are applied to two tasks, the representation of category and type hierarchy information and the highlighting of exceptional mappings to speed up learning. We suggest that the use of multiple distributed representations in a network can increase the flexibility and power of connectionist systems while remaining within the subsymbolic paradigm. This topic is of particular relevance in the context of the recent interest in the limitations of connectionism and the interface between connectionist and symbolic methods.
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Lee, Jungmin, and Wongyoung Lee. "Aspects of A Study on the Multi Presentational Metaphor Education Using Online Telestration." Korean Society of Culture and Convergence 44, no. 9 (September 30, 2022): 163–73. http://dx.doi.org/10.33645/cnc.2022.9.44.9.163.

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This study is an attempt to propose a multiple representational metaphor education model that combines linguistic representation and visual representation using online telestration. The advent of the media and online era has incorporated not only the understanding of linguistic representation l but also the understanding of visual representation into an important phase of cognitive behavior and requires the implementation of online learning. In such an era's needs, it can be said that teaching-learning makes metaphors be used as a tool for thinking and cognition in an online environment, learning leads learners to a new horizon of perception by combining linguistic representation and visual representation. The multiple representational metaphor education model using online telestration will have a two-way dynamic interaction in an online environment, and it will be possible to improve learning capabilities by expressing various representations. Multiple representational metaphor education using online telestration will allow us to consider new perspectives and various possibilities of expression to interpret the world by converging and rephrasing verbal and visual representations using media in an online environment.
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MERCAN ERDOĞAN, Sevcan, Hatice ÇETİN, and Kamil ARI. "Development of Multiple Representation Translating Measurement Tool and Examination of 9th Grade Students’ Multiple Representations Translate Skills in Algebra." Acta Didactica Napocensia 14, no. 2 (December 30, 2021): 160–80. http://dx.doi.org/10.24193/adn.14.2.12.

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Abstract: In this study, it was aimed to examine 9th grade students' multiple representation translate skills in algebra learning area and the relationship between these representations translate skills. The study employs survey design. Selected through purposive sampling method, 637 ninth grade students in a socio-economically medium level province in Turkey participated to the study. Within the scope of the study, Multiple Representation Translating Measurement Tool (MRTMT) including four factors (verbal- graph- algebraic- table) was developed and data were collected through this instrument. The validity and reliability of the scale was tested with Rasch analysis and confirmatory factor analysis (CFA). Cronbach Alpha value was calculated as .88. The findings show that students’ skills of translating between representations level is low. In addition, students were most successful in expressing the situation with other representations when the table representation was given, but had difficulty in translating it to other representations when given an algebraic representation. Furthermore, it is found out that there is a significant relationship between students’ translating skills to verbal- graph- algebraic- table representations. Accordingly, it can be suggested that each representation should be used in an interrelated and holistic way in algebra teaching.
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Xu, Yong, Bob Zhang, and Zuofeng Zhong. "Multiple representations and sparse representation for image classification." Pattern Recognition Letters 68 (December 2015): 9–14. http://dx.doi.org/10.1016/j.patrec.2015.07.032.

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Owton, Helen. "Integrating Multiple Representations." Qualitative Inquiry 19, no. 8 (July 5, 2013): 600–603. http://dx.doi.org/10.1177/1077800413494347.

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Arefaine, Nigusse, Kassa Michael, and Shimelis Assefa. "GeoGebra Assisted Multiple Representations for Enhancing Students’ Representation Translation Abilities in Calculus." Asian Journal of Education and Training 8, no. 4 (November 28, 2022): 121–30. http://dx.doi.org/10.20448/edu.v8i4.4309.

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Multiple representations cultivate students’ mathematical mindset. However, research results have reported that students do not benefit from these tools due to lack of representational fluency. This study was designed to determine the impact of GeoGebra assisted multiple representations approach on students’ representation translation performance in calculus. Pretest - posttest quasi experimental design was implemented. Three intact groups of first year first semester of social science students in the 2019/2020 academic year of size 53, 57 and 54 at Jigjiga and Kebri-Dehar Universities in Ethiopia were considered. The groups were taught with GeoGebra supported multiple representations (MRT), multiple representations (MR) and comparison group (CG). Representation translation test was given before and after the treatment. Furthermore, students’ translation errors were categorized as implementation, interpretation and preservation errors and analyzed using frequency and percentage. The ANCOVA result revealed that significant difference was obtained on the adjusted mean of RTF posttest (F (2,160) = 5.29, P = 0.006, Partial η2 =0.062) in favor of the MRT. The interpretation error was the most frequently committed among the groups. Recommendations were forwarded that included the use of GeoGebra and the need to conduct further study with different participants to generalize to the entire population.
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Ferreira, João Elias Vidueira, and Gwendolyn Angela Lawrie. "Profiling the combinations of multiple representations used in large-class teaching: pathways to inclusive practices." Chemistry Education Research and Practice 20, no. 4 (2019): 902–23. http://dx.doi.org/10.1039/c9rp00001a.

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Teachers select multiple representations and adopt multiple visualization approaches in supporting their students to make meaning of chemical phenomena. Representational competence underpins students’ construction of their mental models of concepts thus it is important that teachers consider this while developing instructional resources. In tertiary chemistry, teachers typically use PowerPoint slides to guide lectures. This instructional resource is transferred between different teachers each semester and, while the sequence of topics are likely to be discussed and agreed upon, the content of the slides can evolve organically in this shared resource over time. The aim of this study was to analyse a teacher-generated resource in the form of a consensus set of course slides to characterise the combination and diversity in representations that students had encountered. This study was set in a unique context since the semester's lecture slides represented a distillation of consensus representations used by multiple chemistry lecturers for at least a decade. The representations included: those created by the lecturers; textbook images (from several texts); photographs and images sourced from the internet. Individual representations in each PowerPoint slide were coded in terms of the level of representation, mode and potential function in supporting deeper understanding of chemistry concepts. Three representational organizing frameworks (functional taxonomy of multiple representations, modes of representation and the chemistry triplet levels of thinking) were integrated to categorise the representations. This qualitative data was subjected to hierarchical cluster analysis and several relationships between the categories and topics taught were identified. Additional qualitative data in the form of student reflections on the perceived utility of specific representations were collected at the end of the semester. The findings from this study inform the design and choice of instructional resources for general chemistry particularly in combining representations to support deeper learning of concepts. A broader goal and application of the findings of this study is to identify opportunities for translation of representations into alternative modalities to widen access and participation in learning chemistry for all students. An example of a strategy for translating representations into tactile modes for teaching the topic of phase change is shared.
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Coiera, Enrico. "The qualitative representation of physical systems." Knowledge Engineering Review 7, no. 1 (March 1992): 55–77. http://dx.doi.org/10.1017/s0269888900006159.

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AbstractThe representation of physical systems using qualitative formalisms is examined in this review, with an emphasis on recent developments in the area. The push to develop reasoning systems incorporating deep knowledge originally focused on naive physical representations, but has now shifted to more formal ones based on qualitative mathematics. The qualitative differential constraint formalism used in systems like QSIM is examined, and current efforts to link this to competing representations like Qualitative Process Theory are noted. Inference and representation are intertwined, and the decision to represent notions like causality explicitly, or infer it from other properties, has shifted as the field has developed. The evolution of causal and functional representations is thus examined. Finally, a growing body of work that allows reasoning systems to utilize multiple representations of a system is identified. Dimensions along which multiple model hierarchies could be constructed are examined, including mode of behaviour, granularity, ontology, and representational depth.
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Dissertations / Theses on the topic "Multiple representations"

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Sniderman, Sarah. "Meaning, multiple representations, computation and instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0003/MQ39419.pdf.

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Cox, Richard Jeffrey. "Analytical reasoning with multiple external representations." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/10550.

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This thesis presents work on analytical reasoning with external representations (ERs) using problems similar to those used in the US GRE college-entrance examination. The work investigates the factors associated with effective ER use in situations where subjects select, construct and reason with their own ERs. Practically all previous work has tended to focus solely upon performance rather than process. In this thesis the emphasis is upon cognitive processes during the entire time-course of reasoning with ERs, from problem comprehension through to answer selection. A background to the work is provided by 2 comprehensive reviews of: 1.) previous research on ERs and reasoning and 2.) the cognitive and semantic properties of ERs. Results from three empirical studies are reported. The first study examined a large corpus of 'workscratchings' produced by subjects as they solved paper and pencil-based analytical reasoning problems under test conditions. The workscratching ERs showed great diversity between and within subjects and across a range of problems. They included lists, various kinds of table, set diagrams, node and arc diagrams, first-order and propositioned logic, plans and natural language. It is shown that problem-solving performance is related to the type of ER used in the solution. The second study utilised a computer-based system (switchERI). The system administered analytical reasoning problems and provided a. range of ER construction environments for the subject to choose and switch between. User-system interactions were recorded dynamically during problem solving. This methodology permitted microanalyses of the cognitive events at each stage during the time-course of problem solving. A process account of analytical reasoning with ERs is developed in which five major stages are identified - problem comprehension, ER selection, ER construction, read-off from the ER and answer selection/responding. A range of common slips and misconceptions are identified at each stage. The results show, inter alia, that subjects whose responses are consistent with their ERs perform better than subjects whose responses are inconsistent with their ERs even if the ER is partially incorrect. The data from the workscratching analysis and switchERI study informed the design of' switchERII, a second system. SwitchERII incorporates a. representation of the semantics of Euler's Circles, dynamically parses the user's representation and provides feedback and advice. A third study was conducted with the switchERII system. Few, if any, studies to date have attempted to relate subjects' prior knowledge of ER formalisms to their reasoning performance. Subjects' prior knowledge of ER formalisms was assessed in both switchER studies. It was observed that subjects' performance on representation interpretation tasks does not necessarily predict their performance in conditions where they select and construct their own representations. The reasons for the decoupling are discussed. Data from all three studies show that subjects often utilise multiple representations in their solutions, either concurrently or serially via. ER switching. Two distinctly different types of switching were observed. One kind ('thrashing') is associated with poorer performance and reflects less comprehensive prior knowledge, inability to select au appropriate ER and hazy problem comprehension. Judicious switching, on the other hand, is associated with high levels of problem comprehension and skilled matching of the ERs' properties to changing task demands. It is claimed that effective reasoning with ERs involves complex interactions between at least three factors: (a.) within-subject variables such as the subject's representational repertoire (prior knowledge) and representational modality preferences (cognitive style); (b.) skill at overcoming a variety of barriers to comprehension and an ability to discern the salient attributes and characteristics of different problem types and (c.) an understanding of the semantic and cognitive properties of graphical and non-graphical ERs coupled with an ability to match those properties to the problem's task demands. It is suggested that the role of externalisation in reasoning with ERs may be to facilitate the swapping of information between cognitive subsystems. A mechanism by which the use of diagrammatic ERs may facilitate self-explanation is also proposed. The thesis concludes with an argument in favour of a domain-independent 'ER curriculum'. It is suggested that direct instruction in the use of a range of ERs might equip students with wider representational repertoires and hence allow them more scope to indulge their representational preferences. Finally, several directions for future work are proposed. These include extending the representational semantics of switchERII, evaluating various types of system feedback and implementing a mechanism for checking for slips during read-off from ERs.
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Tsui, Chi-Yan. "Teaching and Learning Genetics with Multiple Representations." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1614.

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This study investigated the secondary school students' learning of genetics when their teachers included an interactive computer program BioLogica in classroom teaching and learning. Genetics is difficult to teach and learn at school because it is conceptually and linguistically complex for students who have little or no prior knowledge about it. Yet genetics is now central to learning and research in biomedical sciences and is essential for understanding contemporary issues such as genetic engineering and cloning. Interactive multimedia programs such as BioLogica have provided new opportunities for learning as these programs feature multiple external representations (MERs) of knowledge in different formats, including visualgraphical and verbal-textual and at different levels of organisation. Users can manipulate and observe the behaviour of these MERs. Ainsworth (1999) summarised three functions of MERs claimed by researchers in supporting learners - to provide complementary information or processes, to constrain interpretations of phenomena and to promote construction of deeper understanding of the domain. Using an interpretive, case-based research approach with multiple methods and multiple sources of data, this study was guided by two foci of inquiry - teachers' integration and implementation of BioLogica in their classroom teaching, and students' learning with BioLogica alongside other resources. The theoretical framework drew on perspectives from educational psychology, the conceptual learning model in science education, and cognitive/computational sciences.Student learning was interpreted using a multidimensional conceptual change framework (Tyson, Venville, Harrison, & Treagust, 1997)-social/affective dimension in terms of students' interests and motivations, epistemological dimension in terms of genetics reasoning of six types (Hickey & Kindfield, 1999), and ontological dimension in terms students' gene conceptions (Venville & Treagust, 1998). Teaching and learning with BioLogica were also analysed and interpreted using Ainsworth's three functions of MERs. Necessary techniques including triangulation were used to increase the rigour of data analysis and interpretation in keeping with the qualitative research tradition. The study was conducted during the years 2001 and 2002 at six classroom sites across four senior high schools of different contexts in the metropolitan Perth area in Western Australia. Five teachers and their Year 10 students (four classes) and Year 12 students (two classes) - 117 students (90 girls and 27 boys), aged from 14 to 18, - participated in the study. Data were collected in response to the initial research questions and the reformulated case-specific research questions. The findings in terms of general assertions were generated from within-case and cross-case analyses and interpretations. Findings of the study suggest that teachers idiosyncratically incorporated (rather than integrated) BioLogica activities in their classroom teaching based on their beliefs and referents for normal classroom teaching. The teachers' implementation and scaffolding of student learning with BioLogica were affected by their knowledge of the software and beliefs about its usefulness based on the salient features of the MERs rather than their functions.Institutional support, technical issues, and time constraints were the possible barriers for using BioLogica in teaching. The findings also suggest that most students were motivated and enjoyed learning with BioLogica but not all who were actively engaged in the activities improved their genetics reasoning. Mindfulness (Salomon & Globerson, 1987) in learning with the BioLogica MERs, learning together with peers, scaffolded learning within the zone of proximal development (Vygotsky, 1978) were deemed important to students' conceptual learning. The postinstructional gene conceptions of most students were not sophisticated and were generally intelligible-plausible (IP) but not intelligible-plausible-fruitful (IPF). While most students identified two salient features of BioLogica MERs, visualisation and instant feedback, some students who substantially improved their reasoning believed that these two features helped their understanding of genetics. Overall, students exhibited social/affective (motivational) and epistemological conceptual change but little or no ontological change. The findings have implications for further and future research. First, Thorley's status analysis is useful in analysing multidimensional conceptual change (Tyson et al., 1997). Second, MERs have provided new learning opportunities and challenges for classroom learning and science teacher education. Third, there is urgency for improving Year 10 genetics teaching and learning. Fourth, the notion of multiple representations is promising in unifying theoretical constructs in psychology, cognitive/computational sciences, science education and science teacher education.
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Tsui, Chi-Yan. "Teaching and Learning Genetics with Multiple Representations." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14027.

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This study investigated the secondary school students' learning of genetics when their teachers included an interactive computer program BioLogica in classroom teaching and learning. Genetics is difficult to teach and learn at school because it is conceptually and linguistically complex for students who have little or no prior knowledge about it. Yet genetics is now central to learning and research in biomedical sciences and is essential for understanding contemporary issues such as genetic engineering and cloning. Interactive multimedia programs such as BioLogica have provided new opportunities for learning as these programs feature multiple external representations (MERs) of knowledge in different formats, including visualgraphical and verbal-textual and at different levels of organisation. Users can manipulate and observe the behaviour of these MERs. Ainsworth (1999) summarised three functions of MERs claimed by researchers in supporting learners - to provide complementary information or processes, to constrain interpretations of phenomena and to promote construction of deeper understanding of the domain. Using an interpretive, case-based research approach with multiple methods and multiple sources of data, this study was guided by two foci of inquiry - teachers' integration and implementation of BioLogica in their classroom teaching, and students' learning with BioLogica alongside other resources. The theoretical framework drew on perspectives from educational psychology, the conceptual learning model in science education, and cognitive/computational sciences.
Student learning was interpreted using a multidimensional conceptual change framework (Tyson, Venville, Harrison, & Treagust, 1997)-social/affective dimension in terms of students' interests and motivations, epistemological dimension in terms of genetics reasoning of six types (Hickey & Kindfield, 1999), and ontological dimension in terms students' gene conceptions (Venville & Treagust, 1998). Teaching and learning with BioLogica were also analysed and interpreted using Ainsworth's three functions of MERs. Necessary techniques including triangulation were used to increase the rigour of data analysis and interpretation in keeping with the qualitative research tradition. The study was conducted during the years 2001 and 2002 at six classroom sites across four senior high schools of different contexts in the metropolitan Perth area in Western Australia. Five teachers and their Year 10 students (four classes) and Year 12 students (two classes) - 117 students (90 girls and 27 boys), aged from 14 to 18, - participated in the study. Data were collected in response to the initial research questions and the reformulated case-specific research questions. The findings in terms of general assertions were generated from within-case and cross-case analyses and interpretations. Findings of the study suggest that teachers idiosyncratically incorporated (rather than integrated) BioLogica activities in their classroom teaching based on their beliefs and referents for normal classroom teaching. The teachers' implementation and scaffolding of student learning with BioLogica were affected by their knowledge of the software and beliefs about its usefulness based on the salient features of the MERs rather than their functions.
Institutional support, technical issues, and time constraints were the possible barriers for using BioLogica in teaching. The findings also suggest that most students were motivated and enjoyed learning with BioLogica but not all who were actively engaged in the activities improved their genetics reasoning. Mindfulness (Salomon & Globerson, 1987) in learning with the BioLogica MERs, learning together with peers, scaffolded learning within the zone of proximal development (Vygotsky, 1978) were deemed important to students' conceptual learning. The postinstructional gene conceptions of most students were not sophisticated and were generally intelligible-plausible (IP) but not intelligible-plausible-fruitful (IPF). While most students identified two salient features of BioLogica MERs, visualisation and instant feedback, some students who substantially improved their reasoning believed that these two features helped their understanding of genetics. Overall, students exhibited social/affective (motivational) and epistemological conceptual change but little or no ontological change. The findings have implications for further and future research. First, Thorley's status analysis is useful in analysing multidimensional conceptual change (Tyson et al., 1997). Second, MERs have provided new learning opportunities and challenges for classroom learning and science teacher education. Third, there is urgency for improving Year 10 genetics teaching and learning. Fourth, the notion of multiple representations is promising in unifying theoretical constructs in psychology, cognitive/computational sciences, science education and science teacher education.
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Talbot, Jeanne D. "Evidence for multiple cortical representations of pain in humans." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0023/NQ33090.pdf.

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Waldin, Earl DeWitt. "Using multiple representations for efficient communication of abstract values." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/12869.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1992.
Includes bibliographical references (p. 217-223).
by Earl DeWitt Waldin.
Ph.D.
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Akkus, Cikla Oylum. "The Effects Of Multiple Representations-based Instruction On Seventh Grade Students&#039." Phd thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605615/index.pdf.

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The purpose of this study was to investigate the effects of multiple representations-based instruction on seventh grade students&
#8217
algebra performance, attitudes toward mathematics, and representation preference compared to the conventional teaching. Moreover, it was aimed to find out how students use multiple representations in algebraic situations and the reasons of preferring certain modes of representations. The study was conducted in four seventh grade classes from two public schools in Ankara in the 2003-2004 academic year, lasting eight weeks. For assessing algebra performance, three instruments called algebra achievement test, translations among representations skill test, and Chelsea diagnostic algebra test were used. To assess students&
#8217
attitudes towards mathematics, mathematics attitude scale, to determine students&
#8217
representation preferences before and after the treatment representation preference inventory were administered. Furthermore, as qualitative data, interview task protocol was prepared and interviews were carried out with the students from experimental and control classes. The quantitative analyses were conducted by using multivariate covariance analyses. The results revealed that multiple representations-based instruction had a significant effect on students&
#8217
algebra performance compared to the conventional teaching. There was no significant difference between the experimental and control groups in terms of their attitudes towards mathematics. The chi square analyses revealed that treatment made a significant contribution to the students&
#8217
representation preferences. The results of the interviews indicated that the experimental group students used variety of representations for algebra problems and were capable of using the most appropriate one for the given algebra problems.
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Flanders, Steven Todd. "Investigating flexibility, reversibility, and multiple representations in a calculus environment." Thesis, University of Pittsburgh, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3690743.

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This study investigates the development of flexibility and reversibility in a calculus environment that attends to linking multiple representations. Reversibility was studied through Krutetskii’s framework of reversibility of two-way processes and reversibility of the mental process in reasoning. The study was conducted over approximately four months in a high school calculus classroom in an urban school district in a mid-Atlantic state. Instruction attended to linking multiple representations whenever possible. Four types of data were collected: 1) a pre-test, 2) a post-test, 3) daily assessments, and 4) clinical interviews. Twenty-one students completed a pretest and post-test that together assessed development of flexibility over the course of the study. They also completed daily assessments that were collected to provide evidence of the development of reversibility during the course of the study. Six students participated in four clinical interviews each, spread throughout the study. Inferential statistics were used to compare the results of the pre-test and post-test for significant differences and to determine significant differences in the presence of reversibility on the daily assessments over the course of the study. The clinical interviews were analyzed for evidence of students’ thought processes while solving reversible questions. Analysis revealed that over the course of the study, students demonstrated significant increases in both flexibility and reversibility. Two-way reversibility seemed to develop with relative ease for most students and often developed simultaneously with learning a forward process. Developing reversibility of the mental process in reasoning was difficult and tended to develop simultaneously with learning in a forward direction for students with high levels of flexibility. For students who did not develop reversibility simultaneously with forward learning, both two-way reversibility and reversibility of the mental process in reasoning were able to develop through multiple opportunities to solve reversible tasks of similar content. Analysis of the clinical interviews indicated that students typically followed a 4-step thought process when using reversibility to solve problems. Implications and limitations of the study and areas of further research were discussed.

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Chongburee, Wachira. "Implementation of Iterative Reconstruction of Images from Multiple Bases Representations." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/35379.

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Usually, image compression techniques that use only one transform exhibit some poor properties. For instance, the Discrete Cosine Transform (DCT) cannot efficiently represent high frequency components, resulting in blurred images. The Multiple Bases Representation (MBR) compression technique, which uses two or more transforms, is found to be superior to the single transform techniques in terms of representation efficiency. However, some bits in the MBR representation are needed to track the basis information. The MBR image quality is deteriorated by discontinuities at block boundaries, as is the standard DCT transform.

In this thesis, test images are distorted by MBR compression using a Recursive Residual Projection algorithm. This algorithm is a sub-optimal method to find the best basis vector subset for representing images based on multiple orthogonal bases. The MBR distorted images are reconstructed by the iterative method of Projection onto Convex Sets (POCS). Many constraints that form convex sets are reviewed and examined.

Due to the high distortion at the block boundaries, some constraints are introduced particularly to reduce artifacts at the boundaries. Some constraints add energy to the reconstructed images while others remove energy. Thus, the initial vectors play a key role in the performance of the POCS method for better MBR reconstruction. This thesis also determines the most appropriate initial vector for each constraint.

Finally, the composite projections associated with the sign, minimum decreasing and norm-of-slope constraints are used to improve the reconstruction of the MBR distorted images and the effect of ordering of the projections is investigated.
Master of Science

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Kanayet, Frank J. "Evidence for Multiple Representations of Number in the Human Brain." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250463574.

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Books on the topic "Multiple representations"

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Alexander-Smith, Robin. Conflicts of interest: Multiple representations. [Chicago]: American Bar Association, Center for Professional Responsibility, 1994.

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Treagust, David F., Reinders Duit, and Hans E. Fischer, eds. Multiple Representations in Physics Education. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58914-5.

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Treagust, David F., and Chi-Yan Tsui, eds. Multiple Representations in Biological Education. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-4192-8.

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Gilbert, John K., and David Treagust, eds. Multiple Representations in Chemical Education. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-8872-8.

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Multiple representations in chemical education. [Dordrecht]: Springer, 2009.

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Miller, Michael D., and Mitchell A. Thornton. Multiple Valued Logic: Concepts and Representations. Cham: Springer International Publishing, 2008. http://dx.doi.org/10.1007/978-3-031-79779-8.

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Buttenfield, Barbara Pfeil. Research initiative 3: Multiple representations, closing report. [Santa Barbara, CA]: National Center for Geographic Information and Analysis, 1993.

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Van Meter, Peggy, Alexandra List, Doug Lombardi, and Panayiota Kendeou. Handbook of Learning from Multiple Representations and Perspectives. Edited by Peggy Van Meter, Alexandra List, Doug Lombardi, and Panayiota Kendeou. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429443961.

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Sharma, Ajay. Reconstructing the geometry of a 3-dimensional model using multiple visible surface representations. Leicester: Leicester Polytechnic, 1988.

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Vinz, Ruth. Composing a teaching life: Partial, multiple, and sometimes contradictory representations of teaching and learning literature. Urbana, Ill. (1111 W. Kenyon Rd., Urbana, Ill. 61801-1096): National Council of Teachers of English, 1993.

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Book chapters on the topic "Multiple representations"

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Fink, Eugene. "Multiple representations." In Changes of Problem Representation, 193–204. Heidelberg: Physica-Verlag HD, 2002. http://dx.doi.org/10.1007/978-3-7908-1774-4_6.

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Allen, G. Donald. "Multiple Representations, I." In Pedagogy and Content in Middle and High School Mathematics, 257–62. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_58.

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Allen, G. Donald. "Multiple Representations, II." In Pedagogy and Content in Middle and High School Mathematics, 263–76. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_59.

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Allen, G. Donald. "Multiple Representations, III." In Pedagogy and Content in Middle and High School Mathematics, 277–87. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_60.

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Allen, G. Donald. "Multiple Representations, IV." In Pedagogy and Content in Middle and High School Mathematics, 289–94. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_61.

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Pękalska, Elżbieta, and Robert P. W. Duin. "On Combining Dissimilarity Representations." In Multiple Classifier Systems, 359–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-48219-9_36.

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de Jong, Ton, and Jan van der Meij. "Learning with Multiple Representations." In Encyclopedia of the Sciences of Learning, 2026–29. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_485.

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Rist, Robert S. "Search Through Multiple Representations." In User-Centred Requirements for Software Engineering Environments, 165–76. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-662-03035-6_13.

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Cromley, Jennifer G. "Learning from Multiple Representations." In Handbook of Learning from Multiple Representations and Perspectives, 62–75. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429443961-6.

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Bullmann, Jörg, and Udo Kebschull. "Multiple Domain Logic Synthesis." In Representations of Discrete Functions, 211–32. Boston, MA: Springer US, 1996. http://dx.doi.org/10.1007/978-1-4613-1385-4_9.

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Conference papers on the topic "Multiple representations"

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Nguyen, G. T., and D. Rieu. "Multiple object representations." In the 1992 ACM annual conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/131214.131239.

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Davis, Clodoveu A., and Alberto H. F. Laender. "Multiple representations in GIS." In the seventh ACM international symposium. New York, New York, USA: ACM Press, 1999. http://dx.doi.org/10.1145/320134.320151.

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Wang, Junqian, and Yirui Liu. "Multiple Representations and Sparse Representation for Color Image Classification." In the 2018 International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3232829.3232847.

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Song, Lihong, Chin Wang Cheong, Kejing Yin, William K. Cheung, Benjamin C. M. Fung, and Jonathan Poon. "Medical Concept Embedding with Multiple Ontological Representations." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/641.

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Learning representations of medical concepts from the Electronic Health Records (EHR) has been shown effective for predictive analytics in healthcare. Incorporation of medical ontologies has also been explored to further enhance the accuracy and to ensure better alignment with the known medical knowledge. Most of the existing work assumes that medical concepts under the same ontological category should share similar representations, which however does not always hold. In particular, the categorizations in medical ontologies were established with various factors being considered. Medical concepts even under the same ontological category may not follow similar occurrence patterns in the EHR data, leading to contradicting objectives for the representation learning. In this paper, we propose a deep learning model called MMORE which alleviates this conflicting objective issue by allowing multiple representations to be inferred for each ontological category via an attention mechanism. We apply MMORE to diagnosis prediction and our experimental results show that the representations obtained by MMORE can achieve better predictive accuracy and result in clinically meaningful sub-categorization of the existing ontological categories.
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Santini, Simone, and Amarnath Gupta. "Accessing images with multiple representations." In Electronic Imaging 2004, edited by Simone Santini and Raimondo Schettini. SPIE, 2003. http://dx.doi.org/10.1117/12.527864.

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Bicer, Ali. "Multiple Representations and Mathematical Creativity." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885291.

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Seo, Jangwon, and W. Bruce Croft. "Geometric representations for multiple documents." In Proceeding of the 33rd international ACM SIGIR conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1835449.1835493.

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Montenegro, Paula, Cecília Costa, and Bernardino Lopes. "MULTIPLE REPRESENTATIONS IN PROBLEM SOLVING WITH DIVISORS AND MULTIPLES." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1599.

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Nagayama, Shinobu, and Tsutomu Sasao. "Representations of Elementary Functions Using Edge-Valued MDDs." In 37th International Symposium on Multiple-Valued Logic. IEEE, 2007. http://dx.doi.org/10.1109/ismvl.2007.49.

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Tang, Ziyang, Xiang Liu, Yingjie Chen, and Baijian Yang. "The Role of Multiple Representations and Representational Fluency in Cryptography Education." In SIGITE '19: The 20th Annual Conference on Information Technology Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3349266.3351412.

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Reports on the topic "Multiple representations"

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Cassimatis, Nicholas L. Harnessing Multiple Representations for Autonomous Full-Spectrum Political, Military, Economic, Social, Information and Infrastructure (PMESII) Reasoning. Fort Belvoir, VA: Defense Technical Information Center, May 2007. http://dx.doi.org/10.21236/ada469995.

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Sitabkhan, Yasmin, and Linda M. Platas. Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. RTI Press, July 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0055.1807.

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This occasional paper examines common instructional strategies in early-grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.
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Chen, Pehong, and Michael A. Harrison. Multiple Representation Document Development. Fort Belvoir, VA: Defense Technical Information Center, August 1987. http://dx.doi.org/10.21236/ada197369.

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Rathke, Christian, and David F. Redmiles. Multiple Representation Perspectives for Supporting Explanation in Context. Fort Belvoir, VA: Defense Technical Information Center, March 1993. http://dx.doi.org/10.21236/ada447671.

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Edelman, Shimon, and Daphna Weinshall. A Self-Organizing Multiple-View Representation of Three-Dimensional Objects. Fort Belvoir, VA: Defense Technical Information Center, August 1989. http://dx.doi.org/10.21236/ada216711.

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Jaffe, Robert. Fractional Representation Design of Dynamic Output Controllers for Multiple Time Scale Systems. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1359.

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Muljadi, E., S. Pasupulati, A. Ellis, and D. Kosterov. Method of Equivalencing for a Large Wind Power Plant with Multiple Turbine Representation:. Office of Scientific and Technical Information (OSTI), July 2008. http://dx.doi.org/10.2172/1218414.

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Krainyk, Yaroslav M., Anzhela P. Boiko, Dmytro A. Poltavskyi, and Vladimir I. Zaselskiy. Augmented Reality-based historical guide for classes and tourists. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3747.

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In this paper, development of historical guide based on Augmented Reality (AR) technology is considered. The developed guide application it targeted to be used in different scenarios, in particular, during history learning classes, for guidance of the tourists to exhibits both indoor and outdoor. Common features of all these scenarios are generalized and according to them main information and objects model for forming scene are identified. This part is followed by detailed description of objects and scene representation, markers usage, employment of additional services, etc. Finally, the developed historical guide application has been introduced. It harnesses A-Frame library for processing of models and their representation. The application is able to work with different markers so that it can be extended easily. In addition, one of the main benefits of the developed application is support of multiple platforms because it works from web-browser and does not require installation of additional software. The developed application can be effectively used for all provided scenarios and has potential for further extension.
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Backstrom, Robert, and David Dini. Firefighter Safety and Photovoltaic Systems Summary. UL Firefighter Safety Research Institute, November 2011. http://dx.doi.org/10.54206/102376/kylj9621.

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Under the United States Department of Homeland Security (DHS) Assistance to Firefighter Grant Fire Prevention and Safety Research Program, Underwriters Laboratories examined fire service concerns of photovoltaic (PV) systems. These concerns include firefighter vulnerability to electrical and casualty hazards when mitigating a fire involving photovoltaic (PV) modules systems. The need for this project is significant acknowledging the increasing use of photovoltaic systems, growing at a rate of 30% annually. As a result of greater utilization, traditional firefighter tactics for suppression, ventilation and overhaul have been complicated, leaving firefighters vulnerable to potentially unrecognized exposure. Though the electrical and fire hazards associated with electrical generation and distribution systems is well known, PV systems present unique safety considerations. A very limited body of knowledge and insufficient data exists to understand the risks to the extent that the fire service has been unable to develop safety solutions and respond in a safe manner. This fire research project developed the empirical data that is needed to quantify the hazards associated with PV installations. This data provides the foundation to modify current or develop new firefighting practices to reduce firefighter death and injury. A functioning PV array was constructed at Underwriters Laboratories in Northbrook, IL to serve as a test fixture. The main test array consisted of 26 PV framed modules rated 230 W each (5980 W total rated power). Multiple experiments were conducted to investigate the efficacy of power isolation techniques and the potential hazard from contact of typical firefighter tools with live electrical PV components. Existing fire test fixtures located at the Delaware County Emergency Services Training Center were modified to construct full scale representations of roof mounted PV systems. PV arrays were mounted above Class A roofs supported by wood trusses. Two series of experiments were conducted. The first series represented a room of content fire, extending into the attic space, breaching the roof and resulting in structural collapse. Three PV technologies were subjected to this fire condition – rack mounted metal framed, glass on polymer modules, building integrated PV shingles, and a flexible laminate attached to a standing metal seam roof. A second series of experiments was conducted on the metal frame technology. These experiments represented two fire scenarios, a room of content fire venting from a window and the ignition of debris accumulation under the array. The results of these experiments provide a technical basis for the fire service to examine their equipment, tactics, standard operating procedures and training content. Several tactical considerations were developed utilizing the data from the experiments to provide specific examples of potential electrical shock hazard from PV installations during and after a fire event.
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Backstrom, Robert, and David Backstrom. Firefighter Safety and Photovoltaic Installations Research Project. UL Firefighter Safety Research Institute, November 2011. http://dx.doi.org/10.54206/102376/viyv4379.

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Under the United States Department of Homeland Security (DHS) Assistance to Firefighter Grant Fire Prevention and Safety Research Program, Underwriters Laboratories examined fire service concerns of photovoltaic (PV) systems. These concerns include firefighter vulnerability to electrical and casualty hazards when mitigating a fire involving photovoltaic (PV) modules systems. The need for this project is significant acknowledging the increasing use of photovoltaic systems, growing at a rate of 30% annually. As a result of greater utilization, traditional firefighter tactics for suppression, ventilation and overhaul have been complicated, leaving firefighters vulnerable to potentially unrecognized exposure. Though the electrical and fire hazards associated with electrical generation and distribution systems is well known, PV systems present unique safety considerations. A very limited body of knowledge and insufficient data exists to understand the risks to the extent that the fire service has been unable to develop safety solutions and respond in a safe manner. This fire research project developed the empirical data that is needed to quantify the hazards associated with PV installations. This data provides the foundation to modify current or develop new firefighting practices to reduce firefighter death and injury. A functioning PV array was constructed at Underwriters Laboratories in Northbrook, IL to serve as a test fixture. The main test array consisted of 26 PV framed modules rated 230 W each (5980 W total rated power). Multiple experiments were conducted to investigate the efficacy of power isolation techniques and the potential hazard from contact of typical firefighter tools with live electrical PV components. Existing fire test fixtures located at the Delaware County Emergency Services Training Center were modified to construct full scale representations of roof mounted PV systems. PV arrays were mounted above Class A roofs supported by wood trusses. Two series of experiments were conducted. The first series represented a room of content fire, extending into the attic space, breaching the roof and resulting in structural collapse. Three PV technologies were subjected to this fire condition – rack mounted metal framed, glass on polymer modules, building integrated PV shingles, and a flexible laminate attached to a standing metal seam roof. A second series of experiments was conducted on the metal frame technology. These experiments represented two fire scenarios, a room of content fire venting from a window and the ignition of debris accumulation under the array. The results of these experiments provide a technical basis for the fire service to examine their equipment, tactics, standard operating procedures and training content. Several tactical considerations were developed utilizing the data from the experiments to provide specific examples of potential electrical shock hazard from PV installations during and after a fire event.
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