Journal articles: '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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Lacey, Simon, Christine Campbell, and K. Sathian. "Vision and Touch: Multiple or Multisensory Representations of Objects?" Perception 36, no. 10 (October 2007): 1513–21. http://dx.doi.org/10.1068/p5850.

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The relationship between visually and haptically derived representations of objects is an important question in multisensory processing and, increasingly, in mental representation. We review evidence for the format and properties of these representations, and address possible theoretical models. We explore the relevance of visual imagery processes and highlight areas for further research, including the neglected question of asymmetric performance in the visuo – haptic cross-modal memory paradigm. We conclude that the weight of evidence suggests the existence of a multisensory representation, spatial in format, and flexibly accessible by both bottom — up and top — down inputs, although efficient comparison between modality-specific representations cannot entirely be ruled out.

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Plenge, Esben, Stefan S. Klein, Wiro J. Niessen, and Erik Meijering. "Multiple Sparse Representations Classification." PLOS ONE 10, no. 7 (July 15, 2015): e0131968. http://dx.doi.org/10.1371/journal.pone.0131968.

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Markman, Arthur B., and Takashi Yamauchi. "Boundary conditions and the need for multiple forms of representation." Behavioral and Brain Sciences 21, no. 4 (August 1998): 477–78. http://dx.doi.org/10.1017/s0140525x98351250.

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Multidimensional space representations like those posited in Edelman's target article are not sufficient to capture all similarity phenomena. We discuss phenomena that are compatible with models of similarity that assume structured relational representations. An adequate model of similarity and perception will require multiple approaches to representation.

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Rider, Robin. "Shifting from Traditional to Nontraditional Teaching Practices Using Multiple Representations." Mathematics Teacher 100, no. 7 (March 2007): 494–500. http://dx.doi.org/10.5951/mt.100.7.0494.

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Algebraic reasoning skills can be enhanced by building connections among symbolic, tabular, and graphical representations. But how do classroom teachers change traditional teaching practices to foster the use of different representational forms? This article explores how I learned to incorporate representational fluency in teaching and assessment. It builds on ideas from classroom practice and advocates making small changes in teaching practices to foster connections between representations.

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Rider, Robin. "Shifting from Traditional to Nontraditional Teaching Practices Using Multiple Representations." Mathematics Teacher 100, no. 7 (March 2007): 494–500. http://dx.doi.org/10.5951/mt.100.7.0494.

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Algebraic reasoning skills can be enhanced by building connections among symbolic, tabular, and graphical representations. But how do classroom teachers change traditional teaching practices to foster the use of different representational forms? This article explores how I learned to incorporate representational fluency in teaching and assessment. It builds on ideas from classroom practice and advocates making small changes in teaching practices to foster connections between representations.

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Graulich, Nicole, Sebastian Hedtrich, and René Harzenetter. "Explicit versus implicit similarity – exploring relational conceptual understanding in organic chemistry." Chemistry Education Research and Practice 20, no. 4 (2019): 924–36. http://dx.doi.org/10.1039/c9rp00054b.

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Learning to interpret organic structures not as an arrangement of lines and letters but, rather, as a representation of chemical entities is a challenge in organic chemistry. To successfully deal with the variety of molecules or mechanistic representations, a learner needs to understand how a representation depicts domain-specific information. Various studies that focused on representational competence have already investigated how learners relate a representation to its corresponding concept. However, aside from a basic connectional representational understanding, the ability to infer a comparable reactivity from multiple different functional groups in large molecules is important for undergraduate students in organic chemistry. In this quantitative study, we aimed at exploring how to assess undergraduate students’ ability to distinguish between conceptually relevant similarities and distracting surface similarities among representations. The instrument consisted of multiple-choice items in four concept categories that are generally used to estimate the reactivity in substitution reactions. This exploratory study shows that the item design for assessing students’ conceptual understanding influences students’ answering patterns. Insights and pitfalls gained from this investigation and future directions for research and teaching are provided.

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Li, Shuhui, Yihua Shen, Xinyue Jiao, and Su Cai. "Using Augmented Reality to Enhance Students’ Representational Fluency: The Case of Linear Functions." Mathematics 10, no. 10 (May 17, 2022): 1718. http://dx.doi.org/10.3390/math10101718.

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Using multiple representations is advocated and emphasized in mathematics and science education. However, many students have difficulty connecting multiple representations of linear functions. Augmented Reality (AR) may affect these teaching and learning difficulties by offering dynamically linked representations. Inspired by this, our study aims to develop, implement, and evaluate an AR-based multi-representational learning environment (MRLE) with three representations of linear functions. The data were collected from 82 seventh graders from two high-performing classes in an urban area in China, through a pre-test, a post-questionnaire, and follow-up interviews. The results reveal that students were satisfied with the AR-based MRLE, which assisted in enhancing their understanding of the real-life, symbolic, and graphical representations and connections among them. Regarding students’ interactions with multiple representations, apparent differences in learning sequences and preferences existed among students in terms of their representational learning profile. In sum, learning in the AR-based MRLE is a complex interaction process between the mathematics content, forms of representations, digital features, and students’ representational learning profile.

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Murshed, Mazlena. "Transformation of Multiple Representations in Understanding Real-World Physics Problems." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5413–25. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020248.

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Roche Allred, Zahilyn D., and Stacey Lowery Bretz. "University chemistry students’ interpretations of multiple representations of the helium atom." Chemistry Education Research and Practice 20, no. 2 (2019): 358–68. http://dx.doi.org/10.1039/c8rp00296g.

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Multiple chemistry education research studies at the secondary level have characterized students’ difficulties regarding a conceptual understanding of the quantum model of the atom. This research explores undergraduate students’ interpretations of multiple representations of the atom. Semi-structured interviews were conducted with first-year university chemistry students (n= 26) and second-semester physical chemistry students (n= 8) after they were taught and tested on the quantum model of the atom in their respective courses. During the interview, students were asked to interpret four representations of the atom (an electron cloud model, a probability representation, a boundary surface representation, and the Bohr model) and to rank each of the representations from most preferred to the least preferred. Nearly two-thirds of the students ranked the electron cloud and Bohr-model as their two most preferred representations. Students invoked ideas from classical mechanics to interpret the electron cloud model and used probabilistic language to describe the Bohr model of the atom.

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Demirdöğen, Betül. "EXAMINATION OF CHEMICAL REPRESENTATIONS IN TURKISH HIGH SCHOOL CHEMISTRY TEXTBOOKS." Journal of Baltic Science Education 16, no. 4 (August 25, 2017): 472–99. http://dx.doi.org/10.33225/jbse/17.16.472.

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The aim of this research was to examine the chemical representations that are present in Turkish high school chemistry textbooks. Content analysis was the method of analysis. Four chemistry textbooks, which were commonly used in Turkey, for each grade (i.e., from 9th to 12th), were selected. When evaluating the representations, a rubric including five main criteria was used: (1) type of representation, (2) interpretation of representations’ surface features, (3) representations’ relatedness to text, (4) properties of representations’ caption, and (5) degree of correlation between subordinates comprising a multiple representation. The results of the research revealed that the chemical representations used in the textbooks are mainly macroscopic, symbolic, and hybrid. Majority of the representations had explicit surface features and appropriate captions. Moreover, they were completely related to the text. Most of the multiple representations had sufficient links between their subordinates. Recommendations for textbook writers and future research are provided. Keywords: chemistry textbooks, chemical representations, generic qualitative research, content analysis.

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Bicer, Ali. "Multiple representations and mathematical creativity." Thinking Skills and Creativity 42 (December 2021): 100960. http://dx.doi.org/10.1016/j.tsc.2021.100960.

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Nielsen, Maria E., and Jonathan D. Bostic. "Connecting and Using Multiple Representations." Mathematics Teaching in the Middle School 23, no. 7 (May 2018): 386–93. http://dx.doi.org/10.5951/mathteacmiddscho.23.7.0386.

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Suryaningrum, C. W., and Y. D. W. K. Ningtyas. "Multiple representations in semiotic reasoning." Journal of Physics: Conference Series 1315 (October 2019): 012064. http://dx.doi.org/10.1088/1742-6596/1315/1/012064.

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Wood, Leigh N., Sadhbh Joyce, Peter Petocz, and Melissa Rodd. "Learning in lectures: multiple representations." International Journal of Mathematical Education in Science and Technology 38, no. 7 (October 15, 2007): 907–15. http://dx.doi.org/10.1080/00207390701561496.

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Johnstone, Alex H. "Multiple Representations in Chemical Education." International Journal of Science Education 31, no. 16 (October 26, 2009): 2271–73. http://dx.doi.org/10.1080/09500690903211393.

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Nanni, L., and A. Lumini. "Ensemble of Multiple Pedestrian Representations." IEEE Transactions on Intelligent Transportation Systems 9, no. 2 (June 2008): 365–69. http://dx.doi.org/10.1109/tits.2008.922882.

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Lee, Chan-Su, Ahmed Elgammal, and Marwan Torki. "Learning representations from multiple manifolds." Pattern Recognition 50 (February 2016): 74–87. http://dx.doi.org/10.1016/j.patcog.2015.08.024.

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Doignon, Jean-Paul. "Threshold Representations of Multiple Semiorders." SIAM Journal on Algebraic Discrete Methods 8, no. 1 (January 1987): 77–84. http://dx.doi.org/10.1137/0608005.

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Ainsworth, Shaaron. "The functions of multiple representations." Computers & Education 33, no. 2-3 (September 1999): 131–52. http://dx.doi.org/10.1016/s0360-1315(99)00029-9.

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Scheinerman, Edward R. "Irredundancy in multiple interval representations." Discrete Mathematics 63, no. 1 (January 1987): 101–8. http://dx.doi.org/10.1016/0012-365x(87)90157-9.

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Plenge, Esben, Stefan Klein, Wiro J. Niessen, and Erik Meijering. "Correction: Multiple Sparse Representations Classification." PLOS ONE 10, no. 8 (August 24, 2015): e0136827. http://dx.doi.org/10.1371/journal.pone.0136827.

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Cooper, Lynn A. "MULTIPLE REPRESENTATIONS FOR MENTAL IMAGERY." Computational Intelligence 9, no. 4 (April 2, 2007): 334–36. http://dx.doi.org/10.1111/j.1467-8640.1993.tb00225.x.

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Kubie, John L., and Robert U. Muller. "Multiple representations in the hippocampus." Hippocampus 1, no. 3 (July 3, 1991): 240–42. http://dx.doi.org/10.1002/hipo.450010305.

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Kropatsch, Walter G. "Curve representations in multiple resolutions." Pattern Recognition Letters 6, no. 3 (August 1987): 179–84. http://dx.doi.org/10.1016/0167-8655(87)90005-5.

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Spada, Hans. "Conceptual change or multiple representations?" Learning and Instruction 4, no. 1 (January 1994): 113–16. http://dx.doi.org/10.1016/0959-4752(94)90021-3.

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Yore, Larry D., and Brian Hand. "Epilogue: Plotting a Research Agenda for Multiple Representations, Multiple Modality, and Multimodal Representational Competency." Research in Science Education 40, no. 1 (January 2010): 93–101. http://dx.doi.org/10.1007/s11165-009-9160-y.

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Inayah, Sarah. "PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH DAN REPRESENTASI MULTIPEL MATEMATIS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KUANTUM." KALAMATIKA Jurnal Pendidikan Matematika 3, no. 1 (April 2, 2018): 1–16. http://dx.doi.org/10.22236/kalamatika.vol3no1.2018pp1-16.

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Mathematical problem solving and multiple representation ability is essential to develop. So it needs a study to facilitate the students to be active, interesting and challenging for students to think and therefore contributes to the students ability to represent, understand the material during learning process and solve mathematical problems. Quantum learning model puts students on comfortable and pleasant condition so that students can play an active role in the learning process and student expected to get the flexibility to bring their own representation and easy to solve the problem. The main objective of this study was to determine the improvement in the mathematical problem solving and multiple representation of students who obtain quantum learning model and students who received conventional learning, as well as to determine the relationship between the mathematical problem solving and multiple representations. This research is a quasi experimental with non equivalent control group design. The population of this study are all students of class VII with two classes of them as samples. The research data obtained through problem-solving ability and multiple mathematical representations test. The results showed that: (a). Quantum learning model can improve the mathematical problem solving and multiple representations ability, (b). there is a relationship between the mathematical problem solving and multiple representations ability.

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Tadeo, Danilo Jr, and Junehee Yoo. "Students' Recognition of Concepts of Reflection and Refraction in Multiple Representational Formats." Jurnal Pendidikan Fisika 10, no. 2 (April 16, 2022): 75–92. http://dx.doi.org/10.26618/jpf.v10i2.7639.

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A complete understanding of reflection and refraction is achieved when students can recognize the concepts in different representations such as verbal, mathematical, and ray diagrams. The study explores the inconsistencies and difficulties in the students' understanding of image formation by mirrors and lenses. The primary researcher analyzed data on students' performance on a 20-item test consisting of verbal, mathematical, and ray diagram representation items. Two hundred thirty-one (231) grade 10 students took the test after 52-hour instructions on light reflection and refraction. The test results reveal a recognition of the concepts of image formation better in verbal representation by the students. In addition, chi-square results implied that students had drawn the rays in their ray diagrams of spherical mirrors based on their equivalent understanding of the situation in verbal representation. Inconsistencies in their knowledge of reflection by mirrors and refraction by lenses were identified by the differences in the students' responses to verbal and ray diagram representations and supported by the number of students who correctly answered the same items in these two representations. Inconsistencies with the mirror or lens equation were also determined by comparing the results of the items in mathematical representation. Students are found to have difficulties applying the mirror or lens equation and ray-tracing method in problem situations. These observed inconsistencies and problems in multiple representations imply that students have a poor and incomplete understanding of the topic under study.

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Roberts, Maxwell J., and Elizabeth D. A. Sykes. "Categorical Reasoning from Multiple Diagrams." Quarterly Journal of Experimental Psychology Section A 58, no. 2 (February 2005): 333–76. http://dx.doi.org/10.1080/02724980343000909.

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Syllogistic reasoning from categorical premise pairs is generally taken to be a multistep process. Quantifiers ( all, no, some, some …not) must be interpreted, representations constructed, and conclusions identified from these. Explanations of performance have been proposed in which errors may occur at any of these stages. The current paper contrasts (a) representation explanations of performance, in which errors occur because not all possible representations are constructed, and/or mistakes are made when doing so (e.g., mental models theory), and (b) conclusion identification explanations, in which errors occur even when information has been correctly and exhaustively represented, due to systematic difficulties that people may have when identifying particular conclusions, or in identifying conclusions in particular circumstances. Three experiments are reported, in which people identified valid conclusions from diagrams analogous to Euler circles, so that the first two stages of reasoning from premise pairs were effectively removed. Despite this, several phenomena associated with reasoning from premise pairs persisted, and it is suggested that whereas representation explanations may account for some of these phenomena, conclusion identification explanations, which have never previously been considered, are required for others.

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Ayyar, Venkitesh, Thomas DeGrand, Daniel C. Hackett, William I. Jay, Ethan T. Neil, Yigal Shamir, and Benjamin Svetitsky. "Chiral Transition of SU(4) Gauge Theory with Fermions in Multiple Representations." EPJ Web of Conferences 175 (2018): 08026. http://dx.doi.org/10.1051/epjconf/201817508026.

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We report preliminary results on the finite temperature behavior of SU(4) gauge theory with dynamical quarks in both the fundamental and two-index antisymmetric representations. This system is a candidate to present scale separation behavior, where fermions in different representations condense at different temperature or coupling scales. Our simulations, however, reveal a single finite-temperature phase transition at which both representations deconfine and exhibit chiral restoration. It appears to be strongly first order. We compare our results to previous single-representation simulations. We also describe a Pisarski-Wilczek stability analysis, which suggests that the transition should be first order.

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Apata, Funke Susan. "Students’ Gender Proficiency in Multiple Representational Format and Mathematical Reasoning in Senior School Physics Problem-Solving." Asian Journal of Science Education 4, no. 1 (April 22, 2022): 25–39. http://dx.doi.org/10.24815/ajse.v4i1.25415.

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This study investigated multiple representation formats and mathematical reasoning to unravel physics concepts and laws in problem-solving. Four hundred and sixty (460) students from forty-six (46) co-educational schools in Kwara State- Nigeria, participated in the study. Using a random sampling technique 230 males and 230 females were selected. The two instruments used are Physics Multiple Representational Test and the Physics Mathematical Reasoning Test. Two research questions and two hypotheses guided the study. Results of the analyses through frequency count, percentages, and t-test revealed a low mean value for mathematical reasoning and the representational format of students. The male recorded a higher mean value in multiple representation formats and mathematical reasoning than their female counterparts. It concluded that students' mathematical reasoning and multiple representational formats in problem-solving were low, and the female students were the most affected when it comes to low performance. The study recommended a curriculum review to accommodate an introductory course on multiple representations. Also, an innovative program that enhances mathematical reasoning and promotes the relationship between mathematics and physics is in the curriculum. Extracurricular activities that could stimulate female interests in representational format and mathematical reasoning, should be introduced in schools.

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Susanti, Susanti, Zainal Abidin, and Rina Mauliza. "ANALISIS KEMAMPUAN REPRESENTASI MATEMATIS SISWA MELALUI PENERAPAN STRATEGI SCAFFOLDING." Jurnal Ilmiah Pendidikan Matematika Al Qalasadi 5, no. 1 (July 9, 2021): 99–116. http://dx.doi.org/10.32505/qalasadi.v5i1.2912.

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This descriptive qualitative research aims to describe the mathematical representation abilities of students through the application of the scaffolding strategy. The subjects of this study were 2 students with low representation abilities and 2 students with moderate representation abilities in class VIII-4 of SMP Negeri 6 Banda Aceh. The data was collected by means of a mathematical representation ability test sheet, interviews, and a recording device. Then data analysis by reducing data, presenting data, triangulating time, and drawing conclusions. The results showed that subjects with low representation skills tended to perform visual representations, but after scaffolding they were able to use visual representations independently and verbal representations by checking several times. Meanwhile, subjects with moderate representation ability tend to perform visual and verbal representations with multiple checks and symbolic representations with several interventions, after scaffolding they are able to use visual and verbal representations independently, even though symbolic representations still require several interventions. This shows that the students' representation ability gets better after being given a scaffolding strategy.

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Yang, Yun, Xiaofang Liu, Qiongwei Ye, and Dapeng Tao. "Ensemble Learning-Based Person Re-identification with Multiple Feature Representations." Complexity 2018 (September 4, 2018): 1–12. http://dx.doi.org/10.1155/2018/5940181.

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As an important application in video surveillance, person reidentification enables automatic tracking of a pedestrian through different disjointed camera views. It essentially focuses on extracting or learning feature representations followed by a matching model using a distance metric. In fact, person reidentification is a difficult task because, first, no universal feature representation can perfectly identify the amount of pedestrians in the gallery obtained by a multicamera system. Although different features can be fused into a composite representation, the fusion still does not fully explore the difference, complementarity, and importance between different features. Second, a matching model always has a limited amount of training samples to learn a distance metric for matching probe images against a gallery, which certainly results in an unstable learning process and poor matching result. In this paper, we address the issues of person reidentification by the ensemble theory, which explores the importance of different feature representations, and reconcile several matching models on different feature representations to an optimal one via our proposed weighting scheme. We have carried out the simulation on two well-recognized person reidentification benchmark datasets: VIPeR and ETHZ. The experimental results demonstrate that our approach achieves state-of-the-art performance.

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Jeong, Su Keun, and Yaoda Xu. "Task-context-dependent Linear Representation of Multiple Visual Objects in Human Parietal Cortex." Journal of Cognitive Neuroscience 29, no. 10 (October 2017): 1778–89. http://dx.doi.org/10.1162/jocn_a_01156.

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A host of recent studies have reported robust representations of visual object information in the human parietal cortex, similar to those found in ventral visual cortex. In ventral visual cortex, both monkey neurophysiology and human fMRI studies showed that the neural representation of a pair of unrelated objects can be approximated by the averaged neural representation of the constituent objects shown in isolation. In this study, we examined whether such a linear relationship between objects exists for object representations in the human parietal cortex. Using fMRI and multivoxel pattern analysis, we examined object representations in human inferior and superior intraparietal sulcus, two parietal regions previously implicated in visual object selection and encoding, respectively. We also examined responses from the lateral occipital region, a ventral object processing area. We obtained fMRI response patterns to object pairs and their constituent objects shown in isolation while participants viewed these objects and performed a 1-back repetition detection task. By measuring fMRI response pattern correlations, we found that all three brain regions contained representations for both single object and object pairs. In the lateral occipital region, the representation for a pair of objects could be reliably approximated by the average representation of its constituent objects shown in isolation, replicating previous findings in ventral visual cortex. Such a simple linear relationship, however, was not observed in either parietal region examined. Nevertheless, when we equated the amount of task information present by examining responses from two pairs of objects, we found that representations for the average of two object pairs were indistinguishable in both parietal regions from the average of another two object pairs containing the same four component objects but with a different pairing of the objects (i.e., the average of AB and CD vs. that of AD and CB). Thus, when task information was held consistent, the same linear relationship may govern how multiple independent objects are represented in the human parietal cortex as it does in ventral visual cortex. These findings show that object and task representations coexist in the human parietal cortex and characterize one significant difference of how visual information may be represented in ventral visual and parietal regions.

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Schwoebel, John, and H. Branch Coslett. "Evidence for Multiple, Distinct Representations of the Human Body." Journal of Cognitive Neuroscience 17, no. 4 (April 2005): 543–53. http://dx.doi.org/10.1162/0898929053467587.

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Previous data from single-case and small group studies have suggested distinctions among structural, conceptual, and online sensorimotor representations of the human body. We developed a battery of tasks to further examine the prevalence and anatomic substrates of these body representations. The battery was administered to 70 stroke patients. Fifty-one percent of the patients were impaired relative to controls on at least one body representation measure. Further, principal components analysis of the patient data as well as direct comparisons of patient and control performance suggested a triple dissociation between measures of the 3 putative body representations. Consistent with previous distinctions between the “what” and “how” pathways, lesions of the left temporal lobe were most consistently associated with impaired performance on tasks assessing knowledge of the shape or lexical-semantic information about the body, whereas lesions of the dorsolateral frontal and parietal regions resulted in impaired performance on tasks requiring on-line coding of body posture.

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Shapiro, Vadim. "Maintenance of Geometric Representations Through Space Decompositions." International Journal of Computational Geometry & Applications 07, no. 01n02 (February 1997): 21–56. http://dx.doi.org/10.1142/s0218195997000041.

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The ability to transform between distinct geometric representations is the key to success of multiple-representation modeling systems. But the existing theory of geometric modeling does not directly address or support construction, conversion, and comparison of geometric representations. A study of classical problems of CSG ↔ b-rep conversions, CSG optimization, and other representation conversions suggests a natural relationship between a representation scheme and an appropriate decomposition of space. We show that a hierarchy of space decompositions corresponding to different representation schemes can be used to enhance the theory and to develop a systematic approach to maintenance of geometric representations.

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M. BLEHER, Pavel, and Arno B.J. Kuijlaars. "Integral representations for multiple Hermite and multiple Laguerre polynomials." Annales de l’institut Fourier 55, no. 6 (2005): 2001–14. http://dx.doi.org/10.5802/aif.2148.

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Nizaruddin, Nizaruddin, Muhtarom Muhtarom, and Yanuar Hery Murtianto. "EXPLORING OF MULTI MATHEMATICAL REPRESENTATION CAPABILITY IN PROBLEM SOLVING ON SENIOR HIGH SCHOOL STUDENTS." Problems of Education in the 21st Century 75, no. 6 (December 15, 2017): 591–98. http://dx.doi.org/10.33225/pec/17.75.591.

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The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely symbolic – verbal representations, and the rest used symbolic representation. In the use of verbal representation, some students had difficulty composing words and all students encountered difficulties in the translational process from symbolic representation and verbal representation to other types of representation. The ability to understand concepts and relationships between mathematical concepts was found to be a necessary condition for the achievement of multi-mathematical representation capability. It is therefore recommended that teachers use a variety of different types of representation, such as verbal, tables and images, to enhance students' understanding of the material. Keywords: multiple representations, problem solving, two-variable linear equation system.

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Nizaruddin, Nizaruddin, Muhtarom Muhtarom, and Yanuar Hery Murtianto. "EXPLORING OF MULTI MATHEMATICAL REPRESENTATION CAPABILITY IN PROBLEM SOLVING ON SENIOR HIGH SCHOOL STUDENTS." Problems of Education in the 21st Century 75, no. 6 (December 15, 2017): 591–98. http://dx.doi.org/10.33225/17.75.591.

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The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely symbolic – verbal representations, and the rest used symbolic representation. In the use of verbal representation, some students had difficulty composing words and all students encountered difficulties in the translational process from symbolic representation and verbal representation to other types of representation. The ability to understand concepts and relationships between mathematical concepts was found to be a necessary condition for the achievement of multi-mathematical representation capability. It is therefore recommended that teachers use a variety of different types of representation, such as verbal, tables and images, to enhance students' understanding of the material. Keywords: multiple representations, problem solving, two-variable linear equation system.

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Ghosh, Jonaki B. "Tower of Hanoi: Exploring Multiple Representations." Mathematics Teacher 111, no. 6 (April 2018): 446–53. http://dx.doi.org/10.5951/mathteacher.111.6.0446.

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Carefully designed tasks enable preservice teachers to explore this puzzle through concrete, pictorial, numerical, symbolic, and graphical representations and engage in explicit and recursive reasoning, deal with counting problems, create Hanoi graphs, and develop mathematical thinking.

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Journal articles on the topic 'Multiple representations'

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