Relevant bibliographies by topics / Representational development

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

Academic literature on the topic 'Representational development'

Author: Grafiati
Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Representational development"

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Handayani, W., and M. Masrifah. "Development physics representational fluency instrument test of electrostatic concept." Journal of Physics: Conference Series 2098, no. 1 (November 1, 2021): 012009. http://dx.doi.org/10.1088/1742-6596/2098/1/012009.

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Abstract Physics representational fluency instrument test of electrostatic concept have been developed. The instrument’s form of multiple-choice that consist of 20 item electrostatic in physics context to assess pre-service physics teachers’ representational fluency. The test includes four component of representational fluency: constructing single representation, constructing multiple representation, translating between representation and reviewing single representation. Representational fluency test is developed using Design and Development Research (DDR) method with four phases consists of analysis, design, development, and evaluation. Validation the structure of the test is consulted with a member of expert academic staff in the field of physics education. After design test and expert review, the test was implemented with 57 pre-service physics teacher. From 20 item of representational fluency test there was 15 item of the test is valid and reliable.
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Derryberry, Douglas, and Marjorie A. Reed. "Regulatory processes and the development of cognitive representations." Development and Psychopathology 8, no. 1 (1996): 215–34. http://dx.doi.org/10.1017/s0954579400007057.

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AbstractAlthough the construct of regulation is usually applied to ongoing behavior, it also has implications for ongoing cognition and the development of cognitive representations. We propose that subcortical motivational systems influence cortical representations in two general ways. First, they regulate response processes, promoting a general selection of information to which the child is exposed. Second, motivational systems regulate attention, promoting a more selective stabilization of representations for motivationally relevant sources of information. Together with the environment, these regulatory processes shape the child's developing representations. Individual differences in these processes result in cortical representational systems that enhance the motivational systems* ability to detect relevant inputs and to guide behavior in light of them. Examples are provided that focus on fearful children, discussing how their self-representation may contribute to anxious psychopathology.
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Carlson, Elizabeth A., and Sarah K. Ruiz. "Transactional processes in the development of adult personality disorder symptoms." Development and Psychopathology 28, no. 3 (July 18, 2016): 639–51. http://dx.doi.org/10.1017/s0954579416000225.

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AbstractThe development of adult personality disorder symptoms, including transactional processes of relationship representational and behavioral experience from infancy to early adolescence, was examined using longitudinal data from a risk sample (N= 162). Significant preliminary correlations were found between early caregiving experience and adult personality disorder symptoms and between representational and behavioral indices across time and adult symptomatology. Significant correlations were also found among diverse representational assessments (e.g., interview, drawing, and projective narrative) and between concurrent representational and observational measures of relationship functioning. Path models were analyzed to investigate the combined relations of caregiving experience in infancy; relationship representation and experience in early childhood, middle childhood, and early adolescence; and personality disorder symptoms in adulthood. The hypothesized model representing interactive contributions of representational and behavioral experience represented the data significantly better than competing models representing noninteractive contributions. Representational and behavioral indicators mediated the link between early caregiving quality and personality disorder symptoms. The findings extend previous studies of normative development and support an organizational developmental view that early relationship experiences contribute to socioemotional maladaptation as well as adaptation through the progressive transaction of mutually informing expectations and experience.
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Spensley, Fiona. "Beyond representational redescription." Behavioral and Brain Sciences 20, no. 2 (June 1997): 354–55. http://dx.doi.org/10.1017/s0140525x97231456.

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There are a number of elements in the representational redescription (RR) theory which elude definition, including behavioural success, implicit information, endogenous metaprocesses, and the detail of the representational levels. This commentary proposes an information processing approach to the development of cognitive flexibility – the Recursive Re-Representation (3Rs) model (Spensley 1995) – which redefines the developmental process and thereby eliminates these problematic concepts.
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Few, Roger, Hazel Marsh, Garima Jain, Chandni Singh, and Mark Glyn Llewellyn Tebboth. "Representing Recovery: How the Construction and Contestation of Needs and Priorities Can Shape Long-term Outcomes for Disaster-affected People." Progress in Development Studies 21, no. 1 (January 2021): 7–25. http://dx.doi.org/10.1177/1464993420980939.

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We contend that the representational aspects of recovery play an important but under-researched role in shaping long-term outcomes for disaster-affected populations. Ideas constructed around events, people and processes, and conveyed through discussion, texts and images, are seldom neutral and can be exclusionary in their effect. This review draws insights from literature across multiple disciplines to examine how the representation of needs, roles and approaches to recovery influences the support different social groups receive, their capacities to recover, and their rights and agency. It shows how these representations can be contested and challenged, often by disaster-affected people themselves, and calls for increased attention on how to move creatively towards more informed, inclusive and supportive recovery visions and processes.
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Ben-Yami, Hanoch. "Word, Sign and Representation in Descartes." Journal of Early Modern Studies 10, no. 1 (2021): 29–46. http://dx.doi.org/10.5840/jems20211012.

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In the first chapter of his The World, Descartes compares light to words and discusses signs and ideas. This made scholars read into that passage our views of language as a representational medium and consider it Descartes’ model for representation in perception. I show, by contrast, that Descartes does not ascribe there any representational role to language; that to be a sign is for him to have a kind of causal role; and that he is concerned there only with the cause’s lack of resemblance to its effect, not with the representation’s lack of resemblance to what it represents. I support this interpretation by comparisons with other places in Descartes’ corpus and with earlier authors, Descartes’ likely sources. This interpretation may shed light both on Descartes’ understanding of the functioning of language and on the development of his theory of representation in perception.
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Boesch, Brandon. "Representing in the Student Laboratory." Transversal: International Journal for the Historiography of Science, no. 5 (December 9, 2018): 34. http://dx.doi.org/10.24117/2526-2270.2018.i5.05.

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In this essay, I will expand the philosophical discussion about the representational practice in science to examine its role in science education through four case studies. The cases are of what I call ‘educational laboratory experiments’ (ELEs), performative models used representationally by students to come to a better understanding of theoretical knowledge of a scientific discipline. The studies help to demonstrate some idiosyncratic features of representational practices in science education, most importantly a lack of novelty and discovery built into the ELEs as their methodology is solidified when it becomes a widely spread educational tool within a discipline. There is thus an irreducible role for the historical development of ELEs in understanding their representational nature and use. The important role of the historical development of ELEs leads to an interesting way that educators can use ELEs as a means of connecting students to important historical developments within their disciplines.
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Frank, Cornelia, Taeho Kim, and Thomas Schack. "Observational Practice Promotes Action-Related Order Formation in Long-Term Memory: Investigating Action Observation and the Development of Cognitive Representation in Complex Motor Action." Journal of Motor Learning and Development 6, no. 1 (June 1, 2018): 53–72. http://dx.doi.org/10.1123/jmld.2017-0007.

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To date, it is commonly agreed that physical practice, as well as mental types of practice, have the potential to bring about improvements in motor performance and to induce motor learning. The perceptual-cognitive representational background of these changes, however, is still being debated. In this experiment, we investigated the influence of observational practice on the performance and the representation of the golf putt. With this we aimed at adding to the ongoing debate on the particular contribution of observational practice to motor learning. Novices were assigned to one of two groups: observational and combined observational and physical practice. Motor performance and mental representation were measured prior to and after practice and after a three-day retention interval. Performance improved in both practice groups from pre- to retention-test. Together with performance improvements, mental representation structures developed functionally and became more elaborate over the course of the experiment. Interestingly, however, the pattern of changes over the course of the experiment and across the two practice types was different. Combined practice led to improvements in motor performance from pre- to post-test with representations developing alongside these improvements. Observational practice alone did not lead to performance improvement until after task execution, as shown by improvements in motor performance from post- to retention-test, even though mental representations changed from pre- to post-test. From this, observational practice seems to promote the development of representational frameworks of complex action, and thus action-related order formation in long-term memory.
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Smith, Richard G. "Baudrillard's Nonrepresentational Theory: Burn the Signs and Journey without Maps." Environment and Planning D: Society and Space 21, no. 1 (February 2003): 67–84. http://dx.doi.org/10.1068/d280t.

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Can we burn the signs and journey without maps? In other words, can we travel from representational theories, through Baudrillard's critique of representation, to forms of theory that are somehow nonrepresentational? In this paper I hijack and go beyond Baudrillard's concepts of the precession and orders of simulacra to illustrate two main things: first, how the history of geographical thought has been one of representational theory, where there was seen to be a relationship, and then commutation, of theory and the real world; second, how representational theories are perhaps out of tune, unable to explain adequately, or change, our digital and commodity—sign soaked culture of simulacra, simulations, and reproductions. Overall, I attempt to show clearly how, through his poststructuralist critique of representation, Baudrillard is challenging us to rethink theory as doubly nonrepresentational.
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Allen, Jedediah W. P., and Mark H. Bickhard. "You can't get there from here: Foundationalism and development." Behavioral and Brain Sciences 34, no. 3 (May 19, 2011): 124–25. http://dx.doi.org/10.1017/s0140525x10002311.

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AbstractThe thesis of our commentary is that the framework used to address what are taken by Carey to be the open issues is highly problematic. The presumed necessity of an innate stock of representational primitives fails to account for the emergence of representation out of a nonrepresentational base. This failure manifests itself in problematic ways throughout Carey's book.
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Dissertations / Theses on the topic "Representational development"

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Spensley, Mary Fiona. "Representational redescription and the development of cognitive flexibility." Thesis, Open University, 1995. http://oro.open.ac.uk/56458/.

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Karmiloff-Smith (e.g. 1986, 1992) has suggested that 'cognitive flexibility' is the result of a series of three representational redescriptions. These redescriptions are carried out by endogenous metaprocesses operating directly on the representations. Representational redescription accounts only for development beyond 'behavioural success', the stimulus to the redescription being stability at a previous level. Many features of the Representational Redescription theory are criticised, but the underlying idea that cognitive flexibility is associated with representational level is maintained. This point is supported by a review and study of planning development arguing that representational development, rather than process development explains increasing flexibility. Data from children's drawings and block balancing, along with a theoretical analysis of the model indicate that the details of the Representational Redescription theory are not consistent or plausible. In particular the concepts of initial procedural representation, endogenous metaprocesses, behavioural success, stability as the spur to development, and implicit information within representations, are rejected. Removing the constraints of behavioural success suggests a new recursive model, which is proposed as a general developmental mechanism. 'Recursive Re-Representation' views representational redescription as a creative process, and builds on Boden's (1992) computational approach to creativity. Cognitive flexibility is determined by a limited cognitive capacity, the level of 'chunking' in a domain and the possession of an overview of the relevant conceptual space. Chunking is achieved through a re-representation of behaviour and the environment, rather than a direct operation on representations. The BAIRN system (Wallace, Klahr & Bluff, 1987) is suggested as providing the basis for an implementation of Recursive ReRepresentation. It is argued that the Recursive Re-Representation account which views Representational Redecription as a recursive, creative process provides a more parsimonious approach to representational change throughout development.
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Campbell, Robin N. "Origins and development of representational systems in early childhood." Thesis, University of Stirling, 1992. http://hdl.handle.net/1893/21580.

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It is argued in Chapters 1 to 4 that in cognitive psychology in general, and in the disciplines of language acquisition and cognitive development in particular, there is substantial benefit to be derived from distinguishing between two representational systems, one system being deployed in long-established or highly-practiced functions, and the second deployed in novel tasks, or where difficulties interrupt the first system. It is also argued that the proper subject of cognitive development is the second of these systems. Chapters 5 and 6 are concerned in different ways with the origins of language in the individual, in particular with the question of what innate knowledge of language might be justified. It is concluded that many questions regarding innate knowledge remain open, and that a source in human evolution for knowledge of language is no more likely than sources in individual or social development. In Chapter 7 it is argued that representational drawing emerges late in the 4th year of life, and some new techniques are described for studying early representational drawing. Following these treatments of external systems of representation, Chapter 8 offers a general developmental theory of forms of representation, extending Piaget's insight that mental representation is co-extensive with thought, and that the main axis of cognitive development is the content of thought and representation. Chapters 9 to 12 apply this theory to the representation of belief and desire, and of extrinsic and intrinsic qualities of objects, by 11/2 to 4 year-old children. Chapter 13 introduces a new method for analyzing the free classification task, a task sometimes used to assess children's ability to think about intrinsic qualities, and applies this method to various data sets. Chapter 14 applies these insights and results to the problem of characterizing concepts and concept development and favourably discusses the idea that more precise knowledge of this aspect of development may help to explain certain features of early language acquisition.
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GIOVANELLI, CHIARA LIA. "La relazione madre-bambino: mentalizzazione e comunicazione materne e competenze relazionali e rappresentazionali infantili." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2014. http://hdl.handle.net/10281/81729.

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This study is based on the integration of the communicative approach to attachment (Bretherton, 1995), the intersubjective perspective of Infant Research (Sander, 1977) and mentalization theories (Fonagy et al., 1996; Meins, 2001). These frameworks hypothesize that children’s relational and representational competences develop in a complex matrix of communication. The aim was to investigate aspects of complex communicative processes (Brown et al. 1997). The study focused on the relationship between the following maternal characteristics: prosody, verbal communication (Carli & Nasuelli, 2003), mentalization as well as on the children’s attachment patterns and their levels of symbolic play, as precursors of mentalization. Method Participants: 96 non-clinical Italian mother-infant dyads, when children were 6, 12 and 18 months of age. Instruments: -the Tas-20 (Bagby et al., 1994) for the evaluation of alexithymia, -a system to code characteristics of maternal verbal communication (Carli & Nasuelli, 2001); -the PRAAT program (Boersma & Weenink, 2005) to investigate characteristics of maternal prosody ); -the Parent Development Interview (Slade et al., 2002), to analyze maternal reflective functioning; -videotaped free play sessions to analyze Mind-mindedness and to evaluate symbolic play development); -the Strange Situation (Ainsworth & Wittig, 1969): to evaluate children's attachment to mothers. Results and discussion As expected, Mother’s reflective functioning, as well as their prosody and verbal communication during the Strange Situation differed according to children’s security of attachment. No relations were found with symbolic play. Furthermore, mentalization measures were not related, prompting further studies on the concept itself and its operationalization
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Butler, Cathal. "Evaluating the utility and validity of the representational redescription model as a general model for cognitive development." Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/2455.

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A series of studies were conducted with the aim of showing that the Representational Redescription (RR) model (Karmiloff-Smith, 1992) can be used a general model of cognitive development. In this thesis, 3 aspects of the RR model were explored. The first set of experiments involved analysing the generalisability of RR levels across tasks in a domain. In an initial study, the levels of the RR model were successfully applied to a balance scale task. Then, in a subsequent study, children’s RR levels on the balance scale task were compared with their RR levels on a balance beam task (see Pine et al, 1999). Children were seen to access the same level of verbal knowledge across both tasks. This suggests that it is verbal knowledge which provides the basis for generalisation of knowledge. The second set of experiments involved a consideration of the RR model in relation to the domain of numeracy. The levels of the RR model were applied to children’s developing representations for the one-to-one and cardinality principles. The RR levels were shown to have utility in predicting children’s openness to different types of “procedurally based” and “conceptually based” teaching interventions, with pre-implicit children benefiting from procedural interventions, and children who have implicit and more advanced representational levels benefiting from conceptual interventions. The final study involved a microgenetic analysis of children’s representational levels on the balance beam task. The findings from this study indicated the importance of a period of stability prior to a cognitive advance, and demonstrated that cognitive advances can be driven by changes in the verbal explanations that are offered, rather than changes in successful performance. This provides support for the mechanism of change proposed by Karmiloff-Smith, 1992. Together, the findings indicate that the RR model provides a useful perspective about the cognitive development of children. In particular, the thesis highlights when children can use the same representations for different tasks in a domain and suggests the mechanism that brings about representational change.
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Morrison, Sheila. "The relationship between the development of representational perspective-taking and children's understanding of incongruity-resolution humour." Thesis, University of Strathclyde, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424342.

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Penner, David Edward. "The development of representational change from three to five years of age in two domains of knowledge." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28452.

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This study investigated the development of children's understanding of representational change when presented with natural kind and human artifact stimuli. Fifteen three-year-old, 21 four-year-old and 19 five-year-old children were shown four natural kind and four human artifact picture pairs. The initial drawing of each was constructed to suggest the object of interest. Following a story, each child was then shown the second drawing, which showed the true nature of the object. The picture pairs were then put away and the child asked what she had thought the first picture of the pair to be. Following the collection of the representational change data, children were interviewed to gather data on whether or not they distinguished between two domains: natural kinds and human artifacts. Analysis of the representational change data revealed a significant main effect for age. Post-hoc analysis pointed to a significant difference between the ages of three and four, three and five, but not four and five. No other results were significant. On the domain question significant effects were noted for domain and for age. Post-hoc analysis for domain revealed that children answered the domain question correctly more often for natural kinds than for human artifacts. The post-hoc analysis for age showed significant differences between three and four, three and five, but not between four and five. The results suggest that four and five-year-olds perform significantly better than three-year-olds on representational change tasks, regardless of domain. However, there is evidence that at least four and five-year-olds do have some knowledge of human artifacts and natural kinds, though this knowledge is of little value in the successful completion of the representational change tasks.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Ilia, Nikos. "The development of European identity in Cyprus : investigating content and processes in a specific representational and historical context." Thesis, Queen's University Belfast, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579726.

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The present research informs the social psychological literature on the construction of social identities by supporting and extending the literature that argues for the importance of considering content, processes and context in the development of European identities. It involved conducting three empirical studies. It involved conducting three empirical studies. The first study comprised a media analysis of the Cypriot press. The data for the second and third studies were collected from different cities. Study 1 used content and thematic analyses to analyse three different Cypriot newspaper . The findings showed that the EU/Europe category was portrayed in different dimensions and both across and within each representational dimension there were both positive and negative images projected.
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Brown, John F. "The acquisition of number concepts : the role of the representational number line in the development of numerical cognition on preschool children." Thesis, University of Bristol, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508051.

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Watt, Sarah Jean. "Teaching algebra-based concepts to students with learning disabilities: the effects of preteaching using a gradual instructional sequence." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2658.

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Teaching algebra-based concepts to students with learning disabilities: The effects of preteaching using a gradual instructional sequence by Sarah Jean Watt An Abstract of a thesis submitted in partial fulfillment of the requirements for the Doctor of Philosophy degree in Teaching and Learning Special Education) in the Graduate College of The University of Iowa May 2013 Thesis Supervisor: Associate Professor William J. Therrien Research to identify validated instructional approaches to teach math to students with LD and those at-risk for failure in both core and supplemental instructional settings is necessary to assist teachers in closing the achievement gaps that exist across the country. The concrete-to-representational-to-abstract instructional sequence (CRA) has been identified through the literature as a promising approach to teaching students with and without math difficulties (Butler, Miller, Crehan, Babbitt, & Pierce, 2003; Cass, Cates, Smith, & Jackson (e.g. CSA), 2003; Flores, 2010). The CRA sequence transitions students from the use of concrete manipulatives to abstract symbols through the use of explicit instruction to increase computational and conceptual understanding. The main purpose of this study was to assess the effects of preteaching essential pre-algebra skills on the overall algebra achievement scores for students with disabilities and those at-risk for failure in math. Specifically the study examined the following research questions: (1) What are the effects of preteaching math units using the CRA instructional sequence on the algebra achievement of students with LD and those at risk for math failure? (2) What are the effects of preteaching math units using the CRA instructional sequence on the transfer of algebra-based skills of students with LD and those at risk for math failure to the general education setting? (3) What are the effects of preteaching math units using the CRA instructional sequence on the maintenance of algebra-based skills for students with LD and those at risk for math failure? Summary of Study Design and Findings Thirty-two students enrolled in one of four 6th grade classrooms across two elementary schools participated in this study. Sixth grade students who currently receive tier 2 or tier 3 supplemental and intensive instruction in math; and those identified as having a math learning disability will be participants. A treatment and control, pre/post experimental design was used to examine the effect of the intervention on students' math achievement. The intervention was replicated across two math units related to teaching algebra-based concepts: Solving Equations and Fractions. The treatment condition consisted of a combination of preteaching and the use of the CRA instructional sequence. Prior to each unit, Solving Equations and Fractions, researchers pretaught students 3 essential prerequisite skills necessary for success in the upcoming unit, at the concrete, representational, and abstract levels of learning. Each preteaching session lasted for ten days, 30 minutes each day. Immediate, delayed, and follow-up measures were used to support the examination of the research questions and hypotheses. Overall findings indicate that the combination of preteaching using the CRA gradual sequence is effective at improving the overall algebra performance for students with disabilities.
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Nielson, Dylan Miles. "The Development and Application of Multivariate Analyses for Guiding Clinical Interventions and Mapping Representations of Human Memory." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1428580015.

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Books on the topic "Representational development"

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1972-, Seely Scott, ed. Effective REST services via .NET: For .NET Framework 3.5. Upper Saddle River, NJ: Addison-Wesley, 2009.

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Chaplin, Stephen John. Building graphic confidence: The impact of process analysis and video-feedback on the development of representational imagery in children's drawings. Leicester: Leicester Polytechnic, 1989.

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Burke, Bill. RESTful Java with JAX-RS. Beijing: O'Reilly, 2010.

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REST API design rulebook. Sebastopol, CA: O'Reilly Media, 2011.

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Slaughter, Virginia, and Celia A. Brownell, eds. Early Development of Body Representations. Cambridge: Cambridge University Press, 2011. http://dx.doi.org/10.1017/cbo9781139019484.

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Early development of body representations. Cambridge: Cambridge University Press, 2011.

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Martsinkovsky, Alex, Gordana Todorov, and Kiyoshi Igusa, eds. Recent Developments in Representation Theory. Providence, Rhode Island: American Mathematical Society, 2016. http://dx.doi.org/10.1090/conm/673.

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Gerard, Duveen, Lloyd Barbara B. 1933-, and British Psychological Society Conference, eds. Social representations and the development of knowledge. Cambridge [England]: Cambridge University Press, 1990.

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E, Sigel Irving, ed. Development of mental representation: Theories and applications. Mahwah, NJ: L. Erlbaum Associates, 1999.

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Practical REST on Rails 2 projects. Berkeley, CA: Apress, 2008.

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Book chapters on the topic "Representational development"

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Estrella, Soledad. "Data Representations in Early Statistics: Data Sense, Meta-Representational Competence and Transnumeration." In Early Mathematics Learning and Development, 239–56. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1044-7_14.

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Hayne, Harlene, and Rachel Barr. "Representational Flexibility in Infants and Young Children." In The Development of Memory in Infancy and Childhood, 60–86. 3rd ed. London: Psychology Press, 2022. http://dx.doi.org/10.4324/9781003016533-3.

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Shea, Nicholas. "Representational Development Need Not Be Explicable-By-Content." In Fundamental Issues of Artificial Intelligence, 223–40. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26485-1_14.

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Sefyrin, Johanna, Katarina L. Gidlund, Karin Danielsson Öberg, and Annelie Ekelin. "Representational Practices in Demands Driven Development of Public Sector." In Lecture Notes in Computer Science, 200–211. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40358-3_17.

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Steele, Jeffrey. "A representational licensing-based account of asymmetries in the L2 acquisition of place." In Inquiries in Linguistic Development, 189–211. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/z.133.11ste.

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Antinoro Pizzuto, Elena, Micaela Capobianco, and Antonella Devescovi. "Gestural-vocal deixis and representational skills in early language development." In Vocalize to Localize, 179–206. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/bct.13.11piz.

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Petters, Dean, John Hummel, Martin Jüttner, Elley Wakui, and Jules Davidoff. "Using Computational Models of Object Recognition to Investigate Representational Change Through Development." In Representation and Reality in Humans, Other Living Organisms and Intelligent Machines, 141–73. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-43784-2_8.

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Kaput, James J., and David Williamson Shaffer. "On the Development of Human Representational Competence from an Evolutionary Point of View." In Symbolizing, Modeling and Tool Use in Mathematics Education, 277–93. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-3194-2_17.

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Haschemi Yekani, Elahe. "The Ends of Visibility." In Revisualising Intersectionality, 77–114. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93209-1_4.

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AbstractFollowing an introduction to the field of visual culture studies and the idea of revisualising intersectionality, Haschemi Yekani draws on different forms of media use, artistic practice, and everyday visual culture to problematise notions of difference that rely on a binary of invisibility and visibility. Haschemi Yekani argues that the question of in/visibility needs to go beyond superficially diverse representation and also concerns technological development and a reflection of how media operate within global postcolonial networks of capital. Via discussions of “colour blindness” and “bathroom panic”, the chapter reflects the potential of artistic practice to contribute to a queering and transing of identification and the image repertoire. This includes post-representational artistic practice, strategies of disidentification as well as forms of refusing representation altogether.
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Adams, Carl, and David E. Avison. "Macro Analysis of Techniques to Deal with Uncertainty in Information Systems Development: Mapping Representational Framing Influences." In Soft-Ware 2002: Computing in an Imperfect World, 280–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-46019-5_21.

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Conference papers on the topic "Representational development"

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Wei, Hui, Wen He, and Yan Chen. "Uml-Based Representational Re-Description of Concept Development." In 2007 International Conference on Machine Learning and Cybernetics. IEEE, 2007. http://dx.doi.org/10.1109/icmlc.2007.4370128.

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Ke, Fengfeng, Jewoong Moon, and Zlatko Sokolikj. "Tracking Representational Flexibility Development through Speech Data Mining." In 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9273818.

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"HYBRID METHODS OF KNOWLEDGE ELICITATION WITHIN A UNIFIED REPRESENTATIONAL KNOWLEDGE SCHEME." In International Conference on Knowledge Engineering and Ontology Development. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0003069601770182.

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Zhang, Jihai, Fangquan Lin, Cheng Yang, and Wei Wang. "Deep Multi-Representational Item Network for CTR Prediction." In SIGIR '22: The 45th International ACM SIGIR Conference on Research and Development in Information Retrieval. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3477495.3531845.

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Zaqoot, Wisam, Lih-Bin Oh, Lay Hoon Seah, Elizabeth Koh, Fang Zhou, Wee-Kek Tan, and Hock-Hai Teo. "Development and Validation of a Representational Fluency Test for Primary School Students." In 2019 IEEE Tenth International Conference on Technology for Education (T4E). IEEE, 2019. http://dx.doi.org/10.1109/t4e.2019.00-36.

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Philippsen, Anja, and Yukie Nagai. "A predictive coding model of representational drawing in human children and chimpanzees." In 2019 Joint IEEE 9th International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2019. http://dx.doi.org/10.1109/devlrn.2019.8850701.

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Suthers, Daniel, and Richard Medina. "The Temporal Development of Representational Practices: Implications for Theory and Analysis of Situated Learning." In 2010 43rd Hawaii International Conference on System Sciences. IEEE, 2010. http://dx.doi.org/10.1109/hicss.2010.397.

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Mocko, Gregory, and David W. Rosen. "A Critical Analysis of Description Logics for Engineering Information Management." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99473.

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Engineering information management (EIM), specifically the development of information models, is becoming increasingly important to facilitate the exchange of digital product information across the extended enterprise. A myriad of information models has been proposed for capturing a broad scope of design information. Recently, description logics (DLs) have received significant attention in current literature as an underlying representational formalism for developing engineering information models. In this paper, we address the question: “Why should description logics (DLs) be used for engineering information management (EIM)?” We identify the characteristics of engineering design problems and the requirements for EIM, review common information modeling formalisms, and critically evaluate the benefits of DLs over other representational formalisms. The use of DLs is illustrated for modeling engineering decision information. Finally, it is argued that DLs provides several advantages over other modeling formalism, including Semantic Data Model (SDM) and Object-Oriented Data Model (OODM), through a logic-based representation that enables reasoning to be performed for checking the consistency of the information model and providing a means for organizing the information into a hierarchical taxonomy.
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Philippsen, Anja, Sho Tsuji, and Yukie Nagai. "Picture completion reveals developmental change in representational drawing ability: An analysis using a convolutional neural network." In 2020 Joint IEEE 10th International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob). IEEE, 2020. http://dx.doi.org/10.1109/icdl-epirob48136.2020.9278103.

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Laurentiz, Silvia. "Art-technology: contributions to future intertwining of creative actions." In Intelligent Human Systems Integration (IHSI 2022) Integrating People and Intelligent Systems. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001034.

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The main interest of this paper is to present how art can contribute to the process and development of computational algorithms - in particular, for artificial intelligence. The rationale for this work is that we can no longer underestimate technology as a mere instrumental manifestation; much less believe in its supposed neutrality, since technology brings the dominant discourses embedded in it; and a critical posture is necessary to think about future creative actions with the use of technology. This makes the artist and the art fundamental pieces of this puzzle of representational systems, modeling, and creative cognitive procedures. The premise is that understanding these representational systems and their procedures opens a field of possibilities both for the artist's experiences and for the computer scientist in the development of their programs, in intertwining of creative actions.
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Reports on the topic "Representational development"

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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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Emanuel, K. A. Development of an advanced representation of cumulus convection. Office of Scientific and Technical Information (OSTI), January 1992. http://dx.doi.org/10.2172/5450345.

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Kállai, Péter. How to Lose (the Almost) Guaranteed Representation – Recent Developments concerning Roma Parliamentary Representation in Hungary. European Centre for Minority Issues, March 2022. http://dx.doi.org/10.53779/djpm0924.

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As the Roma National Self-Government in Hungary failed to draw up its electoral list for the 2022 elections, it seemed that nobody would represent the most populous minority in Parliament; at least not within the framework of the preferential mandate system. This blog post covers the circumstances and developments behind this paradoxical situation and explains how uncompromising political wings have caused this outcome. The incumbent Roma minority advocate in Parliament and his allies worked hard to prevent anyone else from obtaining the first position on the electoral list and thus becoming a member of parliament, while the other political wing within the Roma self-government ruled out the re-election of the sitting advocate. As the author points out, however, the main problem lies in the very nature of the system, namely in the lack of real internal competition. Interestingly, as recent developments show, other Roma politicians may get elected on the party lists of both sides of the political spectrum.
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Emanuel, K. A. Development of an advanced representation of cumulus convection. Progress report. Office of Scientific and Technical Information (OSTI), April 1992. http://dx.doi.org/10.2172/10136253.

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Bowyer, Kevin. Development of the Aspect Graph Representation for Use in Robot Vision. Fort Belvoir, VA: Defense Technical Information Center, October 1991. http://dx.doi.org/10.21236/ada247109.

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T Donovan and L Tyburski. Geometric Representations in the Developmental Monte Carlo Transport Code MC21. Office of Scientific and Technical Information (OSTI), May 2006. http://dx.doi.org/10.2172/883303.

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Smith, Curtis L., Steven Prescott, Kellie Kvarfordt, Ram Sampath, and Katie Larson. Status of the phenomena representation, 3D modeling, and cloud-based software architecture development. Office of Scientific and Technical Information (OSTI), September 2015. http://dx.doi.org/10.2172/1245516.

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Chunnilall, C., T. Lindstrom, I. Rungger, R. Godun, O. Kazakova, H. Margolis, S. Bhandari, I. May, and R. Lewis. International standards development for quantum technologies (NPL representation and provision of technical expertise). National Physical Laboratory, November 2021. http://dx.doi.org/10.47120/npl.tqe19.

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Yager, Ronald R. The Development of Structure for the Representation and Manipulation of Sophisticated Knowledge in Intelligent Systems. Fort Belvoir, VA: Defense Technical Information Center, March 1990. http://dx.doi.org/10.21236/ada229114.

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Heidbrink, Scott, Kathryn Rodhouse, Daniel Dunlavy, Alexis Cooper, and Xin Zhou. Joint Analysis of Program Data Representations using Machine Learning for Improved Software Assurance and Development Capabilities. Office of Scientific and Technical Information (OSTI), September 2020. http://dx.doi.org/10.2172/1670527.

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