Journal articles on the topic 'Representations'
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1
Park, Sangwon. "Projective representations of quivers." International Journal of Mathematics and Mathematical Sciences 31, no. 2 (2002): 97–101. http://dx.doi.org/10.1155/s0161171202108192.
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We prove thatP1 →f P2is a projective representation of a quiverQ=•→•if and only ifP1andP2are projective leftR-modules,fis an injection, andf (P 1)⊂P 2is a summand. Then, we generalize the result so that a representationM1 →f1 M2 →f2⋯→fn−2 Mn−1→fn−1 Mnof a quiverQ=•→•→•⋯•→•→•is projective representation if and only if eachMiis a projective leftR-module and the representation is a direct sum of projective representations.
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Wu, Lianlong, Seewon Choi, Daniel Raggi, Aaron Stockdill, Grecia Garcia Garcia, Fiorenzo Colarusso, Peter C. H. Cheng, and Mateja Jamnik. "Generation of Visual Representations for Multi-Modal Mathematical Knowledge." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 21 (March 24, 2024): 23850–52. http://dx.doi.org/10.1609/aaai.v38i21.30586.
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In this paper we introduce MaRE, a tool designed to generate representations in multiple modalities for a given mathematical problem while ensuring the correctness and interpretability of the transformations between different representations. The theoretical foundation for this tool is Representational Systems Theory (RST), a mathematical framework for studying the structure and transformations of representations. In MaRE’s web front-end user interface, a set of probability equations in Bayesian Notation can be rigorously transformed into Area Diagrams, Contingency Tables, and Probability Trees with just one click, utilising a back-end engine based on RST. A table of cognitive costs, based on the cognitive Representational Interpretive Structure Theory (RIST), that a representation places on a particular profile of user is produced at the same time. MaRE is general and domain independent, applicable to other representations encoded in RST. It may enhance mathematical education and research, facilitating multi-modal knowledge representation and discovery.
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Maley, Corey J. "Icons, Magnitudes, and Their Parts." Crítica (México D. F. En línea) 55, no. 163 (May 12, 2023): 129–54. http://dx.doi.org/10.22201/iifs.18704905e.2023.1411.
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Analog representations come in different types. One distinction is between those representations that have parts that are themselves representations and those that do not (i.e., those for which the Parts Principle is true and those for which it is not). I offer a unified account of analog representation, showing what all types have in common. This account clarifies when the Parts Principle applies and when it does not, thereby illuminating why the Parts Principle is less interesting than one might have thought. Understanding analog representation instead requires understanding the kinds of magnitudes used in a particular representation, and the kinds of variation possible within a representational scheme.
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Stone, Christopher, and Larry Bull. "For Real! XCS with Continuous-Valued Inputs." Evolutionary Computation 11, no. 3 (September 2003): 299–336. http://dx.doi.org/10.1162/106365603322365315.
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Many real-world problems are not conveniently expressed using the ternary representation typically used by Learning Classifier Systems and for such problems an interval-based representation is preferable. We analyse two interval-based representations recently proposed for XCS, together with their associated operators and find evidence of considerable representational and operator bias. We propose a new interval-based representation that is more straightforward than the previous ones and analyse its bias. The representations presented and their analysis are also applicable to other Learning Classifier System architectures. We discuss limitations of the real multiplexer problem, a benchmark problem used for Learning Classifier Systems that have a continuous-valued representation, and propose a new test problem, the checkerboard problem, that matches many classes of real-world problem more closely than the real multiplexer. Representations and operators are compared using both the real multiplexer and checkerboard problems and we find that representational, operator and sampling bias all affect the performance of XCS in continuous-valued environments.
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Kölbel, Max. "Perspectival representation and fallacies in metaethics." Canadian Journal of Philosophy 48, no. 3-4 (2018): 379–404. http://dx.doi.org/10.1080/00455091.2018.1432398.
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AbstractThe prevailing theoretical framework for theorising about representation construes all representation as involving objective representational contents. This classic framework has tended to drive philosophers either to claim that evaluative judgements are representations and therefore objective, or else to claim that evaluative judgements are not really representations, because they are not objective. However, a more general, already well-explored framework is available, which will allow theorists to treat evaluative judgements as full-fledged representations (thus doing justice to their representational aspects) while leaving open whether they are objective. Such a more general conception of representational content is exemplified, e.g. by Lewis's ‘centred contents’ and Gibbard's framework of ‘contents of judgement’, thus it is not new. I shall start in §1 by introducing the more general framework of perspectival contents and then illustrate in §2 how awareness of it can help expose the fallaciousness of certain widely used forms of argumentation in metaethics.
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Crichton, Cristina. "Heidegger on Representation: the Danger Lurking in the a Priori." Tópicos, Revista de Filosofía, no. 56 (December 13, 2018): 167–96. http://dx.doi.org/10.21555/top.v0i56.1032.
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Heidegger’s stance towards representational thinking has been widely discussed and debated. In this paper I show how based on an analysis of the mathematical in modern science in Die Frage nach dem Ding, Heidegger draws up a distinction between intuitive representations and representations against experience. I argue that this last type of representations corresponds to his understanding of the way in which representational thinking takes place in modernity, that is, modern representations. Based on an analysis of these two types of representation I claim that in the mid-30s Heidegger realizes that thinking being as the a priori carries a danger, which consists in the fact that being can break its relation with that which is given in ordinary experience and become determined by pure reason alone, and that this danger is the decisive factor underlying Heidegger’s critical stance towards modern representations.
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Csaszar, Felipe A., and James Ostler. "A Contingency Theory of Representational Complexity in Organizations." Organization Science 31, no. 5 (September 2020): 1198–219. http://dx.doi.org/10.1287/orsc.2019.1346.
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A long-standing question in the organizations literature is whether firms are better off by using simple or complex representations of their task environment. We address this question by developing a formal model of how firm performance depends on the process by which firms learn and use representations. Building on ideas from cognitive science, our model conceptualizes this process in terms of how firms construct a representation of the environment and then use that representation when making decisions. Our model identifies the optimal level of representational complexity as a function of (a) the environment’s complexity and uncertainty and (b) the firm’s experience and knowledge about the environment’s deep structure. We use this model to delineate the conditions under which firms should use simple versus complex representations; in doing so, we provide a coherent framework that integrates previous conflicting results on which type of representation leaves firms better off. Among other results, we show that the optimal representational complexity generally depends more on the firm’s knowledge about the environment than it does on the environment’s actual complexity. We also show that the relative advantage of heuristics vis-à-vis more complex representations critically depends on an unstated assumption of “informedness”: that managers can know what are the most relevant variables to pay attention to. We show that when this assumption does not hold, complex representations are usually better than simpler ones.
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Hamilton, Emma, and Alistair Rolls. "Vanilla and/or Vanilla Twist: Political Representation and Equilibrium in Assault on Precinct 13." Journal of Asia-Pacific Pop Culture 8, no. 2 (November 2023): 211–30. http://dx.doi.org/10.5325/jasiapacipopcult.8.2.0211.
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Abstract This article explores the nature of political representation in John Carpenter’s 1976 film Assault on Precinct 13. Previous scholars have taken divergent views of the representation, particularly racial representation, in this film, suggesting it is variously apolitical, conservative, or liberal. This article uses the lens of a “representational equilibrium” to explore the ways in which meaning is constructed in this film and, moreover, the ways in which seemingly contradictory interpretations and meanings can be held at once. A representational equilibrium helps us to understand how representations are distinctly historical and how it is possible, when viewing representation through the lens of its historical context, to understand how a film’s message can be both repressive and liberal, or, in other words, how we can see within the film’s representations evidence of enormous historical change, but no corresponding transformation in the relationships of power that the film conveys. Such a perspective accounts for complex, contradictory, and ambiguous representations and audience identifications, which seek to categorize a film not as either one thing or another but, rather, as capable of being many things at once.
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Fortes, Fabrício Pires. "A Distinção Gráfico-Linguístico e a Notação Musical." Philosophy of Music 74, no. 4 (December 30, 2018): 1465–92. http://dx.doi.org/10.17990/rpf/2018_74_4_1465.
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This paper examines the traditional musical notation from the viewpoint of the general problem concerning the types of visual representations. More specifically, we analyze this system in relation to the distinction between graphical and linguistic representations. We start by comparing this notation with the representational systems which are most commonly associated with such categories: on the one hand, pictorial representations as an example of a graphical representation; on the other hand, verbal writing usually associated with a linguistic representation. Then, we examine the traditional musical notation in relation to different ways of drawing the distinction graphic–linguistic, and we evaluate the applicability of such criteria to the former system. Finally, we present some general remarks about the legitimacy of this distinction both with respect to representational systems in general and to the specific case of the traditional musical notation.
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Ibarra, Andoni, and Thomas Mormann. "Una teoría combinatoria de las representaciones científicas." Crítica (México D. F. En línea) 32, no. 95 (January 7, 2000): 3–46. http://dx.doi.org/10.22201/iifs.18704905e.2000.874.
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The aim of this paper is to introduce a new concept of scientific representation into philosophy of science. The new concept -to be called homological or functorial representation- is a genuine generalization of the received notion of representation as a structure preserving map as it is used, for example, in the representational theory of measurement. It may be traced back, at least implicitly, to the works of Hertz and Duhem. A modern elaboration may be found in the foundational discipline of mathematical category theory. In contrast to the familiar concepts of representations, functorial representations do not depend on any notion of similarity, neither structural nor objectual one. Rather, functorial representation establish correlations between the structures of the representing and the represented domains. Thus, they may be said to form a class of quite "non-isomorphic" representations. Nevertheless, and this is the central claim of this paper, they are the most common type of representations used in science. In our paper we give some examples from mathematics and empirical science. One of the most interesting features of the new concept is that it leads in a natural way to a combinatorial theory of scientific representations, i.e. homological or functorial representations do not live in insulation, rather, they may be combined and connected in various ways thereby forming a net of interrelated representations. One of the most important tasks of a theory of scientific representations is to describe this realm of combinatorial possibilities in detail. Some first tentative steps towards this endeavour are done in our paper.
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Sun, Jingyuan, Shaonan Wang, Jiajun Zhang, and Chengqing Zong. "Towards Sentence-Level Brain Decoding with Distributed Representations." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 7047–54. http://dx.doi.org/10.1609/aaai.v33i01.33017047.
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Decoding human brain activities based on linguistic representations has been actively studied in recent years. However, most previous studies exclusively focus on word-level representations, and little is learned about decoding whole sentences from brain activation patterns. This work is our effort to mend the gap. In this paper, we build decoders to associate brain activities with sentence stimulus via distributed representations, the currently dominant sentence representation approach in natural language processing (NLP). We carry out a systematic evaluation, covering both widely-used baselines and state-of-the-art sentence representation models. We demonstrate how well different types of sentence representations decode the brain activation patterns and give empirical explanations of the performance difference. Moreover, to explore how sentences are neurally represented in the brain, we further compare the sentence representation’s correspondence to different brain areas associated with high-level cognitive functions. We find the supervised structured representation models most accurately probe the language atlas of human brain. To the best of our knowledge, this work is the first comprehensive evaluation of distributed sentence representations for brain decoding. We hope this work can contribute to decoding brain activities with NLP representation models, and understanding how linguistic items are neurally represented.
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Wagner, Wolfgang, and Maaris Raudsepp. "Representations in Intergroup Relations: Reflexivity, Meta-Representations, and Interobjectivity." RUDN Journal of Psychology and Pedagogics 18, no. 2 (December 15, 2021): 332–45. http://dx.doi.org/10.22363/2313-1683-2021-18-2-332-345.
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Social and cultural groups are characterised by shared systems of social objects and issues that constitute their objective reality and their members' identity. It is argued that interpersonal interactions within such groups require a system of comprehensive representations to enable concerted interaction between individuals. Comprehensive representations include bits and pieces of the interactant's representational constitution and potential values and behaviours to reduce possible friction in interactions. On a larger scale, the same is true in encounters, communication, and interaction between members of different cultural groups where interactants need to dispose of a rough knowledge of the other culture's relevant characteristics. This mutual knowledge is called meta-representations that complement the actors' own values and ways of thinking. This concept complements Social Representation Theory when applied to cross-cultural and inter-ethnic interactions.
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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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Suárez, Luis Alfonso de la Fuente. "TOWARDS EXPERIENTIAL REPRESENTATION IN ARCHITECTURE." Journal of Architecture and Urbanism 40, no. 1 (April 6, 2016): 47–58. http://dx.doi.org/10.3846/20297955.2016.1163243.
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Planning and predicting the experiences that buildings will produce is an essential part of architectural design. The importance of representation lies in its ability to communicate experiences before a building is materialized. This article will treat the topic of representation of architecture works without putting aside our direct experience with edifices. By understanding the perceptual, associative and interactive phenomena that arise from the human encounter with buildings, it becomes possible to comprehend the representation of these phenomena through pictorial means. The first objective of this theoretical article is to define the inherent and unavoidable factors that are present in the creation and interpretation of all architectural representations, regardless of the technical means used. Any representation conveys two processes: the representation of experience (a creative process), and the experience of representation (an interpretive process). Furthermore, there exist two layers in any representation: the what (the architectural object) and the how (the representational medium). The second objective is to suggest alternatives to visual realism, in order to create representations that embody the particular phenomena that an architectural work will be able to produce. On the one hand, representations that pretend to copy reality produce in the observers detailed visual experiences; on the other hand, certain representations reflect the experiences themselves after they have been produced; they represent buildings as they are transformed by experience. This article focuses on those representations that are not only the reflection of an object, but also the reflection of our way of experiencing it.
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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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Carlson, Thomas A., J. Brendan Ritchie, Nikolaus Kriegeskorte, Samir Durvasula, and Junsheng Ma. "Reaction Time for Object Categorization Is Predicted by Representational Distance." Journal of Cognitive Neuroscience 26, no. 1 (January 2014): 132–42. http://dx.doi.org/10.1162/jocn_a_00476.
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How does the brain translate an internal representation of an object into a decision about the object's category? Recent studies have uncovered the structure of object representations in inferior temporal cortex (IT) using multivariate pattern analysis methods. These studies have shown that representations of individual object exemplars in IT occupy distinct locations in a high-dimensional activation space, with object exemplar representations clustering into distinguishable regions based on category (e.g., animate vs. inanimate objects). In this study, we hypothesized that a representational boundary between category representations in this activation space also constitutes a decision boundary for categorization. We show that behavioral RTs for categorizing objects are well described by our activation space hypothesis. Interpreted in terms of classical and contemporary models of decision-making, our results suggest that the process of settling on an internal representation of a stimulus is itself partially constitutive of decision-making for object categorization.
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Bonetto, Eric, Fabien Girandola, and Grégory Lo Monaco. "Social Representations and Commitment." European Psychologist 23, no. 3 (July 2018): 233–49. http://dx.doi.org/10.1027/1016-9040/a000317.
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Abstract. This contribution consists of a critical review of the literature about the articulation of two traditionally separated theoretical fields: social representations and commitment. Besides consulting various works and communications, a bibliographic search was carried out (between February and December, 2016) on various databases using the keywords “commitment” and “social representation,” in the singular and in the plural, in French and in English. Articles published in English or in French, that explicitly made reference to both terms, were included. The relations between commitment and social representations are approached according to two approaches or complementary lines. The first line follows the role of commitment in the representational dynamics: how can commitment transform the representations? This articulation gathers most of the work on the topic. The second line envisages the social representations as determinants of commitment procedures: how can these representations influence the effects of commitment procedures? This literature review will identify unexploited tracks, as well as research perspectives for both areas of research.
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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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Gilbert, Stephen B., and Whitman Richards. "The Classification of Representational Forms." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 2244–48. http://dx.doi.org/10.1177/1071181319631530.
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Knowledge access and ease of problem-solving, using technology or not, depends upon our choice of representation. Because of our unique facility with language and pictures, these two descriptions are often used to characterize most representational forms, or their combinations, such as flow charts, tables, trees, graphs, or lists. Such a characterization suggests that language and pictures are the principal underlying cognitive dimensions for representational forms. However, we show that when similarity-based scaling methods (multidimensional scaling, hierarchical clustering, and trajectory mapping) are used to relate user tasks that are supported by different representations, then a new categorization appears, namely, tables, trees, and procedures. This new arrangement of knowledge representations may aid interface designers in choosing an appropriate representation for their users' tasks.
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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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Lestari, Nurcholif Diah Sri, Wasilatul Murtafiah, Marheny Lukitasari, Suwarno Suwarno, and Inge Wiliandani Setya Putri. "IDENTIFIKASI RAGAM DAN LEVEL KEMAMPUAN REPRESENTASI PADA DESAIN MASALAH LITERASI MATEMATIS DARI MAHASISWA CALON GURU." KadikmA 13, no. 1 (April 30, 2022): 11. http://dx.doi.org/10.19184/kdma.v13i1.31538.
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Representation is one of the fundamental abilities of mathematics reflected by students understanding of mathematics concepts, principles, or procedures, so it becomes crucial for teachers to develop students' mathematical representation skills. This research was time to describe the representation used in the problem and the level of mathematical representation ability needed to solve mathematical literacy problems. The data was collected through the assignment to design mathematical literacy problems between 3-10 pieces and interview as triangulation on 35 prospective elementary school teacher students. The data are grouped based on various representations and analyzed quantitatively and descriptively. Then one problem is chosen randomly for each type of representation to describe the level of representation ability needed to solve the problem qualitatively. The results show that the mathematical representations used in designed mathematical literacy problems are pictorial-verbal, pictorial-symbolic, verbal-symbolic, pictorial, verbal, symbolic, and pictorial-verbal-symbolic representations. The level of representational ability that tends to be needed to solve problems is levels 0 and 1. This study suggests that prospective teacher students should develop mathematical representation knowledge to improve the quality of their learning in the future
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Nasrun, Rully Charitas Indra Prahmana, and Irwan Akib. "The Students’ Representative Processes in Solving Mathematical Word Problems." Knowledge 3, no. 1 (January 28, 2023): 70–79. http://dx.doi.org/10.3390/knowledge3010006.
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Representation in mathematics is essential as a basis for students to be able to understand and apply mathematical ideas. This study aims to describe how students produce different representations in solving word problems. In solving word problems, students make verbal–written representations, image representations, and symbol representations. This research uses a qualitative descriptive study involving 75 fifth-grade students at one of the private schools in Makassar, Indonesia. Setting and Participants: two subjects were chosen from 75 participants based on the completion of word problems that resulted in different representations, including verbal–written representations, picture representations, and symbol representations. The instruments used were word problems and interview sheets, although some other students only used one or two forms of mathematical representation. The results of this study indicate that, from the different representations produced that include verbal–written representations, image representations, and symbol representations, students carry out the process of translation, integration, solution, and evaluation until finding answers. In addition, other findings were students’ ‘mathematical literacy which immensely helped the students’ representation process in solving word problems. three forms of representation were found to be produced by students: verbal–written, image representation, and symbol representation. Furthermore, the three forms of representation were created through carrying out four representation processes, namely the processes of translation, integration, solution, and evaluation.
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M. Nyachwaya, James, and Merry Gillaspie. "Features of representations in general chemistry textbooks: a peek through the lens of the cognitive load theory." Chemistry Education Research and Practice 17, no. 1 (2016): 58–71. http://dx.doi.org/10.1039/c5rp00140d.
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The goals of this study were (1) determine the prevalence of various features of representations in five general chemistry textbooks used in the United States, and (2) use cognitive load theory to draw implications of the various features of analyzed representations. We adapted the Graphical Analysis Protocol (GAP) (Sloughet al., 2010) to look at the type of representations used, the function of each representation, the physical integration of representations with associated text, the presence and nature of captions and labels, the indexing of representations, and the number of representations requiring conceptual integration on a given page. Results indicate that on average, in all five textbooks each page had at least four representations. Most representations served a ‘representational’ function, but a number functioned as decorative representations. Most representations were directly integrated with text, but some of the remaining representations were separated by a whole page from associated text. While many pages had an average of two representations that required conceptual integration with text or other representations, some pages had as many as six representations requiring integration. While using textbooks, learners can experience intrinsic, germane or extraneous cognitive load (Sweller, 1994). Our findings indicate that there are various features of representations that could help reduce intrinsic or extraneous cognitive load. However, we also found prevalent features of representations that imply high intrinsic cognitive load or are likely to lead to extraneous cognitive load. Implications for textbook authors and editors, textbook selection, instruction, and science teacher preparation are discussed.
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Lahlou, Saadi. "Social Representations and Individual Representations: What is the Difference? And Why are Individual Representations Similar?" RUDN Journal of Psychology and Pedagogics 18, no. 2 (December 15, 2021): 315–31. http://dx.doi.org/10.22363/2313-1683-2021-18-2-315-331.
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This paper clarifies a long-standing ambiguity in the notion of social representations; it provides a clear operational definition of the relation between social representation and individual representation. This definition, grounded in the theory of sets, supports most current empirical investigation methods of social representations. In short, a social representation of an object in a population is the mathematical set of individual representations the individuals of that population have for this object. The components of the representation are the components used to describe this set, in intension in the mathematical sense of the term (in contrast with a definition in extension). Statistical techniques, as well as content analysis techniques, can construct such components by comparison of individual representations to extract commonalities, and that is what classic investigations on social representations indeed do. We then answer the question: how come that, in a given culture, individuals hold individual representations that are so similar to one another?
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Giles, Moss, and O'Loughlin Ben. "Convincing Claims? Democracy and Representation in Post-9/11 Britain." Political Studies 56, no. 3 (October 2008): 705–24. http://dx.doi.org/10.1111/j.1467-9248.2007.00709.x.
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This article is about political representation and representative claim making, taking as its backdrop the ongoing public controversy and disaffection concerning the British government's policy and conduct in the ‘war on terror’. We investigate ethnographic-style data that chart the responses of citizens to foreign and domestic policy in the war on terror and in particular their responses to the representation and justification of policy decisions by political leaders. Our focus is not on political representatives and their intentions, but on the representations of objects and identities in political discourse and how citizens respond to these representations. We suggest that despite the existence of matters of potentially shared concern, such as ‘Iraq’ and ‘terrorism’, the representations offered by the British government have often been too certain, fixed and direct, making it difficult for citizens to comprehend or connect to their representations as meaningful and negotiable. Following Bruno Latour, we describe this mode of representation as ‘fundamentalist’, and contrast it with a ‘constructivist’ mode of more contingent representations where politicians take into account and can be taken into account. Our analysis suggests citizens respond to fundamentalist claims in several ways. For some, the response has been antagonism, alienation and a lack of belief in the ability of democratic politics to arrive at responsible decisions on shared problems and concerns. For others, however, inadequate representative claims generate a demand for the construction of more nuanced, complex representations, even acting as a spur for some to contest the claims through political engagement.
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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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Jenkins, W. M., M. M. Merzenich, M. T. Ochs, T. Allard, and E. Guic-Robles. "Functional reorganization of primary somatosensory cortex in adult owl monkeys after behaviorally controlled tactile stimulation." Journal of Neurophysiology 63, no. 1 (January 1, 1990): 82–104. http://dx.doi.org/10.1152/jn.1990.63.1.82.
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1. Multiple microelectrode maps of the hand representation within and across the borders of cortical area 3b were obtained before, immediately after, or several weeks after a period of behaviorally controlled hand use. Owl monkeys were conditioned in a task that produced cutaneous stimulation of a limited sector of skin on the distal phalanges of one or more fingers. 2. Analysis of microelectrode mapping experiment data revealed that 1) stimulated skin surfaces were represented over expanded cortical areas. 2) Most of the cutaneous receptive fields recorded within these expanded cortical representational zones were unusually small. 3) The internal topography of representation of the stimulated and immediately surrounding skin surfaces differed greatly from that recorded in control experiments. Representational discontinuities emerged in this map region, and "hypercolumn" distances in this map sector were grossly abnormal. 4) Borders between the representations of individual digits and digit segments commonly shifted. 5) The functionally defined rostral border of area 3b shifted farther rostralward, manifesting either an expansion of the cutaneous area 3b fingertip representation into cortical field 3a or an emergence of a cutaneous input zone in the caudal aspect of this normally predominantly deep-receptor representational field. 6) Significant lateralward translocations of the borders between the representations of the hand and face were recorded in all cases. 7) The absolute locations--and in some cases the areas or magnifications--of representations of many skin surfaces not directly involved in the trained behavior also changed significantly. However, the most striking areal, positional, and topographic changes were related to the representations of the behaviorally stimulated skin in every studied monkey. 3. These experiments demonstrate that functional cortical remodeling of the S1 koniocortical field, area 3b, results from behavioral manipulations in normal adult owl monkeys. We hypothesize that these studies manifest operation of the basic adaptive cortical process(es) underlying cortical contributions to perception and learning.
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Moskofoglou-Chionidou, Maria, and Aikaterini Vamvouli. "Comparative study and evaluation of dominant external representational systems in mathematics education." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 223–30. http://dx.doi.org/10.18844/prosoc.v6i7.4531.
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In this theoretical study, initially, we propose and argue in favour of sub-dividing the external representations into the following two major categories: the self-constructed external representations and the hetero-constructed external representations. We then link this distinction to the general meaning of representations. Some researchers mistakenly use representational mode, representational method and representational system as synonymous or identical concepts thus often confusing. This is the reason why we put effort in outlining the ‘fluid’ conceptual boundaries of these concepts by highlighting the relation between them. Hence, we outline and compare the dominant categorisations of external representations proposed by various researchers while examining the necessity for their improvement and their extension.
Keywords: External representational systems, self-constructed external representations, hetero-constructed external representations, representational element, representational mode, representational method, representational code.
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Adriaenssen, Han Thomas. "Peter John Olivi on Perceptual Representation." Vivarium 49, no. 4 (2011): 324–52. http://dx.doi.org/10.1163/156853411x606356.
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Abstract This paper studies Olivi’s account of perceptual representation. It addresses two main questions: (1) how do perceptual representations originate? and (2) how do they represent their objects? Regarding (1), it is well known that Olivi emphasizes the activity of the soul in the production of perceptual representations. Yet it is sometimes argued that he overstresses the activity of the soul in a way that yields a philosophically problematic result. I argue that Olivi was well aware of the problem that could be raised for his theory and that he sought to cope with it. Regarding (2), Pasnau argues that for Olivi, causal relationships with external objects determine the content of perceptual representations. I argue that, rather, perceptual representations are about their objects because they are their similitudes. This makes him an internalist about representational content.
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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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Araújo, Ivonete Alves de, Ana Beatriz Azevedo Queiroz, Maria Aparecida Vasconcelos Moura, and Lúcia Helena Garcia Penna. "Social representations of the sexual life of climacteric women assisted at public health services." Texto & Contexto - Enfermagem 22, no. 1 (March 2013): 114–22. http://dx.doi.org/10.1590/s0104-07072013000100014.
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The present study aimed at studying the social representations of the sexual life of climacteric women. Its theoretical-methodological referential was based on the Theory of Social Representations. Study participants were 40 women between 45 and 65 years of age, who were divided into two groups: perimenopause and postmenopause. Scenarios were two public units of health services for women in the municipality of Rio de Janeiro. Data were collected through the semistructured interview technique and treated according to the analysis of thematic content. Results indicated three representation fields. Two fields emerged in the perimenopause group: continuity of sensuality and sexuality, and representation of the negativity in climacteric leading to a sexual life without pleasure. The postmenopause group was organized into one representational field: sexual life based on the aging process. The authors concluded that the representations regarding sexual life in climacteric are being redesigned by some women despite many conceptions that still persist in association with traditional socio-historical-cultural values regarding women and the aging process.
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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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Tafani, Eric, and Lionel Souchet. "Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations." Swiss Journal of Psychology 61, no. 1 (March 2002): 34–44. http://dx.doi.org/10.1024//1421-0185.61.1.34.
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This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).
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Leonov, S. V., I. S. Polikanova, and E. I. Rasskazova. "Approbation of the Questionnaire of Imaginary Representations of Professional Activity of Athletes." Experimental Psychology (Russia) 15, no. 4 (2022): 195–215. http://dx.doi.org/10.17759/exppsy.2022150413.
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<p>The aim of this work was to develop and test the questionnaire of imaginary representations of the professional activity of athletes. We have developed a questionnaire of 100 questions, including 9 parameters (subscales). The questionnaire was tested on 399 sportsmen, 48.4% of which were candidates for the master of sports, master of sports or international class master of sports. The statistical analysis showed a good agreement of these parameters (subscales), which was 0,61—0,89. Characteristic features of image representations (IR) were revealed for representatives of different sports. The results showed that in dynamic sports under conditions of uncertainty athletes more often note the IR of temporal, spatial, informational, energetic aspects of the sports situation, as well as the game intellect. In solitarysports athletes more often talk about motivational-personal aspects of representation, in group sports — about the representation of the social environment, which is explained by the specifics inherent in solitary and group sports activities. It is also shown that in dynamic sports under given conditions "peaks" of the profile are noted on the representation of technical-tactical, energy components and motivational-personal aspects. In static sports technical-tactical and motivational-personal aspects of representation come to the fore. Thus, the questionnaire of imaginary representations of professional activity of athletes can be used as a tool for diagnostics of peculiarities of imaginary representations in athletes.</p>
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Schwartz, Geoffrey. "Refining representations for L2 phonology." Second Language Research 36, no. 4 (June 9, 2019): 691–707. http://dx.doi.org/10.1177/0267658319852383.
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This article discusses the implications of phonological representation for the study of L2 speech acquisition. It is argued, on the basis of empirical findings from diverse phenomena in L2 phonology, that refined representations in which ‘segments’ have internal prosodic structure offer a more insightful view of cross-linguistic phonetic interaction than traditional phonological models. These refinements may be implemented in the Onset Prominence representational environment, in which diverse structural parses affect sub-segmental phonetic properties, transitions between segments, and the formation of prosodic boundaries.
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Fang, Jing, Naima Rüther, Christian Bellebaum, Laurenz Wiskott, and Sen Cheng. "The Interaction between Semantic Representation and Episodic Memory." Neural Computation 30, no. 2 (February 2018): 293–332. http://dx.doi.org/10.1162/neco_a_01044.
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The experimental evidence on the interrelation between episodic memory and semantic memory is inconclusive. Are they independent systems, different aspects of a single system, or separate but strongly interacting systems? Here, we propose a computational role for the interaction between the semantic and episodic systems that might help resolve this debate. We hypothesize that episodic memories are represented as sequences of activation patterns. These patterns are the output of a semantic representational network that compresses the high-dimensional sensory input. We show quantitatively that the accuracy of episodic memory crucially depends on the quality of the semantic representation. We compare two types of semantic representations: appropriate representations, which means that the representation is used to store input sequences that are of the same type as those that it was trained on, and inappropriate representations, which means that stored inputs differ from the training data. Retrieval accuracy is higher for appropriate representations because the encoded sequences are less divergent than those encoded with inappropriate representations. Consistent with our model prediction, we found that human subjects remember some aspects of episodes significantly more accurately if they had previously been familiarized with the objects occurring in the episode, as compared to episodes involving unfamiliar objects. We thus conclude that the interaction with the semantic system plays an important role for episodic memory.
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Aitken, Kyle, Marina Garrett, Shawn Olsen, and Stefan Mihalas. "The geometry of representational drift in natural and artificial neural networks." PLOS Computational Biology 18, no. 11 (November 28, 2022): e1010716. http://dx.doi.org/10.1371/journal.pcbi.1010716.
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Neurons in sensory areas encode/represent stimuli. Surprisingly, recent studies have suggested that, even during persistent performance, these representations are not stable and change over the course of days and weeks. We examine stimulus representations from fluorescence recordings across hundreds of neurons in the visual cortex using in vivo two-photon calcium imaging and we corroborate previous studies finding that such representations change as experimental trials are repeated across days. This phenomenon has been termed “representational drift”. In this study we geometrically characterize the properties of representational drift in the primary visual cortex of mice in two open datasets from the Allen Institute and propose a potential mechanism behind such drift. We observe representational drift both for passively presented stimuli, as well as for stimuli which are behaviorally relevant. Across experiments, the drift differs from in-session variance and most often occurs along directions that have the most in-class variance, leading to a significant turnover in the neurons used for a given representation. Interestingly, despite this significant change due to drift, linear classifiers trained to distinguish neuronal representations show little to no degradation in performance across days. The features we observe in the neural data are similar to properties of artificial neural networks where representations are updated by continual learning in the presence of dropout, i.e. a random masking of nodes/weights, but not other types of noise. Therefore, we conclude that a potential reason for the representational drift in biological networks is driven by an underlying dropout-like noise while continuously learning and that such a mechanism may be computational advantageous for the brain in the same way it is for artificial neural networks, e.g. preventing overfitting.
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Kriegeskorte, Nikolaus, and Jörn Diedrichsen. "Peeling the Onion of Brain Representations." Annual Review of Neuroscience 42, no. 1 (July 8, 2019): 407–32. http://dx.doi.org/10.1146/annurev-neuro-080317-061906.
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The brain's function is to enable adaptive behavior in the world. To this end, the brain processes information about the world. The concept of representation links the information processed by the brain back to the world and enables us to understand what the brain does at a functional level. The appeal of making the connection between brain activity and what it represents has been irresistible to neuroscience, despite the fact that representational interpretations pose several challenges: We must define which aspects of brain activity matter, how the code works, and how it supports computations that contribute to adaptive behavior. It has been suggested that we might drop representational language altogether and seek to understand the brain, more simply, as a dynamical system. In this review, we argue that the concept of representation provides a useful link between dynamics and computational function and ask which aspects of brain activity should be analyzed to achieve a representational understanding. We peel the onion of brain representations in search of the layers (the aspects of brain activity) that matter to computation. The article provides an introduction to the motivation and mathematics of representational models, a critical discussion of their assumptions and limitations, and a preview of future directions in this area.
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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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Medina, Richard, and Daniel Suthers. "Inscriptions Becoming Representations in Representational Practices." Journal of the Learning Sciences 22, no. 1 (January 2013): 33–69. http://dx.doi.org/10.1080/10508406.2012.737390.
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Bloom, Paul, and Lori Markson. "Intention and Analogy in Children's Naming of Pictorial Representations." Psychological Science 9, no. 3 (May 1998): 200–204. http://dx.doi.org/10.1111/1467-9280.00038.
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What underlies children's naming of representations, such as when they call a statue of a clothespin “a clothespin”? One possibility is that they focus exclusively on shape, extending the name “clothespin” only to entities that are shaped like typical clothespins. An alternative possibility is that they extend a word that refers to an object to any representation of that object, and that shape is relevant because it is a reliable indicator of representational intent. We explored these possibilities by asking 3- and 4-year-olds to describe pictures that represented objects through intention and analogy. The results suggest that it is children's appreciation of representation that underlies their naming; sameness of shape is neither necessary nor sufficient. We conclude by considering whether this account might apply more generally to artifacts other than pictorial representations.
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Goddard, Erin, Samuel G. Solomon, and Thomas A. Carlson. "Dynamic population codes of multiplexed stimulus features in primate area MT." Journal of Neurophysiology 118, no. 1 (July 1, 2017): 203–18. http://dx.doi.org/10.1152/jn.00954.2016.
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The middle-temporal area (MT) of primate visual cortex is critical in the analysis of visual motion. Single-unit studies suggest that the response dynamics of neurons within area MT depend on stimulus features, but how these dynamics emerge at the population level, and how feature representations interact, is not clear. Here, we used multivariate classification analysis to study how stimulus features are represented in the spiking activity of populations of neurons in area MT of marmoset monkey. Using representational similarity analysis we distinguished the emerging representations of moving grating and dot field stimuli. We show that representations of stimulus orientation, spatial frequency, and speed are evident near the onset of the population response, while the representation of stimulus direction is slower to emerge and sustained throughout the stimulus-evoked response. We further found a spatiotemporal asymmetry in the emergence of direction representations. Representations for high spatial frequencies and low temporal frequencies are initially orientation dependent, while those for high temporal frequencies and low spatial frequencies are more sensitive to motion direction. Our analyses reveal a complex interplay of feature representations in area MT population response that may explain the stimulus-dependent dynamics of motion vision. NEW & NOTEWORTHY Simultaneous multielectrode recordings can measure population-level codes that previously were only inferred from single-electrode recordings. However, many multielectrode recordings are analyzed using univariate single-electrode analysis approaches, which fail to fully utilize the population-level information. Here, we overcome these limitations by applying multivariate pattern classification analysis and representational similarity analysis to large-scale recordings from middle-temporal area (MT) in marmoset monkeys. Our analyses reveal a dynamic interplay of feature representations in area MT population response.
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Edfors, Inger, Susanne Wikman, Brita Johansson Cederblad, and Cedric Linder. "University Students’ Reflections on Representations in Genetics and Stereochemistry Revealed by a Focus Group Approach." Nordic Studies in Science Education 11, no. 2 (May 26, 2015): 169–79. http://dx.doi.org/10.5617/nordina.2044.
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Genetics and organic chemistry are areas of science that students regard as difficult to learn. Part of this difficulty is derived from the disciplines having representations as part of their discourses. In order to optimally support students’ meaning-making, teachers need to use representations to structure the meaning-making experience in thoughtful ways that consider the variation in students’ prior knowledge. Using a focus group setting, we explored 43 university students’ reasoning on representations in introductory chemistry and genetics courses. Our analysis of eight focus group discussions revealed how students can construct somewhat bewildered relations with disciplinary-specific representations. The students stated that they preferred familiar representations, but without asserting the meaning-making affordances of those representations. Also, the students were highly aware of the affordances of certain representations, but nonetheless chose not to use those representations in their problem solving. We suggest that an effective representation is one that, to some degree, is familiar to the students, but at the same time is challenging and not too closely related to “the usual one”. The focus group discussions led the students to become more aware of their own and others ways of interpreting different representations. Furthermore, feedback from the students’ focus group discussions enhanced the teachers’ awareness of the students’ prior knowledge and limitations in students’ representational literacy. Consequently, we posit that a focus group setting can be used in a university context to promote both student meaning-making and teacher professional development in a fruitful way.
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Popal, Haroon, Yin Wang, and Ingrid R. Olson. "A Guide to Representational Similarity Analysis for Social Neuroscience." Social Cognitive and Affective Neuroscience 14, no. 11 (November 1, 2019): 1243–53. http://dx.doi.org/10.1093/scan/nsz099.
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Abstract Representational similarity analysis (RSA) is a computational technique that uses pairwise comparisons of stimuli to reveal their representation in higher-order space. In the context of neuroimaging, mass-univariate analyses and other multivariate analyses can provide information on what and where information is represented but have limitations in their ability to address how information is represented. Social neuroscience is a field that can particularly benefit from incorporating RSA techniques to explore hypotheses regarding the representation of multidimensional data, how representations can predict behavior, how representations differ between groups and how multimodal data can be compared to inform theories. The goal of this paper is to provide a practical as well as theoretical guide to implementing RSA in social neuroscience studies.
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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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Abdüsselam, Mustafa Serkan, and Ebru Turan-Güntepe. "Examination of the Transitions between Modal Representations in Coding Training." International Journal of Computer Science Education in Schools 5, no. 1 (September 18, 2021): 3–15. http://dx.doi.org/10.21585/ijcses.v5i1.125.
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This study aims to determine the perceptions of undergraduates, who are receiving coding training in a faculty of education, on modal representations employed in the training process and identify their transition skills between representations. The research used the quantity search method, non-experimental design, and descriptive search models, calculating the obtained data frequencies by numerical analysis. The study was carried out with the participation of 58 undergraduates in the Computer and Instructional Technology Department of an education faculty in the 2018-2019 academic year. The representational skill-testing used in the study consists of 12 open-ended questions developed by the researchers. The reliability of the test was calculated as .96 with the Pearson product-moment correlation coefficient value. Transitions between the representation of mathematics, verbal, flowchart, and code were rankly listed in the test, which was applied in a single session. The obtained data were scored with a grading key and undergraduate achievement was assessed according to the transition between representations. The analysis has revealed that representation transition skills may differ from each other and that coding training, which takes into account these transition skills, should be carried out with flow chart, verbal, mathematical and ultimately code representations, respectively.
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Guo, Junying, Xiaojiang Guo, Yangqing Liu, and Kar Ping Shum. "Germs and semigroup representation theory." Asian-European Journal of Mathematics 13, no. 06 (April 17, 2019): 2050109. http://dx.doi.org/10.1142/s1793557120501090.
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Uniform representation of semigroups is introduced. It is proved that any uniform representation of an ample semigroup can be expressed as the direct sum of some representations obtained via homogenous representations on primitive adequate semigroups. Also, we give the structure of homogenous representations of primitive adequate semigroups. In addition, we consider indecomposable uniform representations of ample semigroups and their constructions.
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Zhao, Xingwang, Zhedong Hou, and Jie Wang. "Local-Global Representation Enhancement for Multi-View Graph Clustering." Electronics 13, no. 9 (May 6, 2024): 1788. http://dx.doi.org/10.3390/electronics13091788.
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In recent years, multi-view graph clustering algorithms based on representations learning have received extensive attention. However, existing algorithms are still limited in two main aspects, first, most algorithms employ graph convolution networks to learn the local representations, but the presence of high-frequency noise in these representations limits the clustering performance. Second, in the process of constructing a global representation based on the local representations, most algorithms focus on the consistency of each view while ignoring complementarity, resulting in lower representation quality. To address the aforementioned issues, a local-global representation enhancement for multi-view graph clustering algorithm is proposed in this paper. First, the low-frequency signals in the local representations are enhanced by a low-pass graph encoder, which yields smoother and more suitable local representations for clustering. Second, by introducing an attention mechanism, the local embedded representations of each view can be weighted and fused to obtain a global representation. Finally, to enhance the quality of the global representation, it is jointly optimized using the neighborhood contrastive loss and reconstruction loss. The final clustering results are obtained by applying the k-means algorithm to the global representation. A wealth of experiments have validated the effectiveness and robustness of the proposed algorithm.
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REINEKE, MARCUS. "THE MONOID OF FAMILIES OF QUIVER REPRESENTATIONS." Proceedings of the London Mathematical Society 84, no. 3 (April 29, 2002): 663–85. http://dx.doi.org/10.1112/s0024611502013497.
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A monoid structure on families of representations of a quiver is introduced by taking extensions of representations in families, that is, subvarieties of the varieties of representations. The study of this monoid leads to interesting interactions between representation theory, algebraic geometry and quantum group theory. For example, it produces a wealth of interesting examples of families of quiver representations, which can be analysed by representation-theoretic and geometric methods. Conversely, results from representation theory, in particular A. Schofield's work on general properties of quiver representations, allow us to relate the monoid to certain degenerate forms of quantized enveloping algebras.2000 Mathematical Subject Classification: 16G20, 14L30, 17B37.