Relevant bibliographies by topics / Symbolic comprehension

Academic literature on the topic 'Symbolic comprehension'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Symbolic comprehension"

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Lyytinen, P., A. M. Poikkeus, and M. L. Laakso. "Language and Symbolic Play in Toddlers." International Journal of Behavioral Development 21, no. 2 (August 1997): 289–302. http://dx.doi.org/10.1080/016502597384875.

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Language-play relations were examined in 110 18-month-old toddlers by observing their play actions in the Symbolic Play Test and assessing their language skills with the CDI parental report and the Reynell Developmental Language Scales. Significant associations between both language comprehension and production (vocabulary, use of suffixes, utterance length) and play were found when percentage of symbolic play was used as the measure of play competence. The total play score which included both functional-relational toy manipulation and symbolic play was not as strongly associated with the language measures. In both play measures relations were, however, higher between play and language comprehension than between play and language production. Out of the symbolic play categories other-directed pretence discriminated children’s play best. The relation between language and play was also supported by a subgroup analysis which showed that early talkers displayed significantly more symbolic play than late talkers. Children belonging to the latter group had a small productive vocabulary and they did not yet exhibit any sentence combinations or grammatical suffixes. The total play score correlated significantly with language comprehension among late talkers, whereas a significant connection was found between language comprehension and percentage of symbolic play among early talkers. Methodological issues concerning the assessment of toddlers’ play will be discussed.
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O'Neill, Hilary, and Shula Chiat. "What Our Hands Say: Exploring Gesture Use in Subgroups of Children With Language Delay." Journal of Speech, Language, and Hearing Research 58, no. 4 (August 2015): 1319–25. http://dx.doi.org/10.1044/2015_jslhr-l-14-0187.

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Purpose The aim of this study was to investigate whether children with receptive-expressive language delay (R/ELD) and expressive-only language delay (ELD) differ in their use of gesture; to examine relationships between their use of gesture, symbolic comprehension, and language; to consider implications for assessment and for the nature of problems underlying different profiles of early language delay. Method Twelve children with ELD (8 boys, 4 girls) and 10 children with R/ELD (8 boys, 2 girls), aged 2–3 years, were assessed on measures of gesture use and symbolic comprehension. Results Performance of the R/ELD group was significantly poorer than performance of the ELD group on measures of gesture and symbolic comprehension. Gesture use and symbolic comprehension were significantly associated with receptive language, but associations with expressive language were not significant. Conclusions Findings of this study support previous research pointing to links between gesture and language development, and more specifically, between delays in gesture, symbolic understanding, and receptive rather than expressive language. Given potentially important implications for the nature of problems underlying ELD and R/ELD, and for assessment of children with language delay, this preliminary study invites further investigation comparing the use of different gesture types in samples of children matched on age and nonverbal IQ.
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Lafay, Anne, Joël Macoir, and Marie-Catherine St-Pierre. "Impairment of Arabic- and spoken-number processing in children with mathematical learning disability." Journal of Numerical Cognition 3, no. 3 (January 30, 2018): 620–41. http://dx.doi.org/10.5964/jnc.v3i3.123.

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The performance of 24 French-Quebec 8‒9-year-old children with Mathematical Learning Disability (MLD) in Arabic and spoken number recognition, comprehension and production tasks designed to assess symbolic number processing was compared to that of 37 typically developing children (TD). Children with MLD were less successful than TD children in every symbolic numerical task, including recognition of Arabic and spoken numbers. These results thus suggested that this deficit of symbolic number recognition could compromise symbolic number comprehension and production. Children with MLD also presented with general cognitive difficulties as reading difficulties. Taken together, our results clearly showed that children with MLD presented with a symbolic numerical processing deficit that could be largely attributed to their poorer written language skills.
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Johnson, Kathy E., Barbara A. Younger, and Stephanie D. Furrer. "Infants' symbolic comprehension of actions modeled with toy replicas." Developmental Science 8, no. 4 (July 2005): 299–314. http://dx.doi.org/10.1111/j.1467-7687.2005.00416.x.

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Shinar, David, and Margreet Vogelzang. "Comprehension of traffic signs with symbolic versus text displays." Transportation Research Part F: Traffic Psychology and Behaviour 18 (May 2013): 72–82. http://dx.doi.org/10.1016/j.trf.2012.12.012.

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Romski, Mary Ann, Rose A. Sevcik, and James L. Pate. "Establishment of Symbolic Communication in Persons with Severe Retardation." Journal of Speech and Hearing Disorders 53, no. 1 (February 1988): 94–107. http://dx.doi.org/10.1044/jshd.5301.94.

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For persons with severe retardation, learning to communicate symbolically is a complex long-term process requiring the coordination of many components to succeed. Three of four institutionalized adolescents and young adults with severe retardation who participated in this study learned to use lexigrams to request foods and, subsequently, objects. Although their request skill did not initially generalize to labeling and to comprehension tasks, additional request experience with lexigrams resulted in consistent improvement in performance in both tasks. The emergence of subject-initiated lexigram communications and the facilitation of spoken language comprehension and/or production were also observed.
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Harris, Paul L., Robert D. Kavanaugh, and Laura Dowson. "The depiction of imaginary transformations: Early comprehension of a symbolic function." Cognitive Development 12, no. 1 (January 1997): 1–19. http://dx.doi.org/10.1016/s0885-2014(97)90028-9.

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Loughlin, Sandra, Emily Grossnickle, Daniel Dinsmore, and Patricia Alexander. "“Reading” Paintings: Evidence for Trans-Symbolic and Symbol-Specific Comprehension Processes." Cognition and Instruction 33, no. 3 (July 3, 2015): 257–93. http://dx.doi.org/10.1080/07370008.2015.1076822.

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Allen, Melissa L., Karen Mattock, and Macarena Silva. "Symbolic Understanding of Pictures and Written Words Share a Common Source." Journal of Cognition and Culture 14, no. 3-4 (July 24, 2014): 187–98. http://dx.doi.org/10.1163/15685373-12342120.

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Here we examine the hypothesis that symbolic understanding across domains is mediated by a fundamental ‘symbolizing’ ability in young children. We tested 30 children aged 2–4 years on symbolic tasks assessing iconic and non-iconic word-referent and picture-referent understanding and administered standardised tests of symbolic play and receptive language. Children showed understanding of the symbol-referent relation earlier for pictures than written words, and performance within domains was correlated and, importantly, predicted by a marker of general symbolic ability (e.g., pretend play). Performance on picture and written word tasks was also unrelated to language comprehension. Thus, symbolic abilities in specific domains are underpinned by a general symbolizing ability which arises early in development.
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Ramsay, Jason T., and Bruce Homer. "Against suppression and clamping: A commentary on Glenberg." Behavioral and Brain Sciences 20, no. 1 (March 1997): 33–34. http://dx.doi.org/10.1017/s0140525x97390013.

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The ability of Glenberg's model to explain the development of complex symbolic abilities is questioned. Specifically, it is proposed that the concepts of clamping and suppression fall short of providing an explanation for higher symbolic processes such as autobiographical memory and language comprehension. A related concept, “holding in mind” (Olson 1993), is proposed as an alternative.
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Dissertations / Theses on the topic "Symbolic comprehension"

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Weydert, Emil. "How to approximate the naive comprehension scheme inside of classical logic." Bonn : [s.n.], 1989. http://catalog.hathitrust.org/api/volumes/oclc/19990751.html.

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Morey, Sharon Lee. "Age differences in comprehension of affirmative and negative information in verbal and symbolic traffic signs." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/179.

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Hassani, Sarah Dossey John A. "Calculus students' knowledge of the composition of functions and the chain rule." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835906.

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Thesis (D.A.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: John A. Dossey (chair), Roger Day, Michael Marsali, Michael Plantholt. Includes bibliographical references (leaves 196-202) and abstract. Also available in print.
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Konecny, Jan. "Isotone fuzzy Galois connections and their applications in formal concept analysis." Diss., Online access via UMI:, 2009.

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Thesis (Ph. D.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Systems Science and Industrial Engineering, 2009.
Includes bibliographical references.
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Park, Hyekyung. "Toward a Comprehensive Developmental Theory for Symbolic Magnitude Understanding." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu159136679184101.

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Figl, Kathrin, Jan Recker, and Jan Mendling. "A Study on the Effects of Routing Symbol Design on Process Model Comprehension." Elsevier, 2013. http://dx.doi.org/10.1016/j.dss.2012.10.037.

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Process modeling grammars are used to create models of business processes. In this paper, we discuss how different routing symbol designs affect an individual's ability to comprehend process models. We conduct an experiment with 154 students to ascertain which visual design principles influence process model comprehension. Our findings suggest that design principles related to perceptual discriminability and pop out improve comprehension accuracy. Furthermore, semantic transparency and aesthetic design of symbols lower the perceived difficulty of comprehension. Our results inform important principles about notational design of process modeling grammars and the effective use of process modeling in practice.
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Newhams, Kevin T. "If a Tree Falls in the Forest, What Direction Does It Fall: Writing Direction's Role in Mental Simulation." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case151310260431185.

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Caria, Alexandra. "Négociation et prise de décision partagée en consultation gériatrique : analyse sociolinguistique des pratiques cliniques de diagnostication et d'évaluation de la maladie d'Alzheimer." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0093.

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Folie peu à peu médicalisée, la catégorie « maladie d’Alzheimer » présente une nosographie qui a évolué au fil du temps mais dont, a contrario, les pratiques cliniques de diagnostication et d’évaluation ont connu une étonnante continuité. Bien que l’étiologie incertaine ne permette pas d’élucider l’origine de cette pathologie, et malgré aujourd’hui encore l’absence de traitement qui guérisse la maladie d’Alzheimer ou de test qui détermine avec certitude si un patient en souffre, les médecins disposent du moins d’un protocole permettant en primo-consultation de poser un diagnostic possible ou probable pour des personnes se considérant, ou présentées par leur proche (accompagnant), en déclin cognitif et mnésique, lors de suivis d’évaluer des patients pour ce type de déclin généralement lié à la maladie d’Alzheimer et dans les deux cas de pronostiquer cette maladie à partir d’un tableau symptomatologique précis. Suivant la « mentalité analytique » particulière propre à l’Analyse de conversation d’inspiration ethnométhodologique qui défend une dissolution de l’opposition micro/macro, l’étude linguistique et sociologique, compréhensive et critique des consultations gériatriques filmées en 2008—2009 en contexte hospitalier français donne à voir quatre moments de la consultation (ouverture, tests, entretiens, clôture) cruciaux et propres à ce type de rencontre. Observer une variabilité des pratiques professionnelles soulève des questions qui dépassent celles qui se posent à l’analyse linguistique interactionnelle et à la sociologie compréhensive des professions. Une interprétation sociologique plus critique donne en effet un autre éclairage sur la pratique des professionnels et rend compte de l’ordre social qui s’instaure en consultation. Force est de constater alors que, malgré l’intention affichée des médecins de donner toute leur place aux patients en les mettant au centre de la rencontre clinique, en situation la parole de ces derniers n’est pas toujours entendue par les autres acteurs de la consultation, tous en prise avec des rapports sociaux de pouvoir. Ainsi, des asymétries dans la relation médecin, patient et accompagnant révèlent en particulier leurs négociations dans l’organisation des échanges et dans les prises de décision. La domination médicale s’exprime d’abord par l’orientation convergente des participants de la rencontre clinique vers une objectivation médicale du déclin cognitif et mnésique, participant au processus de doctorabilité du cas du patient et à la légitimation de la « maladie d’Alzheimer » comme catégorie médicale opératoire. Cette domination fondée sur la légitimité et l’autorité du médecin repose sur des conditions d’échanges imposées aux participants et nécessairement acceptées par le patient et l’accompagnant ; conditions qui s’opérationnalisent au cours de la consultation par l’accomplissement de procédures interactionnelles mises en œuvre à toutes fins diagnostiques ou évaluatives. Finalement, l’asymétrie d’ordres épistémique et interactionnel est une entrée pour observer une domination médicale aux plans catégoriel, social et sociétal. La nécessité pour les participants de procéder en divers moments à un travail de figuration et la persévérance parfois des médecins à poursuivre leur entreprise de doctorabilité lorsque le patient résiste à rendre son cas doctorable mettent en évidence au-delà que les consultations gériatriques visant la diagnostication et l’évaluation de la maladie d’Alzheimer représentent des lieux traversés d’une violence, symbolique, clinique, thérapeutique
The "Alzheimer's disease" category, madness that has gradually been medicalized, presents a nosography that has evolved over time. In contrast, the category’s clinical practices of diagnosis and evaluation have experienced an astonishing continuity. Due to the uncertain etiology, the origin of this pathology remains unknown, and still today a treatment for Alzheimer's disease or tests to determine with certainty if a patient suffers from Alzheimer’s disease do not exist. Despite this, doctors have at least a protocol allowing them during the first visit to establish a possible or probable diagnosis for people considering themselves, or considered by their relative (companion), in cognitive and memory impairment, during follow-ups to assess patients for this type of impairment that is usually associated to Alzheimer's disease, and in both cases to prognosticate this disease by the use of a precise symptomatological grid. Following the "analytic mentality" that is specific to the Ethnomethodology and Conversation Analysis, which favours the dissolution of the micro/macro opposition, this linguistic and sociological, comprehensive and critical study of geriatric consultations set in French hospitals and filmed in 2008-2009 shows four moments of consultation (opening, tests, interviews, closing) crucial and specific to this type of encounter. Observing a variability of professional practices raises issues that go further than the questions generally addressed in interactional linguistic and comprehensive sociology analysis. A more critical sociological interpretation provides a different insight into the practice of professionals and takes into account the social order that is created during a consultation. It must be acknowledged that, despite the doctors’ professed intention to recognise their patients as partners by putting them at the heart of the clinical encounter, in fact the patient is not always heard by other actors present, all engaged in social power relations. Accordingly, asymmetries in the relationship of the doctor, patient and companion reveal in particular their negotiations in the organisation of exchanges and in decision-making. Medical domination is expressed first of all by the convergent orientation of the participants in the clinical encounter towards a medical objectivation of cognitive and memory impairment, participating in the process of doctorability of the patient's case and the legitimation of "Alzheimer's disease” as an operative medical category. This domination, based on the doctor’s legitimacy and authority, rests on the conditions of exchange, which are imposed on the participants and necessarily accepted by the patient and the companion; these conditions are operationalized during the consultation by the achievement of interactional procedures implemented for all diagnostic or evaluative purposes. In conclusion, the epistemic and interactional asymmetry is a gateway to observe medical domination at a categorical, social and societal level. The need for participants to perform face work at various times and at times the doctors’ perseverance to continue their undertaking of doctorability while the patient resists to make his case a doctorable one, underline subsequently that geriatric consultations aimed at the diagnostication and the evaluation of Alzheimer's disease represent places affected by symbolic, clinical, therapeutic violence
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Wiebe, Katharine. "Comprehensive discourse analysis of symbolic externalization." Thesis, 1993. http://hdl.handle.net/2429/2339.

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The purpose of this study was to discover how therapist and clients co-create relational novelty using symbolic externalization intervention in successful Experiential Systemic Therapy (ExST) for marital treatment of alcohol dependence through a single case study design. A comprehensive discourse analysis method was used to study the therapeutic conversation within a 15 minute therapy episode in which therapist and clients externalized the problem of alcohol. The therapy episode was video-taped, audio-taped, transcribed and then analyzed according to the procedures of comprehensive discourse analysis. The analysis of the clients' and therapist's discourse revealed eight themes that contributed to co-creating relational novelty at the intrapersonal, interpersonal and symptomatic system levels. The themes co-constructed by the therapist and clients to attain relational novelty included: (a) creating and maintaining a collaborative atmosphere; (b) challenging propositions and competence; (c) refraining alcohol as a seducer; (d) moving from an individual to a relational understanding of the role of alcohol in the couple’s relationship; (e) re-defining and accenting the couple’s commonalities; (f) diffusing tension and defensiveness; (g) regulating the intensity of experiences; and (h) deepening contrasting experiences. The therapeutic process involved movement away from the old, restrictive story or meaning of the alcohol dependence toward a new perspective while simultaneously moderating the atmosphere and character of the therapy. The outcome, the proximal in-session relational novelty, that the therapist and clients co-created using the symbolic externalization intervention demonstrated that therapeutic change is a dynamic, interactive, and context dependent process.
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Du, Plessis Lynn. "The presentation and interpretation of arrow symbolism in biology diagrams at secondary-level." Thesis, 2006. http://hdl.handle.net/10413/5530.

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The literature contains conflicting ideas about the effectiveness of diagrams, and their constituent symbolism as teaching and learning tools. In addition, only limited research has been specifically conducted on the presentation and interpretation of arrow symbolism used in biology diagrams, let alone on the nature, source and remediation of student difficulties caused by arrows. On the basis of this limited research and 30 years of experience of teaching biology at secondary-level, the author suspected that students might have difficulties interpreting arrow symbolism in diagrams used as explanatory tools and decided to thoroughly investigate this issue. The hypothesis, 'Secondary-level students have difficulty with the use of arrow symbolism in biology diagrams' was formulated and the following broad research questions defined to address the hypothesis: 1. How much of a problem is arrow symbolism in diagrams? 2. How effectively is arrow symbolism used in diagrams to promote the communication of intended ideas? 3. To what extent does the design of arrow symbolism in diagrams influence students ' interpretation and difficulties? 4. How can the emerging empirical data and ideas from literature be combined to illustrate the process of interpretation of arrow symbolism? 5. What measures can be suggested for improving the presentation and interpretation of arrow symbolism in biology diagrams at secondary-level? To address Research question 1, a content analysis of all arrow symbolism in seven popular secondary-level biology textbooks was undertaken. This revealed a wide diversity of arrow styles, spatial organisations, purposes and meanings that could be confusing to students. These results suggested the need for an evaluation of the effectiveness of arrow symbolism (Research question 2). As there was no definitive set of guidelines available for specifically evaluating arrows, general guidelines from the literature on diagrams were used to develop a set of 10 criteria, to evaluate the syntactic, semantic and pragmatic dimensions of arrow symbolism, which were validated by selected educators, students and a graphic design expert. Application of the criteria (which constituted expert opinion) to the arrow symbolism used in 614 realistic, stylised and abstract diagram types, revealed a relatively high incidence (30%) of inappropriately presented arrow designs that could mislead students. To establish whether this problem could be the cause of student difficulties, and to thereby address Research question 3, a stylised and an abstract diagram were selected and evaluated according to the criteria. The results of the evaluation were compared to the responses given by 174 students to a range of written and interview probes and student modified diagrams. In this way, student performance was correlated with expert opinion. The results confirmed that students experience a wide range of difficulties (26 categories) when interpreting arrow symbolism, with some (12 categories) being attributable to inappropriately presented arrow symbolism and others (14 categories) to student-related processing skills and strategies at both surface- and deeper-levels of reasoning. To address question 4, the emerging empirical data from the evaluation and student studies was combined with a wide range of literature, to inform the development of a 3-level, non-tiered model of the process of interpretation of arrow symbolism in diagrams. As this model emphasised the importance of both arrow presentation in diagrams and arrow interpretation by students, it could be used as an effective explanatory tool as well as a predictive tool to identify sources of difficulty with the use of arrow symbolism. This model was, in turn, used to inform the compilation of a range of guidelines for improving the presentation and interpretation of arrow symbolism, and so target Research question 5. These, and other guidelines grounded in the data and relevant literature, were suggested for all role players, including students, educators, textbook writers, graphic artists and researchers, to use as remedial tools. Future research should focus on the implementation of these guidelines and studying their effectiveness for improving the presentation and interpretation of diagrams with arrow and other types of symbolism.
Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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Books on the topic "Symbolic comprehension"

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Logical dynamics of information and interaction. Cambridge: Cambridge University Press, 2011.

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1962-, Eklund Peter W., ed. Concept lattices: Second international conference on formal concept analysis , ICFCA 2004, Sydney, Australia, February 23-26, 2004 : proceedings. Berlin: Springer, 2004.

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Raoul, Medina, and Obiedkov Sergei, eds. Formal concept analysis: 6th international conference, ICFCA 2008, Montreal, Canada, February 25-28, 2008 ; proceedings. Berlin: Springer, 2008.

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Ganter, Bernhard. Formale Begriffsanalyse: Mathematische Grundlagen. Berlin: Springer, 1996.

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International Conference on Formal Concept Analysis (2nd 2004 Sydney, N.S.W.). Concept lattices: Second International Conference on Formal Concept Analysis, ICFCA 2004, Sydney, Australia, February 23-26, 2004 : proceedings. Berlin: Springer, 2004.

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R, Missaoui, and Schmid Jürg 1944-, eds. Formal concept analysis: 4th international conference, ICFCA 2006, Dresden, Germany, February 13-17, 2006 : proceedings. Berlin: Springer, 2006.

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Rudolf, Wille, ed. Formal concept analysis: Mathematical foundations. Berlin: Springer, 1999.

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Symbolism: A comprehensive dictionary. 2nd ed. Jefferson, N.C: McFarland & Co., 2012.

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Symbolism: A comprehensive dictionary. Jefferson, N.C: McFarland, 1986.

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International Conference on Formal Concept Analysis (9th 2011 Nicosia, Cyprus). Formal concept analysis: 9th international conference, ICFCA 2011, Nicosia, Cyprus, May 2-6, 2011 : proceedings. Berlin: Springer, 2011.

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Book chapters on the topic "Symbolic comprehension"

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Lam, Yan Grace. "Symbolic Play in Children with Autism." In Comprehensive Guide to Autism, 551–67. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-4788-7_26.

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Code, Murray. "A Nearly Comprehensive Naturalism." In Process, Reality, and the Power of Symbols, 61–86. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230597044_4.

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Karmakar, Rahul. "Symbolic Model Checking: A Comprehensive Review for Critical System Design." In Advances in Data and Information Sciences, 693–703. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-5689-7_62.

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An, Dadi, and Edwin H. W. Chan. "Investigating the Comprehension of Public Symbols for Wayfinding in Transit Hubs in China." In Cross-Cultural Design, 301–11. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57931-3_24.

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Cahigas, Maela Madel L., and Yogi Tri Prasetyo. "Matching-Based Comprehension of Emergency Safety Symbols Among Filipinos: User-Centered Quality Measure." In Proceedings of the 21st Congress of the International Ergonomics Association (IEA 2021), 384–92. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74602-5_55.

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Gavrilovich, Michael. "Cut elimination for the second order propositional logic with Hilbert's ε-symbol, extensionality, and full comprehension." In Logical Foundations of Computer Science, 113–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 1997. http://dx.doi.org/10.1007/3-540-63045-7_12.

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Tipurić, Darko. "Collective and Leadership." In The Enactment of Strategic Leadership, 31–53. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-03799-3_2.

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AbstractThe chapter argues that leadership is an inseparable feature of the collective. The central concepts presented in the chapter are collective, collective intentionality, and collective action. The chapter calls for a discussion of the following questions: What is the connection between collective intentionality and collective action? How are courses of action developed, and how are the actions of collective members combined and aligned? How do ideas, symbols and narratives come together to form shared meanings in the collective? Which obstacles need to be removed in order for the collective to be capable of coherent and integrated action? What is the role of leadership in all this? The chapter also aims to provide a more comprehensive understanding of the similarities and differences between the concepts of leadership and management.
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Mathur, Umang, P. Madhusudan, and Mahesh Viswanathan. "What’s Decidable About Program Verification Modulo Axioms?" In Tools and Algorithms for the Construction and Analysis of Systems, 158–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45237-7_10.

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Abstract We consider the decidability of the verification problem of programs modulo axioms — automatically verifying whether programs satisfy their assertions, when the function and relation symbols are interpreted as arbitrary functions and relations that satisfy a set of first-order axioms. Though verification of uninterpreted programs (with no axioms) is already undecidable, a recent work introduced a subclass of coherent uninterpreted programs, and showed that they admit decidable verification [26]. We undertake a systematic study of various natural axioms for relations and functions, and study the decidability of the coherent verification problem. Axioms include relations being reflexive, symmetric, transitive, or total order relations, functions restricted to being associative, idempotent or commutative, and combinations of such axioms as well. Our comprehensive results unearth a rich landscape that shows that though several axiom classes admit decidability for coherent programs, coherence is not a panacea as several others continue to be undecidable.
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Crul, Maurice. "Epilogue: Where Did Weak and Strong Ties Go Wrong?" In IMISCOE Research Series, 227–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94972-3_11.

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AbstractIn this volume, both qualitative and quantitative scholars describe their findings on the networks of migrants and their descendants and explore the content of their social ties for educational and labor market success in seven European countries. Some contributions cover decades of work in this field, making this one of most comprehensive books on this topic, both theoretically and empirically. Almost without exception, the authors, although describing various ethnic groups, different geographical and professional contexts and different time periods, are critical of a number of the main arguments about the networks of migrants developed in the field of migration studies. Central in their critique is the question about the importance of co-ethnic or inter-ethnic ties and networks, and their importance to enter the labor market and move up. In the field of migration studies, concepts like integration and assimilation have greatly influenced the thinking of its scholars. The idea that newcomers only become fully integrated in a society when they gain a similar economic position and are in contact with people without migration background, or, in other words, become part of the mainstream, has been a strong and dominant view in our field (Alba & Nee, 2003; Alba, 2009; Portes & Rumbaut, 2001; Portes & Zhou, 1993). People who largely interact with co-ethnics and or work in labor market sectors that are dominated by co-ethnics (ethnic niches) are usually seen as not (yet) fully integrated into their new society. And when this also translates to the native-born children (so-called ‘second generation decline’), this is seen as problematic (Ganz, 1992). In this broader framework on integration and assimilation, Granovetter’s (1973) idea of strong and weak ties has entered the field of migration studies. Lang and Schneider, in this volume, rightly state that it is questionable whether the idea of strong ties – for co-ethnics – and weak ties – for ties with people without migration background – was originally intended by Granovetter to be used in this way. But what is clear, however, is that this idea fitted perfectly with broader theories on integration and assimilation. The importance for newly arrived migrants of strong co-ethnic ties in ethnic networks is generally considered one of the starting pieces of the puzzle laying out the process of assimilation in its first phase. The idea of weak ties, also in its symbolic emphasis on ‘weak’, perfectly suited the still scarce and superficial contacts with people of native descent in the early stages of the assimilation process. Since the concept of weak and strong ties fitted so well with the dominant theories about integration and assimilation (classical, neo and new assimilation), much of what was happening with migrants, and even their descendants, in the labor market was seen through, what many would call, an ethnic lens (Crul, 2016; Dahinden, 2016; Wimmer, 2013). Migrants gained a first foothold in the labor market through strong co-ethnic ties and were slowly moving up through their weak ties, making use of information and resources of people of native descent with whom they had only superficial contact. The idea of strong ties also resonated with the notion that their relations with co-ethnics were more meaningful and profound. There was also a dark side to strong ties. Under some conditions, because of the limited information and resources in the co-ethnic network, for some the strong ties could lead to an ethnic mobility trap.
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Louwerse, Max, and Patrick Jeuniaux. "Language comprehension is both embodied and symbolic." In Symbols and EmbodimentDebates on meaning and cognition, 309–26. Oxford University Press, 2008. http://dx.doi.org/10.1093/acprof:oso/9780199217274.003.0015.

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Conference papers on the topic "Symbolic comprehension"

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Laitila, Erkki, and Steve Legrand. "Symbolic Reductionist Model for Program Comprehension." In 2007 Sixth Mexican International Conference on Artificial Intelligence, Special Session MICAI. IEEE, 2007. http://dx.doi.org/10.1109/micai.2007.7.

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Laitila, Erkki. "SymAnalyzer: A Symbolic Analysis Tool for Program Comprehension." In 2009 13th European Conference on Software Maintenance and Reengineering. IEEE, 2009. http://dx.doi.org/10.1109/csmr.2009.56.

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Khoury, Raphael. "Symbolic analysis of assembly traces: Lessons learned and perspectives." In 2015 IEEE 6th International Workshop on Program Comprehension through Dynamic Analysis (PCODA). IEEE, 2015. http://dx.doi.org/10.1109/pcoda.2015.7067177.

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Venkataraman, P. "Leveraging Symbolic Programming in Engineering Courses: An Example." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47659.

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Symbolic programming, available through software packages, is a useful resource for teaching and learning in upper level professional courses in the undergraduate engineering curriculum. It positively impacts both knowledge and comprehension. The knowledge of required mathematics, previously learnt but easily forgotten, is now available at the fingertips. Symbolic programming makes it accessible through a single line of code. The comprehension is encouraged by visually illustrating the mathematical results through simple graphic commands. Increased knowledge and comprehension improves student’s academic ability, confidence, and maturity. These are necessary drivers of innovation. It takes only a small collection of software commands to deliver these significant improvements in student learning. In this paper we showcase some examples that demonstrate how symbolic programming can be used to service the basic course in aerodynamics. We also highlight the small collection of commands. It is anticipated that every other course in the engineering curriculum that uses mathematics can be completely supported in a similar fashion.
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Ghosh, Amitabha, and Carlos Pantaleón. "Teaching Computational Fluid Dynamics Using MATLAB." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-66458.

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A set of MATLAB modules has been developed for an introductory graduate course on computational fluid dynamics (CFD) at Rochester Institute of Technology (RIT). These modules can provide a breakthrough in CFD education because they can assist both learning and comprehension, while avoiding analytical mistakes by the CFD learner. With advances in CFD and availability of software, students in upper level fluid mechanics classes have less incentive to learn theory and the tools for abstract thinking. This paper proposes for the first time an alternate approach to teaching and learning of CFD through the use of symbolic computation in MATLAB, while preserving the accuracy and content of abstract analyses.
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Marchisio, Marina, Alice Barana, and Michele Fioravera. "Developing problem solving competences through the resolution of contextualized problems with an Advanced Computing Environment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5505.

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The paper shows how problem solving competences can be developed by solving contextualized problems using an Advanced Computing Environment (ACE). An ACE is a computer system which enables its user to perform numeric and symbolic computations, graphical representations in two and three dimensions, insert embedded components and create interactive worksheet, all in the same user-friendly environment. An ACE allows students to approach a problematic situation in the way that most suits their thinking, to use different types of representations according to the chosen strategy and to display the whole reasoning together with verbal explanation in the same page: in other words, they can fulfill all the processes that problem solving involves. This paper analyzes a problem solving activity with an ACE proposed by the XXX of the ZZZ, and clarifies, also through examples, how the use of the ACE makes it possible to solve real and relevant problems, facilitates the comprehension of the situation and of the Mathematics laying behind and enhance critical thinking.
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Cremers, Cas, Marko Horvat, Jonathan Hoyland, Sam Scott, and Thyla van der Merwe. "A Comprehensive Symbolic Analysis of TLS 1.3." In CCS '17: 2017 ACM SIGSAC Conference on Computer and Communications Security. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3133956.3134063.

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Kravets, Victor N., Nian-Ze Lee, and Jie-Hong R. Jiang. "Comprehensive Search for ECO Rectification Using Symbolic Sampling." In DAC '19: The 56th Annual Design Automation Conference 2019. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3316781.3317790.

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Dong, Rina, Dong Lu, Chenqi Mou, and Dongming Wang. "Comprehensive Characteristic Decomposition of Parametric Polynomial Systems." In ISSAC '21: International Symposium on Symbolic and Algebraic Computation. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3452143.3465536.

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Campbell, John L., David H. Hoffmeister, Raymond J. Kiefer, Daniel J. Selke, Paul Green, and Joel B. Richman. "Comprehension Testing of Active Safety Symbols." In SAE 2004 World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2004. http://dx.doi.org/10.4271/2004-01-0450.

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Reports on the topic "Symbolic comprehension"

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KellerLynn, Katie. Redwood National and State Parks: Geologic resources inventory report. National Park Service, October 2021. http://dx.doi.org/10.36967/nrr-2287676.

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Comprehensive park management to fulfill the NPS mission requires an accurate inventory of the geologic features of a park unit, but Comprehensive park management to fulfill the NPS mission requires an accurate inventory of the geologic features of a park unit, but park managers may not have the needed information, geologic expertise, or means to complete such an undertaking; therefore, the Geologic Resources Inventory (GRI) provides information and resources to help park managers make decisions for visitor safety, planning and protection of infrastructure, and preservation of natural and cultural resources. Information in the GRI report may also be useful for interpretation. park managers may not have the needed information, geologic expertise, or means to complete such an undertaking; therefore, the Geologic Resources Inventory (GRI) provides information and resources to help park managers make decisions for visitor safety, planning and protection of infrastructure, and preservation of natural and cultural resources. Information in the GRI report may also be useful for interpretation. This report synthesizes discussions from a scoping meeting for Redwood National and State Parks (referred to as the “parks” throughout this report) held in 2004 and a follow-up conference call in 2019. Two GRI–compiled GIS data sets of the geology and geohazards of the parks are the principal deliverables of the GRI. The GRI GIS data are available on the GRI publications website http://go.nps.gov/gripubs and through the NPS Integrated Resource Management Applications (IRMA) portal https://irma.nps.gov/App/Portal/Home. Enter “GRI” as the search text and select a park from the unit list. Writing of this report was based on those data and the interpretations of the source map authors (see “GRI Products” and “Acknowledgements”). A geologic map poster illustrates the geology GRI GIS data set and serves as a primary figure for this GRI report. No poster was prepared for the geohazards GRI GIS data set. Additionally, figure 7 of this report illustrates the locations of the major geologic features in the parks. Unlike the poster, which is divided into a northern and southern portion to show detail while accommodating the parks’ length, figure 7 is a single-page, simplified map. The features labeled on figure 7 are discussed in the “Geologic History, Features, and Processes” chapter. To provide a context of geologic time, this report includes a geologic time scale (see "Geologic History, Features, and Processes"). The parks’ geologic story encompasses 200 million years, starting in the Jurassic Period. Following geologic practice, the time scale is set up like a stratigraphic column, with the oldest units at the bottom and the youngest units at the top. Organized in this manner, the geologic time scale table shows the relative ages of the rock units that underlie the parks and the unconsolidated deposits that lie at the surface. Reading the “Geologic Event” column in the table, from bottom to top, will provide a chronologic order of the parks’ geologic history. The time scale includes only the map units within the parks that also appear on the geologic map poster; that is, map units of the geohazards data are not included. Geology is a complex science with many specialized terms. This report provides definitions of geologic terms at first mention, typically in parentheses following the term. Geologic units in the GRI GIS data are referenced in this report using map unit symbols; for example, map unit KJfrc stands for the Cretaceous (K) and Jurassic (J) Franciscan Complex (f), Redwood Creek schist (rc), which underlies a portion of the Redwood Creek watershed (see “GRI Products”).
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