Journal articles: '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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Kang, Tian, Ali Turfah, Jaehyun Kim, Adler Perotte, and Chunhua Weng. "A neuro-symbolic method for understanding free-text medical evidence." Journal of the American Medical Informatics Association 28, no. 8 (May 6, 2021): 1703–11. http://dx.doi.org/10.1093/jamia/ocab077.

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Abstract Objective We introduce Medical evidence Dependency (MD)–informed attention, a novel neuro-symbolic model for understanding free-text clinical trial publications with generalizability and interpretability. Materials and Methods We trained one head in the multi-head self-attention model to attend to the Medical evidence Ddependency (MD) and to pass linguistic and domain knowledge on to later layers (MD informed). This MD-informed attention model was integrated into BioBERT and tested on 2 public machine reading comprehension benchmarks for clinical trial publications: Evidence Inference 2.0 and PubMedQA. We also curated a small set of recently published articles reporting randomized controlled trials on COVID-19 (coronavirus disease 2019) following the Evidence Inference 2.0 guidelines to evaluate the model’s robustness to unseen data. Results The integration of MD-informed attention head improves BioBERT substantially in both benchmark tasks—as large as an increase of +30% in the F1 score—and achieves the new state-of-the-art performance on the Evidence Inference 2.0. It achieves 84% and 82% in overall accuracy and F1 score, respectively, on the unseen COVID-19 data. Conclusions MD-informed attention empowers neural reading comprehension models with interpretability and generalizability via reusable domain knowledge. Its compositionality can benefit any transformer-based architecture for machine reading comprehension of free-text medical evidence.

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O'Neill, Hilary, Carol-Anne Murphy, and Shula Chiat. "What Our Hands Tell Us: A Two-Year Follow-Up Investigating Outcomes in Subgroups of Children With Language Delay." Journal of Speech, Language, and Hearing Research 62, no. 2 (February 26, 2019): 356–66. http://dx.doi.org/10.1044/2018_jslhr-l-17-0261.

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Purpose This study followed up children identified with expressive language delay (ELD) or receptive/expressive language delay (R/ELD) at 2 years of age, Time 1 (T1), in order to identify their language profiles at 4–5 years, Time 2 (T2), and explore relationships to T1 language, gesture use, and symbolic comprehension. Method Nineteen of 22 children were seen at follow-up (9 of 10 from R/ELD group, 10 of 12 from ELD group). T1 measures assessed receptive and expressive language, gesture use, and symbolic comprehension. At T2, we assessed receptive and expressive language, sentence repetition, and expressive phonology. Results Outcomes for the R/ELD group were significantly poorer, with all children continuing to have delay in receptive and/or expressive language compared to just 20% of the ELD group. Expressive phonology delay was common in both groups. T1 receptive language showed the most pervasive correlations with T2 language measures, but categorical performance on all three T1 measures correctly predicted language outcomes in 16–17 of the 19 children. Conclusion Findings add to evidence that receptive language is a strong predictor of outcomes. Gesture use and symbolic comprehension are also strong predictors and clinically valuable as part of play-based assessments with implications for theoretical understanding and intervention planning.

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Hamdan, Abdul Rahim, and Tety Kurmalasari. "Effectiveness Symbolic Technique In Speed Reading Arabic-Malay Writing." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 88–94. http://dx.doi.org/10.31686/ijier.vol2.iss11.270.

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This study aimed the process of learning to read quickly Student Class V Elementary School 001 Bulang, Batam, Indonesia. This research was pre experimental research using design pre-test and post-test group, samples involved in this study were 36 student. The technique used to collect data in this study is the test pre and post. The pretest was done after learning by symbolic technique. Learning was done for 4 weeks with 80 minutes for each learning session. Training activities was done about 40 minutes during each learning lesson. The result show the student that are able to quick-speed read are the enough which is 118.125 word per minute with reading comprehension content of 62.5% (0.65.5) in the pretest. In the post test, student’s reading speed increased to 179.20 words per minute with reading comprehension content of 73.3% (0.733). Effective speed reading (CAMP) on both tests are classified well at 111.633 words per minute on the pre-test and 179.05 words per minute on the post-test.

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Hornikx, Jos, Marianne Starren, and Bart van Heur. "Frans In Nederlandse Advertenties." Toegepaste Taalwetenschap in Artikelen 71 (January 1, 2004): 61–68. http://dx.doi.org/10.1075/ttwia.71.06hor.

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Foreign languages can be employed in advertising to draw attention to the persuasive message. Such a foreign language may be effective because of the symbolic value that it represents, such as attractiveness or beauty. In that case, the comprehension of the foreign language is not important; it functions purely as a symbol. This study examined whether the appreciation of French slogans was affected by their comprehension. The participants (N=120) judged three slogans that were pretested as difficult to understand, and three slogans that were pretested as easy to comprehend. The slogans were presented in advertisements of six different cars of three different French car brands. The literal meaning of the slogans appeared to be important. The slogans that were well understood were more appreciated than those that were difficult to understand. At the same time, French proved to have a symbolic value: participants preferred the French slogan to the Dutch slogan if the slogan was understood. Future research could focus on the exact symbolic meaning of French in Dutch advertising.

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Lomakina, Irina B. "Comprehension of legal reality: from the scientific tradition to the symbolic universe." Russian Journal of Legal Studies 6, no. 3 (April 1, 2020): 23–29. http://dx.doi.org/10.17816/rjls18997.

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The article deals with the problem of understanding and knowledge of legal reality, from the point of view of understanding the trends of development of humanitarian knowledge in General and legal knowledge in particular. The limitations of classical approaches and the need for their methodological updating are pointed out. The connection of law with the socio-cultural context that determines its specificity is revealed. Social reality is a complex multidimensional and multilayered system consisting of many social institutions (constructs). All social institutions, including in the sphere of legal life, are intersubjective (both objective and subjective). The process of formation of legal knowledge is considered in the institutional and related areas of discourse analysis and theory of social representations. The article states that what a person constructs contains subjective and objective at the same time and in sociological phenomenology such combination is called as intersubjectivity. Intersubjectivity is considered in terms of human dimension. Human dimension acts as a filter between people and a conditional objective situation, which is accompanied by subjective experiences, such as expectations, needs, interests, etc. it is Noted that the objective and subjective exist in an indissoluble dialectical connection. It is argued that the knowledge of this reality is a complex process, which includes institutional acts of knowledge and understanding. Special importance in this process is given to objectification, internalization and legitimation. At the same time, it is legitimation that has cognitive and normative aspects, since it is connected with the value and cognitive (knowledge, understanding) subsystems of consciousness. The connection of the symbolic universe with the legal life is pointed out.

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Maita, María del Rosario, Florencia Mareovich, and Olga Peralta. "Intentional Teaching Facilitates Young Children's Comprehension and Use of a Symbolic Object." Journal of Genetic Psychology 175, no. 5 (September 3, 2014): 401–15. http://dx.doi.org/10.1080/00221325.2014.941320.

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Paniati, Jeffrey F. "Legibility and Comprehension of Traffic Sign Symbols." Proceedings of the Human Factors Society Annual Meeting 32, no. 10 (October 1988): 568–72. http://dx.doi.org/10.1518/107118188786762685.

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In recent years, symbols have been used to improve the ability of traffic signs to communicate their messages. A study of traffic sign symbols was recently completed at the Federal Highway Administrations Turner-Fairbanks Highway Research Center in McLean, Virginia. In this study, a laboratory experiment was conducted to determine the relative legibility distance and driver comprehension for 22 symbol warning signs currently in use in the United States. The results showed that the legibility distance of symbols decreases with increasing driver age and that bold symbols of simple design provide the best legibility distance for all age groups. This study also showed that the legibility distance for symbolic signs can be equal to that of alphabetic signs or have as much as 4 times greater legibility distance depending on the message. The sign comprehension data indicated several symbols need redesign or increased driver education efforts.

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Hancock, Holly E., Wendy A. Rogers, and Arthur D. Fisk. "Understanding Age-Related Differences in the Perception and Comprehension of Symbolic Warning Information." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 43, no. 9 (September 1999): 617–21. http://dx.doi.org/10.1177/154193129904300906.

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GHINEA, Ciprian Adrian. "RETHINKING PERSUASION IN RELIGIOUS SYMBOLIC COMMUNICATION: A MARKETING POINT OF VIEW." Annals of Spiru Haret University. Economic Series 19, no. 3 (September 2, 2019): 101–10. http://dx.doi.org/10.26458/1936.

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The marketing dynamics of the study and praxis of persuasion present different interweavings with the time frame chosen. Even so, we consider that the only one offering a stable reference background is religious communication, because even if interpretations may differ, the basic principles of association towards individual apprehension and comprehension remain the same. It is the author intention to try to map out possible connections between persuasion, as a symbolic process, and religious symbolic communication, by assuming that, in a Biblical sense, communication is intrinsic to the act of being of all humanity.

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Roberts, Joanne E., Penny Mirrett, Kathleen Anderson, Margaret Burchinal, and Eloise Neebe. "Early Communication, Symbolic Behavior, and Social Profiles of Young Males With Fragile X Syndrome." American Journal of Speech-Language Pathology 11, no. 3 (August 2002): 295–304. http://dx.doi.org/10.1044/1058-0360(2002/034).

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This study examined the communication and symbolic behavior profiles of 22 males with fragile X syndrome (FXS) developmentally younger than 28 months and the relationship of these profiles to the children's communication skills one year later. The boys, ranging in age from 21 to 77 months, were tested using the Communication and Symbolic Behavior Scales and the Reynell Developmental Language Scales. The children showed significant delays and substantial individual variability in their profiles. Overall, they showed relative strengths in verbal and vocal communication and relative weaknesses in gestures, reciprocity, and symbolic play skills. Children who scored higher in communicative functions, vocalizations, verbalizations, and reciprocity scored higher in verbal comprehension one year later. Children with higher scores in verbal communication also scored higher in expressive language development when tested one year later.

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Vysotskaya, Elena, Anastasia Lobanova, and Mariya Yanishevskaya. "The “Moon Test”: A Step Towards Evaluating Comprehension of Educational Text through Model Mediation." Psychology in Russia: State of the Art 14, no. 4 (2021): 111–29. http://dx.doi.org/10.11621/pir.2021.0408.

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Background. This paper addresses the issue of educational text comprehension, which is one of the major problems in secondary schools, especially when such texts are introduced in the natural sciences. Studies on text comprehension often regard reading as a standalone skill: its mechanisms are discussed from leading theoretical approaches (cognitivism, constructivism, etc.), and variables are distinguished and evaluated. Most of the researchers consider text comprehension to be active reconstruction of the meaning which the text delivers, and regard the application of the information retrieved from the text to problem-solving as the indicator for a deep comprehension level. Since we work within the framework of Cultural-Historical Activity Theory (CHAT), we consider educational text comprehension to be mediated through special content-related models which students have to acquire. Unfortunately, there are no studies which have directly linked reading, corresponding problem-solving, and working with contentrelated models (symbolic means, schemes); hence, with this research, we are seeking to fill in the gap. Objective. Our goal is to elaborate the perspective on educational text comprehension as mediated through mastering special modeling (symbolic) means. In this article we illustrate this approach with the “Moon test” — an assessment procedure which we designed to materialize the components of orientation of students’ action as they succeed or fail to solve problems by relying on the educational text provided. Design. We conducted the “Moon test” among the fifth graders (10-12 years old). The text, which told the students how to use the moon’s visual transformations as a calendar, was followed by 12 tasks on the topic. The tasks required using the text to master the model provided, and then solve challenging tasks which only referred to the model implicitly.

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Chipere, Ngoni. "Sentence comprehension: The integration of habits and rules. David J. Townsend and Thomas G. Bever. Cambridge, MA: MIT Press, 2001. Pp. 455." Applied Psycholinguistics 23, no. 3 (September 2002): 471–77. http://dx.doi.org/10.1017/s0142716402213089.

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This book attempts to integrate symbolic processing, in the form of minimalism, with connectionism. Minimalism represents sentences as symbolic structures resulting from a formal process of syntactic derivation. Connectionism, on the other hand, represents sentences as patterns of association between linguistic features. These patterns are said to obey statistical regularities of linguistic usage instead of formal linguistic rules. The authors of the book argue that human sentence processing displays both structural and statistical characteristics and therefore requires the integration of the two views.

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Roth, Froma P., and Donna M. Clark. "Symbolic Play and Social Participation Abilities of Language-Impaired and Normally Developing Children." Journal of Speech and Hearing Disorders 52, no. 1 (February 1987): 17–29. http://dx.doi.org/10.1044/jshd.5201.17.

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The symbolic play and social participation behaviors of 6 language-impaired and 8 normal language-learning children were compared on three measures of play: (a) the Symbolic Play Test (Lowe & Costello, 1976), (b) the Brown-Lunzer Scale (Brown, Redmond, Bass, Liebergott, & Swope, 1975), and (c) the Scale of Social Participation in Play (Tizard, Philps, & Plewis, 1976). Subject groups were equated for MLU (Brown, 1973), Developmental Sentence Scoring (Lee, 1974), and performance on the Test of Auditory Comprehension of Language (Carrow, 1973). Results indicated that the language-impaired subjects demonstrated significant deficits in symbolic, adaptive, and integrative play behaviors in comparison with the linguistically equivalent normal subjects. The language-impaired group also evidenced significantly more nonplay and significantly less solitary and parallel play than their normal peers. Findings are discussed with respect to the developmental relationship between language and cognition.

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Smith, Cheryl A., and Jacqueline Sachs. "Cognition and the verb lexicon in early lexical development." Applied Psycholinguistics 11, no. 4 (December 1990): 409–24. http://dx.doi.org/10.1017/s0142716400009656.

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ABSTRACTThe focus of this study is the cognitive/conceptual basis for the emergence of verbs in early lexical development. Twenty-four 12–19-month-old children were studied through (a) observation and maternal report of their acquisition of verbs in comprehension and production and (b) observation of nonverbal behavior reflected in play. There is substantive growth in the comprehension of verbs during this period, with a rapid increase between 14–16 months in the total number of verbs and decontextualized verbs comprehended, but no similar surge in production. Children's ability to consider others in the role of actor during play with objects was linked to the comprehension of verbs during this period; also, the ability to engage in symbolic action sequences on objects in play correlated with the decontextualized comprehension of verbs. These results suggest that underlying cognitive development in event representation may be related to the increased comprehension of verbs across contexts.

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Almeida, Cândida. "The Continuum of Life on Facebook’s Virtual Memorials." Linguistic Frontiers 5, no. 2 (September 1, 2022): 15–23. http://dx.doi.org/10.2478/lf-2022-0011.

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Abstract This article examines the semiotic implications of social media interactive processes established when Facebook profiles are memorialized following the user’s death. It also observes the communication processes that occur through the deceased’s contacts interactions with the virtual memorial page. It points to Facebook’s symbolic and systemic organization structure role in creating a specific comprehension of online and offline identities in the social media environment. The theoretical framework focuses on C. S. Peirce’s signs and semiosis studies to help understand the communication’s phenomenology revealed in this context as well as the process of continuity of the physical life through its symbolic representations on digital networks.

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Pudov, Aleksey G. "Identification of the Productive Paradigm of the Artistic Culture of Yakutia." Observatory of Culture 16, no. 3 (July 19, 2019): 251–62. http://dx.doi.org/10.25281/2072-3156-2019-16-3-251-262.

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The article is devoted to the theoretic comprehension of the artistic culture of Yakutia of the 20th — 21st centuries, first conducted from the perspective of methodological concepts of M. Mamardashvili-Pyatigorsky and the theory of modernization of S. Eisenstadt. The author develops a model for determining the properties and characteristics of the emerging cultural paradigm, denoting it by the term “ethno-modern”. The scientific novelty of the work is determined by the lack of research, in the regional art history and cultural studies, focused on methodological innovation in the philosophy of art. Identifying the patterns and characteristics of the formation of modern regional art is timely because it contributes to the description of cultural systems and codes of multinational Russia. The study sets the task of classifying the Yakut artistic culture (from the pre-modern to the post-modern) and the typology of the symbolic constructs of consciousness, which is inherent to the art of these stages. The current state of the creative culture of Yakutia is determined through the potential of theatrical, cinema, fine and musical arts (ethno-modern and ethno-premodern). The methods of interdisciplinary studies allows to identify the ethnoforming constructs of the artistic culture of Yakutia, different symbolic categories of consciousness in the spiritual landscape of the region and offer the author’s version of the analysis of the stages of development of European culture at the example of the art of the national region. There are indicated the two main trends that operate with symbolic constructs of a mythological or metaphysical type of comprehension. The result of the conducted study is the author’s concept of a new paradigm of the creative culture of Yakutia (ethno-modern), combined with the state of ethno-premodern. The article reveals the characteristics of this paradigm, potential of self-development and correlation with the accepted classification of European cultural evolution.

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Campione, Giovanna Cristina, Elisa De Stefani, Alessandro Innocenti, Doriana De Marco, Patricia M. Gough, Giovanni Buccino, and Maurizio Gentilucci. "Does comprehension of symbolic gestures and corresponding-in-meaning words make use of motor simulation?" Behavioural Brain Research 259 (February 2014): 297–301. http://dx.doi.org/10.1016/j.bbr.2013.11.025.

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Níkleva, Dimitrinka G., and Francisco J. Rodríguez-Muñoz. "Effects of a visual literacy programme for the improvement of reading comprehension in primary and secondary school students." L1-Educational Studies in Language and Literature 22 (April 8, 2022): 1–19. http://dx.doi.org/10.21248/l1esll.2022.22.1.394.

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With basis on previous research findings, a quasi-experimental longitudinal study was designed to analyse the effects of a visual literacy programme using images to improve reading comprehension. Pre-tests and post-tests were used for the recurring measurement of two homogeneous groups. The participants were 221 primary and secondary students in six schools within Andalusia and Madrid (Spain). The results indicated that visual literacy and, specifically, the reading and interpretation of connotative and symbolic images improve reading comprehension, especially at the global or macro-structural level, as well as literal and inferential reading, the comprehension of comparisons (similes) and metaphors, the ability to synthesize, and creativity. A moderate or large effect size was observed for all these variables. The effectiveness of the programme and the need for the planned, intentional use of images as pedagogical and didactic tools were confirmed.

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Namy, Laura L., Rebecca Vallas, and Jennifer Knight-Schwarz. "Linking parent input and child receptivity to symbolic gestures." Gesture 8, no. 3 (December 12, 2008): 302–24. http://dx.doi.org/10.1075/gest.8.3.03nam.

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This study explored the relation between parents’ production of gestures and symbolic play during free play and children’s production and comprehension of symbolic gestures. Thirty-one 16- to 22-month-olds and their parents participated in a free play session. Children also participated in a forced-choice novel gesture-learning task. Parents’ pretend play with objects in hand was predictive of children’s gesture production during play and gesture vocabulary according to parental report. No relationship was found between parent gesture and child performance on the forced-choice gesture-learning task, although children’s performance was negatively correlated with their verbal vocabulary size. These data suggest a strong link between parental input and the children’s use of gestures as symbols, although not a direct link from parent gesture to child gesture. The data also suggest that children’s overall expectations that gestures can be symbols is unaffected by parental input, and highlight the possibility that children play a role in transforming the symbolic play behaviors that they observe into communicative signals.

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Panchenko, T. F. "IMAGE OF THE WORLD IN I. ANNENSKY’S LYRIC POETRY: STEPS TO COMPREHENSION." Humanities And Social Studies In The Far East 18, no. 1 (2021): 116–21. http://dx.doi.org/10.31079/1992-2868-2021-18-1-116-121.

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The article discusses methods of introducing a poetic text of I. F. Annensky to students majoring in philology in the conditions of distance learning. The material of the article comprises three poems from the collections "Quiet Songs" and "Cypress Casket": Harmony, Longing, Palm Week. The logic of comprehending the originality of the poetic world is presented through a system of questions that activate different areas of reader's perception and lead to an understanding of the meaning. The role of the teacher as the organizer of the educational dialogue (teacher-student), and the semantic dialogue – the reader with the author (student-the artistic world of the poet) is revealed. The result is immersion in the complex Annensky’s "worlds", based on coupling symbolic and "real" (acoustical) poetics.

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Feng, Zongxin. "Metonymy as a semiotic resource in fictional narrative." Chinese Semiotic Studies 18, no. 3 (August 1, 2022): 475–91. http://dx.doi.org/10.1515/css-2022-2076.

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Abstract This article argues that metonymy provides “cognitive roundabouts” that semiotically create more meaning in fictional narrative against the popular views that metonymy provides “referential shorthand” and “communicative shortcuts.” In the light of Lakoff and Johnson’s observation on the relationship between symbolic metonymy and the comprehension of religious and cultural concepts, it explores the semiotic potentialities of metonymy in constructing fictional reality with special reference to O. Henry’s short story “The Cop and the Anthem.” It concludes that artistic deployment of metonymic devices comically exploits and explicitizes various conceptual associations and logical relations between the source and the target and requires greater cognitive effort from the reader; in defamiliarizing the fictional representation, the narrative text produces more symbolic meanings and ultimately refamiliarizes the reader with aspects of actual-world reality that are otherwise hardly perceivable.

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BARREIROS, BRUNO C., and MARCIA DA SILVA MAZON. "ORGANICS CONSUMPTION FROM A SOCIOLOGICAL PERSPECTIVE: ANALYZING A SPECIALTY MARKET IN FLORIANÓPOLIS-SC." Ambiente & Sociedade 20, no. 1 (March 2017): 147–64. http://dx.doi.org/10.1590/1809-4422asoc20150077r2v2012017.

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Abstract In order to contribute to the comprehension of the current situation of organic markets, this research investigates a prominent case at Florianopolis: Cantinho Especial Market. The methodology employed in this study involved six months of analysis of the market's institutional website (fan page) in a social network, eight months of unsystematic observations at the market and nine interviews with agents both from supply and demand. We argue here that recurrent categories used in sociological research on organic markets, such as political consumerism and ecological ethics, are sparser among this market participant agents. Instead of these recurrent categories, we realize that organics are in the display window acting as decoys to a distinctive symbolic exchanges market. These symbolic trades when combined together reflect a lifestyle marked by the praise of the exoticism and the cosmopolitanism.

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STRIANO, TRICIA, PHILIPPE ROCHAT, and MARIA LEGERSTEE. "The role of modelling and request type on symbolic comprehension of objects and gestures in young children." Journal of Child Language 30, no. 1 (February 2003): 27–45. http://dx.doi.org/10.1017/s0305000902005524.

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In a first study, we considered whether modelling and the type of an adult's request influenced children's ability at 1;8 and 2;2 to comprehend gestures and replica objects as symbols for familiar objects. In a second study, we evaluated whether modelling and type of request influenced children's ability at 1;8 (N=24) to understand unfamiliar (i.e. unconventional) objects as symbols. Results of Study 1 indicated that children at 2;2 comprehended a gesture as a symbol in the absence of any previous model demonstration. All children comprehended a replica as standing for another object, although modelling marginally improved children's performance at 2;2 and decreased performance at 1;8. In general, the type of request did not influence children's comprehension of gestures or replicas as symbols. Results of Study 2 showed that modelling and request type did not influence children's understanding of objects that are unconventional and novel, as symbols. The studies converge to suggest that symbolic comprehension is a highly context-dependent ability that continues to develop over the second year.

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Kemin, Sheng, Xue Zhenting, Tang Jinsheng, and Huang Xuemei. "The comprehension, some problems and suggestions to symbolic vector method and some defenses for Gibbs' symbol." Applied Mathematics and Mechanics 21, no. 5 (May 2000): 603–6. http://dx.doi.org/10.1007/bf02459044.

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Lyubeznikov, O. A. "Saint Isaac’s Cathedral as a Political Space: Transformation of the Image and the Search for Interpretations before and after the Russian Revolution of 1917." Vestnik NSU. Series: History and Philology 22, no. 1 (January 15, 2023): 98–109. http://dx.doi.org/10.25205/1818-7919-2023-22-1-98-109.

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The article analyzes the problem of transformation of imperial political spaces in the historical context of the 19th – 20th centuries. The main attention in the article is focuses on the dominant of the architectural landscape of St. Petersburg – St. Isaac’s Cathedral. The struggle for its symbolic appropriation reflected the peripeteias of the socio-political development of tsarist, revolutionary and Soviet Russia. The article aims to study the process of transformation of symbolic meaning of St Isaac’s Cathedral and to analyze all comprehension models of that monument. The initial purpose of its construction was to honor the Russian monarchy, but after the Russian Revolution it required a new interpretation that would fit new realities. Based on numerous unpublished documents from the seven archives of St. Petersburg, the author concludes that before the Revolution St. Isaac’s Cathedral was marked on the symbolic map of Petrograd not only as a church but as a right-wing conservative political space, a visible monument glorifying the House of Romanov. The anti-monarchist revolution changed the fate of the building and its image forever. In the 1920s the perception of the cathedral caused a furious fight in society. It was a period of intense rivalry between three symbolic programs – exclusively church’s interpretation, interpretation of the cathedral as a monument of art, and antireligious model of the “anti-temple” – “the former St. Isaac’s Cathedral”.

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Hiraishi, Noriko. "Japanese sound-symbolic words in global contexts: from translation to hybridization." F1000Research 10 (February 11, 2022): 1024. http://dx.doi.org/10.12688/f1000research.55546.2.

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This paper explores the global reception and development of the artistic expression of onomatopoeia and mimetic words in modern and contemporary Japanese literary texts adopting the method of comparative literature. By analyzing sound-symbolic words and their translations in modern Japanese poetry and contemporary comics, the intercultural dialogues of these texts are examined and the emergence of hybrid onomatopoeia in global comic works is illuminated. The Japanese language is often noted for its richness of sound-symbolic words. In the literary world, modern poetry adopted and elaborated the use of these words from the late 19th century in its quest for a new style of poetry. In the early 20th century, poets developed the artistic expression of sound-symbolic words and succeeded in giving musicality to the “new-style poem”. However, the translation of Japanese sound-symbolic words has always been problematic. Experimental uses of these words in modern poems were often untranslatable, making the translations incomprehensible or dull. Nevertheless, graphic narratives and their worldwide distribution changed that situation. Japanese comics (manga) has particularly developed the artistic expression of sound-symbolic words. Usually placed outside speech balloons, these words are elaborately depicted and are important elements of the panel/page layout. Notably, the global popularity of the genre developed a new phase of intercultural dialogue. As not every word has an equivalent or is translatable in the target language, translators have left sound-symbolic words untouched in the translated versions, putting translation aside. Thus, the combination of Japanese and the target language seems to influence the visual comprehension of sound effects among the readers. Through the examinations of some cases, this paper brings to light the emergence of some hybrid onomatopoeia and reveals that the “Third Space” formed by the translation and hybridization of manga is a dynamic field that creates a new culture.

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Hiraishi, Noriko. "Japanese sound-symbolic words in global contexts: from translation to hybridization." F1000Research 10 (October 8, 2021): 1024. http://dx.doi.org/10.12688/f1000research.55546.1.

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This paper explores the global reception and development of the artistic expression of onomatopoeia and mimetic words in modern and contemporary Japanese literary texts adopting the method of comparative literature. By analyzing sound-symbolic words and their translations in modern Japanese poetry and contemporary comics, the intercultural dialogues of these texts are examined and the emergence of hybrid onomatopoeia in global comic works is illuminated. The Japanese language is often noted for its richness of sound-symbolic words. In the literary world, modern poetry adopted and elaborated the use of these words from the late 19th century in its quest for a new style of poetry. In the early 20th century, poets developed the artistic expression of sound-symbolic words and succeeded in giving musicality to the “new-style poem”. However, the translation of Japanese sound-symbolic words has always been problematic. Experimental uses of these words in modern poems were often untranslatable, making the translations incomprehensible or dull. Nevertheless, graphic narratives and their worldwide distribution changed that situation. Japanese comics (manga) has particularly developed the artistic expression of sound-symbolic words. Usually placed outside speech balloons, these words are elaborately depicted and are important elements of the panel/page layout. Notably, the global popularity of the genre developed a new phase of intercultural dialogue. As not every word has an equivalent or is translatable in the target language, translators have left sound-symbolic words untouched in the translated versions, putting translation aside. Thus, the combination of Japanese and the target language seems to influence the visual comprehension of sound effects among the readers. Through the examinations of some cases, this paper brings to light the emergence of some hybrid onomatopoeia and reveals that the “Third Space” formed by the translation and hybridization of manga is a dynamic field that creates a new culture.

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Adinugraha, Hendri Hermawan, Ana Kadarningsih, and Godham Eko Saputro. "Semiotika Istilah Arab Akad Wadī‘ah Yad al-Ḍamānah pada Produk Penghimpunan Dana Bank Syariah." ISLAMICA: Jurnal Studi Keislaman 12, no. 2 (March 3, 2018): 430–54. http://dx.doi.org/10.15642/islamica.2018.12.2.430-454.

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The purpose of this research is to know the impact and result of Arabic term semiotics on wadī‘ah yad al-d}amānah contract. The result of the research shows that after the experiment conducted through the training in the classroom, the comprehension ability of the respondents to the Arabic term semiotization experiment on the wadī‘ah yad al-ḍamānah contract as one of Islamic bank fund raising products has increased significantly with an average achievement up to 78 percent. Based on observations and interviews, the most preferred by respondents was symbolic method in facilitating the understanding of Arabic terms on wadī‘ah yad al-ḍamānah contract. The reason is because the information transformation is more simple, solid and clear. Symbolic method through the media sign or picture of gift and ribbon presumably can be creative innovation in comprehending the Arabic terms contained in wadī‘ah yad al-ḍamānah contract.

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Utomo, Dwi Priyo, and Dita Latifatu Syarifah. "Examining Mathematical Representation to Solve Problems in Trends in Mathematics and Science Study: Voices from Indonesian Secondary School Students." International Journal of Education in Mathematics, Science and Technology 9, no. 3 (April 30, 2021): 540–56. http://dx.doi.org/10.46328/ijemst.1685.

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This study describes the mathematical processes in TIMSS (Trends in Mathematics and Science Study) to reflect issues. A descriptive qualitative methodology was used in this analysis as the research approach. The research allocated the respondent to the 6th grade students of Muhammadiyah 6 in the sub-district of Dau, Malang regency, East Java, Indonesia. Using a TIMSS 2011 test and interview, data was obtained. The results of the study showed that visual representation took place in both classes of high, medium, and low capacity. Students of high and low capacity conducted the symbolic representation process at the comprehension level, while students of medium capacity performed the symbolic representation process at the problem-solving stage. In addition, as they wrote topics, the writing of the conclusions was done by students who had high skill. Students who had medium potential when they wrote questions completed the writing of the conclusions. The students with a low level of skill wrote what was understood and asked about the issues.

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Li, Huizi. "On the Leadership Training of Chinese music teachers -- Taking Teacher A as an example." BCP Social Sciences & Humanities 18 (June 30, 2022): 310–18. http://dx.doi.org/10.54691/bcpssh.v18i.1127.

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With a unique system of symbols, the music art is a special form of art. The symbolic system based on the musical structure cannot find its prototype in the real life of the human. It is different from the symbolic system of the literature and poetry with the established system of language words as well as that of the plastic art with the concrete medium in the real life. Hence, the room for imagination, experience and comprehension created by the appreciation of music works is much broader and freer than that of the appreciation of literature, poetry and painting. Although it can not provide us with a concrete view of the real world just like the language art, it can still present a world of infinite broadness and richness in the emotional realm. In other words, it can trigger an emotional change in a rapid and direct manner. The strong emotional experience can give us an in-depth reflection on the life and ourselves.

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Arshad, Sufyan, Aneela Sultana, and Kiran. "The Symbolic View of Cockfighting: A Study among the Cock Fighters of Mianwali, Pakistan." Global Anthropological Studies Review I, no. I (December 30, 2018): 32–37. http://dx.doi.org/10.31703/gasr.2018(i-i).05.

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Cockfighting being an uncommon old sport, is deep-seated in various rural areas of Pakistan. This study investigates the cultural and symbolic comprehension and significance of cockfighting by examining the whole process of the fight. This research was conducted in the rural areas of the Mianwali district as the activity commonly practised in secret areas. The main objectives of the study were to systematically analyze the procedures involved in the fight and exploring the underneath symbolic role of the sport in the area by using qualitative methods. Thirty cockfighters and trainers were selected and informally interviewed during the fieldwork duration. The findings of the study revealed that people of the area view cockfighting under the influence of cultural construction and follow the legacy of their elders. The social identity and symbolism involved in the fight have strengthened the status of the activity. It provides a sense of prestige and social identity to its practitioners, proving the notion of masculinity.

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Bowman, Doug A., Larry F. Hodges, Don Allison, and Jean Wineman. "The Educational Value of an Information-Rich Virtual Environment." Presence: Teleoperators and Virtual Environments 8, no. 3 (June 1999): 317–31. http://dx.doi.org/10.1162/105474699566251.

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Information-rich virtual environments consist not only of three-dimensional graphics and other spatial data but also information of an abstract or symbolic nature that is related to the space. An environment of this type can stimulate learning and comprehension, because it provides a tight coupling between symbolic and experiential information. In our virtual zoo exhibit, students can explore an accurate model of the gorilla habitat at Zoo Atlanta and access information related to the design of the exhibit. This paper discusses the design of the application and the interaction techniques used to obtain information. We also present the results of a formal evaluation. Although no statistically significant differences were found, results indicate that students who used the virtual environment had higher test scores than those who only attended a lecture on the material. Trends suggest that the virtual experience allowed students to learn information directly and also equipped them to better learn and understand material from a traditional lecture.

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MCGREGOR, KARLA K., KATHARINA J. ROHLFING, ALLISON BEAN, and ELLEN MARSCHNER. "Gesture as a support for word learning: The case of under." Journal of Child Language 36, no. 4 (October 24, 2008): 807–28. http://dx.doi.org/10.1017/s0305000908009173.

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ABSTRACTForty children, aged 1 ; 8–2 ; 0, participated in one of three training conditions meant to enhance their comprehension of the spatial term under: the +Gesture group viewed a symbolic gesture for under during training; those in the +Photo group viewed a still photograph of objects in the under relationship; those in the Model Only group did not receive supplemental symbolic support. Children's knowledge of under was measured before, immediately after, and two to three days after training. A gesture advantage was revealed when the gains exhibited by the groups on untrained materials (but not trained materials) were compared at delayed post-test (but not immediate post-test). Gestured input promoted more robust knowledge of the meaning of under, knowledge that was less tied to contextual familiarity and more prone to consolidation. Gestured input likely reduced cognitive load while emphasizing both the location and the movement relevant to the meaning of under.

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Shub, Maria L. "The Sign-Symbolic Level of Urban Identity of the Inhabitants of Industrial Cities of the Southern Urals." Observatory of Culture 19, no. 2 (April 13, 2022): 128–37. http://dx.doi.org/10.25281/2072-3156-2022-19-2-128-137.

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The article deals with the comprehension of the phenomenon of urban identity in general and its sign-symbolic level in particular. By urban identity in the context of the presented scientific text, we mean a set of authentic features and characteristics, inherent in a particular city, that perform an attributive function, allowing to differentiate it from other cities; the process and result of a person’s identification with the city, based on the acceptance of its identity, on the emotional entry into the space of its material and sign-symbolic environment. The sign-symbolic level of urban identity assumes personal mastering of the city’s semiotic environment, its inclusion in the space of the event and emotional experience of its inhabitants, transformation of the objects of the city’s sign-symbolic space into a set of “memory places”.The author of the article conducted a culturological study of the urban identity of the residents of industrial cities of the Southern Urals (semi-formalized interviewing method; the array of respondents — 270 people), including its sign-symbolic component. Its specific features are culturocentricity (predominance of man-made sign-symbolic objects over natural and mixed ones); commemorativeness (dominance of memorial objects — memorial sculpture and sculptural compositions, museums, ethnoparks, historical buildings, other monuments of historical and cultural heritage — over objects of other types); retro-orientation (predominance of objects temporally associated with the past, mainly with the Soviet period); monotony (limited range of objects chosen by residents of one city); syncretism (identity of objects aimed at different audiences); collectivism (total predominance of objects — signs of group identity); centrality (centripetal localization of objects, their location mainly in the city center). The results of the conducted research allow us to speak, with a significant degree of confidence, about the very clearly manifested features of the Southern Urals cities inhabitants’ perception of their own small Homeland, about the problematic and strengths of the existing urban identity, the vectors of its correction and improvement.

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Borisov, Petr D., and Yury V. Kosolapov. "On Characteristics of Symbolic Execution in the Problem of Assessing the Quality of Obfuscating Transformations." Modeling and Analysis of Information Systems 28, no. 1 (March 24, 2021): 38–51. http://dx.doi.org/10.18255/1818-1015-2021-1-38-51.

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Obfuscation is used to protect programs from analysis and reverse engineering. There are theoretically effective and resistant obfuscation methods, but most of them are not implemented in practice yet. The main reasons are large overhead for the execution of obfuscated code and the limitation of application only to a specific class of programs. On the other hand, a large number of obfuscation methods have been developed that are applied in practice. The existing approaches to the assessment of such obfuscation methods are based mainly on the static characteristics of programs. Therefore, the comprehensive (taking into account the dynamic characteristics of programs) justification of their effectiveness and resistance is a relevant task. It seems that such a justification can be made using machine learning methods, based on feature vectors that describe both static and dynamic characteristics of programs. In this paper, it is proposed to build such a vector on the basis of characteristics of two compared programs: the original and obfuscated, original and deobfuscated, obfuscated and deobfuscated. In order to obtain the dynamic characteristics of the program, a scheme based on a symbolic execution is constructed and presented in this paper. The choice of the symbolic execution is justified by the fact that such characteristics can describe the difficulty of comprehension of the program in dynamic analysis. The paper proposes two implementations of the scheme: extended and simplified. The extended scheme is closer to the process of analyzing a program by an analyst, since it includes the steps of disassembly and translation into intermediate code, while in the simplified scheme these steps are excluded. In order to identify the characteristics of symbolic execution that are suitable for assessing the effectiveness and resistance of obfuscation based on machine learning methods, experiments with the developed schemes were carried out. Based on the obtained results, a set of suitable characteristics is determined.

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Fortuna, Sara. "Gestural expression, perception and language." Gesture 3, no. 1 (October 16, 2003): 95–124. http://dx.doi.org/10.1075/gest.3.1.05for.

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This paper discusses J.J. Engel’s theory of mimicry, which is part of a broad discussion within German philosophy in late 1700 about physiognomics i.e. human bodily expression and perception. The core of Engel’s investigation consists in a theory of human gesture which avoid both the conventional and the physiological elements and focuses on the semantic and reflective components. The author shows how this reflection about the symbolic devices involved in gestural comprehension and communication develop a parallel reflection about the origin and functioning of verbal processes of communication.

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Ganyushina, Margarita. "Historical and Symbolic Aspects of Linguistic Representation of the World." Journal of Language and Education 2, no. 1 (March 1, 2016): 65–71. http://dx.doi.org/10.17323/2411-7390-2016-2-1-65-71.

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The article is an attempt to offer a theoretical understanding of the notion of a “Linguistic world-image” (LWI) within symbolic contexts as represented in the current literature, define the symbol’s features, its influence on LWI in historic perspective, and investigate its functioning within idioms or metaphors. We have undertaken the review of previous LWI investigations and, as the methodological basis of our research, we have used ethno-semantic and linguistic-philosophical approaches to language; specifically, the method of multiple etymology, introduced by V. N. Toporov and developed by M.M. Makovsky, which permitted us to identify the correlation of LWI with linguistic signs as a carrier of symbolic meaning. It should be noted that studying symbolic language properties and linguistic signs within the linguistic world-image, which were not taken into account before, is conductive to a more profound comprehension of the correlation between language, culture, and mutual understanding index in the intercultural communication process.The LWI concept is considered as a subjective-objective dynamic multilevel construct, which presents its primary features through a lexical-semantic language system within a world and national culture formed as a result of the reflection of sensorial perception, facts, understanding and estimation of the objective phenomena in national linguistic consciousness, in the experience of correlation of language concepts, images and symbols throughout the cultural historical development of the language. Therefore, two approaches to studying LWI are evident - cognitive and cultural-philosophical - which are not so much conflicting as mutually reinforcing.

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Saha, Amrita, Shafiq Joty, and Steven C. H. Hoi. "Weakly Supervised Neuro-Symbolic Module Networks for Numerical Reasoning over Text." Proceedings of the AAAI Conference on Artificial Intelligence 36, no. 10 (June 28, 2022): 11238–47. http://dx.doi.org/10.1609/aaai.v36i10.21374.

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Neural Module Networks (NMNs) have been quite successful in incorporating explicit reasoning as learnable modules in various question answering tasks, including the most generic form of numerical reasoning over text in Machine Reading Comprehension (MRC). However to achieve this, contemporary Neural Module Networks models obtain strong supervision in form of specialized program annotation from the QA pairs through various heuristic parsing and exhaustive computation of all possible discrete operations on discrete arguments. Consequently they fail to generalize to more open-ended settings without such supervision. Hence, we propose Weakly Supervised Neuro-Symbolic Module Network (WNSMN) trained with answers as the sole supervision for numerical reasoning based MRC. WNSMN learns to execute a noisy heuristic program obtained from the dependency parse of the query, as discrete actions over both neural and symbolic reasoning modules and trains it end-to-end in a reinforcement learning framework with discrete reward from answer matching. On the subset of DROP having numerical answers, WNSMN outperforms NMN by 32% and the reasoning-free generative language model GenBERT by 8% in exact match accuracy under comparable weakly supervised settings. This showcases the effectiveness of modular networks that can handle explicit discrete reasoning over noisy programs in an end-to-end manner.

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Ai, Lun, Stephen H. Muggleton, Céline Hocquette, Mark Gromowski, and Ute Schmid. "Beneficial and harmful explanatory machine learning." Machine Learning 110, no. 4 (March 11, 2021): 695–721. http://dx.doi.org/10.1007/s10994-020-05941-0.

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AbstractGiven the recent successes of Deep Learning in AI there has been increased interest in the role and need for explanations in machine learned theories. A distinct notion in this context is that of Michie’s definition of ultra-strong machine learning (USML). USML is demonstrated by a measurable increase in human performance of a task following provision to the human of a symbolic machine learned theory for task performance. A recent paper demonstrates the beneficial effect of a machine learned logic theory for a classification task, yet no existing work to our knowledge has examined the potential harmfulness of machine’s involvement for human comprehension during learning. This paper investigates the explanatory effects of a machine learned theory in the context of simple two person games and proposes a framework for identifying the harmfulness of machine explanations based on the Cognitive Science literature. The approach involves a cognitive window consisting of two quantifiable bounds and it is supported by empirical evidence collected from human trials. Our quantitative and qualitative results indicate that human learning aided by a symbolic machine learned theory which satisfies a cognitive window has achieved significantly higher performance than human self learning. Results also demonstrate that human learning aided by a symbolic machine learned theory that fails to satisfy this window leads to significantly worse performance than unaided human learning.

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Futia, Giuseppe, and Antonio Vetrò. "On the Integration of Knowledge Graphs into Deep Learning Models for a More Comprehensible AI—Three Challenges for Future Research." Information 11, no. 2 (February 22, 2020): 122. http://dx.doi.org/10.3390/info11020122.

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Deep learning models contributed to reaching unprecedented results in prediction and classification tasks of Artificial Intelligence (AI) systems. However, alongside this notable progress, they do not provide human-understandable insights on how a specific result was achieved. In contexts where the impact of AI on human life is relevant (e.g., recruitment tools, medical diagnoses, etc.), explainability is not only a desirable property, but it is -or, in some cases, it will be soon-a legal requirement. Most of the available approaches to implement eXplainable Artificial Intelligence (XAI) focus on technical solutions usable only by experts able to manipulate the recursive mathematical functions in deep learning algorithms. A complementary approach is represented by symbolic AI, where symbols are elements of a lingua franca between humans and deep learning. In this context, Knowledge Graphs (KGs) and their underlying semantic technologies are the modern implementation of symbolic AI—while being less flexible and robust to noise compared to deep learning models, KGs are natively developed to be explainable. In this paper, we review the main XAI approaches existing in the literature, underlying their strengths and limitations, and we propose neural-symbolic integration as a cornerstone to design an AI which is closer to non-insiders comprehension. Within such a general direction, we identify three specific challenges for future research—knowledge matching, cross-disciplinary explanations and interactive explanations.

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Journal articles on the topic 'Symbolic comprehension'

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