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Artículos de revistas sobre el tema "Representation"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Lee, Jungmin, and Wongyoung Lee. "Aspects of A Study on the Multi Presentational Metaphor Education Using Online Telestration." Korean Society of Culture and Convergence 44, no. 9 (2022): 163–73. http://dx.doi.org/10.33645/cnc.2022.9.44.9.163.

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This study is an attempt to propose a multiple representational metaphor education model that combines linguistic representation and visual representation using online telestration. The advent of the media and online era has incorporated not only the understanding of linguistic representation l but also the understanding of visual representation into an important phase of cognitive behavior and requires the implementation of online learning. In such an era's needs, it can be said that teaching-learning makes metaphors be used as a tool for thinking and cognition in an online environment, learn

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2

Kölbel, Max. "Perspectival representation and fallacies in metaethics." Canadian Journal of Philosophy 48, no. 3-4 (2018): 379–404. http://dx.doi.org/10.1080/00455091.2018.1432398.

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AbstractThe prevailing theoretical framework for theorising about representation construes all representation as involving objective representational contents. This classic framework has tended to drive philosophers either to claim that evaluative judgements are representations and therefore objective, or else to claim that evaluative judgements are not really representations, because they are not objective. However, a more general, already well-explored framework is available, which will allow theorists to treat evaluative judgements as full-fledged representations (thus doing justice to thei

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3

Stone, Christopher, and Larry Bull. "For Real! XCS with Continuous-Valued Inputs." Evolutionary Computation 11, no. 3 (2003): 299–336. http://dx.doi.org/10.1162/106365603322365315.

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Many real-world problems are not conveniently expressed using the ternary representation typically used by Learning Classifier Systems and for such problems an interval-based representation is preferable. We analyse two interval-based representations recently proposed for XCS, together with their associated operators and find evidence of considerable representational and operator bias. We propose a new interval-based representation that is more straightforward than the previous ones and analyse its bias. The representations presented and their analysis are also applicable to other Learning Cla

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4

Khalifa, Kareem, Jared Millson, and Mark Risjord. "Scientific Representation: An Inferentialist-Expressivist Manifesto." Philosophical Topics 50, no. 1 (2022): 263–91. http://dx.doi.org/10.5840/philtopics202250112.

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This essay presents a fully inferentialist-expressivist account of scientific representation. In general, inferentialist approaches to scientific representation argue that the capacity of a model to represent a target system depends on inferences from models to target systems (surrogative inference). Inferentialism is attractive because it makes the epistemic function of models central to their representational capacity. Prior inferentialist approaches to scientific representation, however, have depended on some representational element, such as denotation or representational force. Brandom’s

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5

Hamilton, Emma, and Alistair Rolls. "Vanilla and/or Vanilla Twist: Political Representation and Equilibrium in Assault on Precinct 13." Journal of Asia-Pacific Pop Culture 8, no. 2 (2023): 211–30. http://dx.doi.org/10.5325/jasiapacipopcult.8.2.0211.

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Abstract This article explores the nature of political representation in John Carpenter’s 1976 film Assault on Precinct 13. Previous scholars have taken divergent views of the representation, particularly racial representation, in this film, suggesting it is variously apolitical, conservative, or liberal. This article uses the lens of a “representational equilibrium” to explore the ways in which meaning is constructed in this film and, moreover, the ways in which seemingly contradictory interpretations and meanings can be held at once. A representational equilibrium helps us to understand how

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6

Maley, Corey J. "Icons, Magnitudes, and Their Parts." Crítica (México D. F. En línea) 55, no. 163 (2023): 129–54. http://dx.doi.org/10.22201/iifs.18704905e.2023.1411.

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Analog representations come in different types. One distinction is between those representations that have parts that are themselves representations and those that do not (i.e., those for which the Parts Principle is true and those for which it is not). I offer a unified account of analog representation, showing what all types have in common. This account clarifies when the Parts Principle applies and when it does not, thereby illuminating why the Parts Principle is less interesting than one might have thought. Understanding analog representation instead requires understanding the kinds of mag

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7

Suárez, Luis Alfonso de la Fuente. "TOWARDS EXPERIENTIAL REPRESENTATION IN ARCHITECTURE." Journal of Architecture and Urbanism 40, no. 1 (2016): 47–58. http://dx.doi.org/10.3846/20297955.2016.1163243.

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Planning and predicting the experiences that buildings will produce is an essential part of architectural design. The importance of representation lies in its ability to communicate experiences before a building is materialized. This article will treat the topic of representation of architecture works without putting aside our direct experience with edifices. By understanding the perceptual, associative and interactive phenomena that arise from the human encounter with buildings, it becomes possible to comprehend the representation of these phenomena through pictorial means. The first objectiv

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8

Lestari, Nurcholif Diah Sri, Wasilatul Murtafiah, Marheny Lukitasari, Suwarno Suwarno, and Inge Wiliandani Setya Putri. "IDENTIFIKASI RAGAM DAN LEVEL KEMAMPUAN REPRESENTASI PADA DESAIN MASALAH LITERASI MATEMATIS DARI MAHASISWA CALON GURU." KadikmA 13, no. 1 (2022): 11. http://dx.doi.org/10.19184/kdma.v13i1.31538.

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Representation is one of the fundamental abilities of mathematics reflected by students understanding of mathematics concepts, principles, or procedures, so it becomes crucial for teachers to develop students' mathematical representation skills. This research was time to describe the representation used in the problem and the level of mathematical representation ability needed to solve mathematical literacy problems. The data was collected through the assignment to design mathematical literacy problems between 3-10 pieces and interview as triangulation on 35 prospective elementary school teach

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9

Park, Sangwon. "Projective representations of quivers." International Journal of Mathematics and Mathematical Sciences 31, no. 2 (2002): 97–101. http://dx.doi.org/10.1155/s0161171202108192.

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We prove thatP1 →f P2is a projective representation of a quiverQ=•→•if and only ifP1andP2are projective leftR-modules,fis an injection, andf (P 1)⊂P 2is a summand. Then, we generalize the result so that a representationM1 →f1 M2 →f2⋯→fn−2 Mn−1→fn−1 Mnof a quiverQ=•→•→•⋯•→•→•is projective representation if and only if eachMiis a projective leftR-module and the representation is a direct sum of projective representations.

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10

Zahriah, Zahriah, Mujibul Rijal, and Fera Annisa. "An Analysis of Students' Ability to Solve Problems Related to Newton's Law of Gravitation from a Multirepresentational Perspective." Journal of Aceh Physics Society 14, no. 1 (2025): 23–32. https://doi.org/10.24815/jacps.v14i1.44449.

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Students' skills in solving physics problems with a correct and in-depth understanding of concepts are skills that they should have in facing life in the 21st Century. One way to identify students who can solve problems is by looking at their ability to represent physics problems in suitable formats. different things which are called multiple representations. This research aims to analyze students' abilities in solving physics problems based on multi-representational aspects, in this case, what is looked at are aspects of verbal, visual, symbolic, and mathematical representation. The data coll

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11

Coiera, Enrico. "The qualitative representation of physical systems." Knowledge Engineering Review 7, no. 1 (1992): 55–77. http://dx.doi.org/10.1017/s0269888900006159.

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AbstractThe representation of physical systems using qualitative formalisms is examined in this review, with an emphasis on recent developments in the area. The push to develop reasoning systems incorporating deep knowledge originally focused on naive physical representations, but has now shifted to more formal ones based on qualitative mathematics. The qualitative differential constraint formalism used in systems like QSIM is examined, and current efforts to link this to competing representations like Qualitative Process Theory are noted. Inference and representation are intertwined, and the

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Wu, Lianlong, Seewon Choi, Daniel Raggi, et al. "Generation of Visual Representations for Multi-Modal Mathematical Knowledge." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 21 (2024): 23850–52. http://dx.doi.org/10.1609/aaai.v38i21.30586.

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In this paper we introduce MaRE, a tool designed to generate representations in multiple modalities for a given mathematical problem while ensuring the correctness and interpretability of the transformations between different representations. The theoretical foundation for this tool is Representational Systems Theory (RST), a mathematical framework for studying the structure and transformations of representations. In MaRE’s web front-end user interface, a set of probability equations in Bayesian Notation can be rigorously transformed into Area Diagrams, Contingency Tables, and Probability Tree

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13

Gong, Zhichao, and Yidong Wei. "Adaptive Representation: A Moderate Stance on Predictive Processing." Social Sciences 14, no. 2 (2025): 78–86. https://doi.org/10.11648/j.ss.20251402.12.

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Predictive processing (PP), emerging as a novel research paradigm in contemporary cognitive science, offers a departure from both traditional computational representation views and 4E+S cognition perspectives. This theory advocates that the brain is a hierarchical prediction model based on Bayesian inference, which aims to minimize the difference between the predicted world and the actual world to prediction error minimization. In recent years, the problem of representation has emerged as a focal point in the philosophical examination of PP. This article introduces two primary strands of PP th

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Fortes, Fabrício Pires. "A Distinção Gráfico-Linguístico e a Notação Musical." Philosophy of Music 74, no. 4 (2018): 1465–92. http://dx.doi.org/10.17990/rpf/2018_74_4_1465.

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This paper examines the traditional musical notation from the viewpoint of the general problem concerning the types of visual representations. More specifically, we analyze this system in relation to the distinction between graphical and linguistic representations. We start by comparing this notation with the representational systems which are most commonly associated with such categories: on the one hand, pictorial representations as an example of a graphical representation; on the other hand, verbal writing usually associated with a linguistic representation. Then, we examine the traditional

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15

Gilbert, Stephen B., and Whitman Richards. "The Classification of Representational Forms." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (2019): 2244–48. http://dx.doi.org/10.1177/1071181319631530.

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Knowledge access and ease of problem-solving, using technology or not, depends upon our choice of representation. Because of our unique facility with language and pictures, these two descriptions are often used to characterize most representational forms, or their combinations, such as flow charts, tables, trees, graphs, or lists. Such a characterization suggests that language and pictures are the principal underlying cognitive dimensions for representational forms. However, we show that when similarity-based scaling methods (multidimensional scaling, hierarchical clustering, and trajectory ma

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Tafani, Eric, and Lionel Souchet. "Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations." Swiss Journal of Psychology 61, no. 1 (2002): 34–44. http://dx.doi.org/10.1024//1421-0185.61.1.34.

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This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The st

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Csaszar, Felipe A., and James Ostler. "A Contingency Theory of Representational Complexity in Organizations." Organization Science 31, no. 5 (2020): 1198–219. http://dx.doi.org/10.1287/orsc.2019.1346.

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A long-standing question in the organizations literature is whether firms are better off by using simple or complex representations of their task environment. We address this question by developing a formal model of how firm performance depends on the process by which firms learn and use representations. Building on ideas from cognitive science, our model conceptualizes this process in terms of how firms construct a representation of the environment and then use that representation when making decisions. Our model identifies the optimal level of representational complexity as a function of (a)

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18

Yelahin, V. "NEGA-$Q_S$-REPRESENTATION OF NUMBERS AND ITS CORRESPONDING TAIL SETS." Bukovinian Mathematical Journal 12, no. 2 (2024): 80–88. https://doi.org/10.31861/bmj2024.02.07.

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The article demonstrates that the nega-$Q_s$-representation serves as a re-encoding of the traditional $Q_s$-representation and, despite its altered structural framework, leads to the same metric theory. This equivalence implies that while the representations may appear different in their formal descriptions, they fundamentally capture the same mathematical relationships and properties of the system they describe. Moreover, the study explores the group of transformations acting on the [0,1] interval that preserve the tails of the nega-$Q_s$-representation. This group, intriguingly, is shown to

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

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Learning to interpret organic structures not as an arrangement of lines and letters but, rather, as a representation of chemical entities is a challenge in organic chemistry. To successfully deal with the variety of molecules or mechanistic representations, a learner needs to understand how a representation depicts domain-specific information. Various studies that focused on representational competence have already investigated how learners relate a representation to its corresponding concept. However, aside from a basic connectional representational understanding, the ability to infer a compa

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20

Ruliani, Iva Desi, Nizaruddin Nizaruddin, and Yanuar Hery Murtianto. "Profile Analysis of Mathematical Problem Solving Abilities with Krulik & Rudnick Stages Judging from Medium Visual Representation." JIPM (Jurnal Ilmiah Pendidikan Matematika) 7, no. 1 (2018): 22. http://dx.doi.org/10.25273/jipm.v7i1.2123.

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The ability to solve mathematical problems is very important in learning math and everyday life. According to Krulik &amp; Rudnick there are 5 stages of problem solving that is Read, Explore, Select A Strategy, Solve And Look Back. Mathematical problems require multiple representational skills to communicate problems, one of which is visual representation. Trigonometry is one of the materials that uses visual representation. This research is a qualitative descriptive research that aims to describe the ability of problem solving mathematics with Krulik &amp; Rudnick stages in terms of v

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21

Crichton, Cristina. "Heidegger on Representation: the Danger Lurking in the a Priori." Tópicos, Revista de Filosofía, no. 56 (December 13, 2018): 167–96. http://dx.doi.org/10.21555/top.v0i56.1032.

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Heidegger’s stance towards representational thinking has been widely discussed and debated. In this paper I show how based on an analysis of the mathematical in modern science in Die Frage nach dem Ding, Heidegger draws up a distinction between intuitive representations and representations against experience. I argue that this last type of representations corresponds to his understanding of the way in which representational thinking takes place in modernity, that is, modern representations. Based on an analysis of these two types of representation I claim that in the mid-30s Heidegger realizes

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Wang, Chunlei, and Na Li. "Bilingual Lexical Representation and Its Access." Journal of Critical Studies in Language and Literature 1, no. 4 (2020): 22–27. http://dx.doi.org/10.46809/jcsll.v1i4.39.

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The purpose of this paper is to explore the terminology, concepts and access to bilingual lexical representation. The core problem of linguistic cognitive structure is linguistic representation which is the reflection of individual psychology on linguistic knowledge. In terms of linguistic representation, the research and experiments on the evidence of lexical representation in modern psycholinguistic period are reviewed. Psycholinguistic studies attempt to apply elucidate language theories and model systems to operate and interpret representational data. We recognize that the use of the conce

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23

Ibarra, Andoni, and Thomas Mormann. "Una teoría combinatoria de las representaciones científicas." Crítica (México D. F. En línea) 32, no. 95 (2000): 3–46. http://dx.doi.org/10.22201/iifs.18704905e.2000.874.

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The aim of this paper is to introduce a new concept of scientific representation into philosophy of science. The new concept -to be called homological or functorial representation- is a genuine generalization of the received notion of representation as a structure preserving map as it is used, for example, in the representational theory of measurement. It may be traced back, at least implicitly, to the works of Hertz and Duhem. A modern elaboration may be found in the foundational discipline of mathematical category theory. In contrast to the familiar concepts of representations, functorial re

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

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The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely

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

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The students’ multi-mathematical representation capability in problem solving is very important and interesting to discuss, specifically for problems in the two-variable linear equation system. Data was collected from 48 students using written tests and in-depth interviews with selected participants. The research findings showed that few students are using three representations namely symbolic - verbal - table representation, and symbolic representation, however most of the students are using three representations namely symbolic - verbal - images representation, and two representations namely

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26

Ilmiyatni, Fatynia, Marina Setyarini, and Dewi Lengkana. "The Potential of Android Learning Media Based on Visual Representation to Improve Students' Representation and Systems Thinking Skills: A Review From a Student Teacher's Perspective." International Journal of Education, Culture, and Society 3, no. 3 (2025): 618–35. https://doi.org/10.58578/ijecs.v3i3.6123.

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Despite growing recognition of the importance of representation and systems thinking skills in science education, limited research has explored the use of Android-based learning media grounded in visual representations to support these competencies. This study aims to characterize Android learning media designed with visual representations and examine perceptions of its effectiveness in enhancing students’ representational and systems thinking skills. Employing an explanatory sequential mixed-methods design, the research involved 44 science teachers and 244 junior high school students across L

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Rateau, Patrick. "Psychosociological anchoring and structural dynamics in social representations of the heterosexual/homosexual couple." Swiss Journal of Psychology 63, no. 1 (2004): 43–51. http://dx.doi.org/10.1024/1421-0185.63.1.43.

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This article reports an experimental study on structural variations in a representational field as a function of social regulations activated in symbolic intergroup relations. Two centrality questionnaires were used (refutation technique), one on the representation of the heterosexual couple and one on the representation of the homosexual couple. These questionnaires were administered in the opposite order to two groups of 80 heterosexual men. When there was no intergroup comparison, the participants exhibited the same representation of the two types of couple. In the implicit comparison situa

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Nasrun, Rully Charitas Indra Prahmana, and Irwan Akib. "The Students’ Representative Processes in Solving Mathematical Word Problems." Knowledge 3, no. 1 (2023): 70–79. http://dx.doi.org/10.3390/knowledge3010006.

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Representation in mathematics is essential as a basis for students to be able to understand and apply mathematical ideas. This study aims to describe how students produce different representations in solving word problems. In solving word problems, students make verbal–written representations, image representations, and symbol representations. This research uses a qualitative descriptive study involving 75 fifth-grade students at one of the private schools in Makassar, Indonesia. Setting and Participants: two subjects were chosen from 75 participants based on the completion of word problems th

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Cezikturk, Özlem. "A Specific Kind of Representation: How Systematics May Ease Cognitive Overload." Jurnal VARIDIKA 1, no. 1 (2022): 1–13. http://dx.doi.org/10.23917/varidika.v1i1.17556.

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Multiple representations are beneficial for meaningful understanding. However, three or more representations may add to the cognitive overload of students, if not in interactive diagrams and dynamic geometry. How a well-known representation consisting of more than 3 or more representational registers may overcome the problem of cognitive overload without being too complicated. In this study, an old but well-structured representation that was used even over 40 years was analyzed. The critical points of a function, asymptotes, x / y-intercepts, inflection points, and graphing can be identified e

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Adriaenssen, Han Thomas. "Peter John Olivi on Perceptual Representation." Vivarium 49, no. 4 (2011): 324–52. http://dx.doi.org/10.1163/156853411x606356.

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Abstract This paper studies Olivi’s account of perceptual representation. It addresses two main questions: (1) how do perceptual representations originate? and (2) how do they represent their objects? Regarding (1), it is well known that Olivi emphasizes the activity of the soul in the production of perceptual representations. Yet it is sometimes argued that he overstresses the activity of the soul in a way that yields a philosophically problematic result. I argue that Olivi was well aware of the problem that could be raised for his theory and that he sought to cope with it. Regarding (2), Pas

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

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This descriptive qualitative research aims to describe the mathematical representation abilities of students through the application of the scaffolding strategy. The subjects of this study were 2 students with low representation abilities and 2 students with moderate representation abilities in class VIII-4 of SMP Negeri 6 Banda Aceh. The data was collected by means of a mathematical representation ability test sheet, interviews, and a recording device. Then data analysis by reducing data, presenting data, triangulating time, and drawing conclusions. The results showed that subjects with low r

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Anderson, Gail M. "The Evolution of the Cartesian Connection." Mathematics Teacher 102, no. 2 (2008): 107–11. http://dx.doi.org/10.5951/mt.102.2.0107.

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One of NCTM's ten standards for school mathematics is Representation: “Representations [such as diagrams, graphs, and symbols] should be treated as essential elements in supporting students' understanding of mathematical concepts and relationships; in communicating mathematical approaches, arguments, and understandings to one's self and to others; in recognizing connections among related mathematical concepts; and in applying mathematics to realistic problem situations through modeling” (NCTM 2000, p. 67). In my experience, one of the biggest issues students struggle with is the connection bet

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Anderson, Gail M. "The Evolution of the Cartesian Connection." Mathematics Teacher 102, no. 2 (2008): 107–11. http://dx.doi.org/10.5951/mt.102.2.0107.

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One of NCTM's ten standards for school mathematics is Representation: “Representations [such as diagrams, graphs, and symbols] should be treated as essential elements in supporting students' understanding of mathematical concepts and relationships; in communicating mathematical approaches, arguments, and understandings to one's self and to others; in recognizing connections among related mathematical concepts; and in applying mathematics to realistic problem situations through modeling” (NCTM 2000, p. 67). In my experience, one of the biggest issues students struggle with is the connection bet

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Syafitri, Aulia, Roseli Theis, and Dewi Iriani. "ANALISIS KESULITAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA EKSTROVERT DALAM MENYELESAIKAN SOAL MATEMATIKA PADA MATERI ALJABAR." Absis: Mathematics Education Journal 3, no. 1 (2021): 16. http://dx.doi.org/10.32585/absis.v3i1.1382.

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The objective of this study is to analyze the difficulty of representation ability Mathematical extrovert students in class VII-D in solving math problems on algebraic material, as well as knowing the factors that cause difficulties experienced by students in meet the indicators of mathematical representation ability. The ability of mathematical representations is measured based on Its aspects include visual representation aspects, expression representation aspects mathematics, and aspects of the representation of words or written text. This is qualitative research using a descriptive approach

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Carlson, Thomas A., J. Brendan Ritchie, Nikolaus Kriegeskorte, Samir Durvasula, and Junsheng Ma. "Reaction Time for Object Categorization Is Predicted by Representational Distance." Journal of Cognitive Neuroscience 26, no. 1 (2014): 132–42. http://dx.doi.org/10.1162/jocn_a_00476.

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How does the brain translate an internal representation of an object into a decision about the object's category? Recent studies have uncovered the structure of object representations in inferior temporal cortex (IT) using multivariate pattern analysis methods. These studies have shown that representations of individual object exemplars in IT occupy distinct locations in a high-dimensional activation space, with object exemplar representations clustering into distinguishable regions based on category (e.g., animate vs. inanimate objects). In this study, we hypothesized that a representational

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Sakkalis, T., G. Shen, and N. M. Patrikalakis. "Representational validity of boundary representation models." Computer-Aided Design 32, no. 12 (2000): 719–26. http://dx.doi.org/10.1016/s0010-4485(00)00047-6.

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Jenkins, W. M., M. M. Merzenich, M. T. Ochs, T. Allard, and E. Guic-Robles. "Functional reorganization of primary somatosensory cortex in adult owl monkeys after behaviorally controlled tactile stimulation." Journal of Neurophysiology 63, no. 1 (1990): 82–104. http://dx.doi.org/10.1152/jn.1990.63.1.82.

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1. Multiple microelectrode maps of the hand representation within and across the borders of cortical area 3b were obtained before, immediately after, or several weeks after a period of behaviorally controlled hand use. Owl monkeys were conditioned in a task that produced cutaneous stimulation of a limited sector of skin on the distal phalanges of one or more fingers. 2. Analysis of microelectrode mapping experiment data revealed that 1) stimulated skin surfaces were represented over expanded cortical areas. 2) Most of the cutaneous receptive fields recorded within these expanded cortical repre

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Ritchi, Hamzah, Mieke Jans, Jan Mendling, and Hajo A. Reijers. "The Influence of Business Process Representation on Performance of Different Task Types." Journal of Information Systems 34, no. 1 (2019): 167–94. http://dx.doi.org/10.2308/isys-52385.

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ABSTRACT The analysis of business processes is an integral part of audit methodology. In both auditing research and process modeling research, there is an ongoing debate on which representation format might be best suited to support analysis tasks. Most important in this context is the question of whether process models as visual representation might be superior to textual narratives. This paper investigates the affinity of different tasks with two process representational formats: textual narratives and visual diagrams (BPMN models). Our findings demonstrate that the representation format has

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39

Popal, Haroon, Yin Wang, and Ingrid R. Olson. "A Guide to Representational Similarity Analysis for Social Neuroscience." Social Cognitive and Affective Neuroscience 14, no. 11 (2019): 1243–53. http://dx.doi.org/10.1093/scan/nsz099.

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Abstract Representational similarity analysis (RSA) is a computational technique that uses pairwise comparisons of stimuli to reveal their representation in higher-order space. In the context of neuroimaging, mass-univariate analyses and other multivariate analyses can provide information on what and where information is represented but have limitations in their ability to address how information is represented. Social neuroscience is a field that can particularly benefit from incorporating RSA techniques to explore hypotheses regarding the representation of multidimensional data, how represen

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40

Shivaji, Chepate* &. Shailendra Deo. "REPRESENTATION THEORETIC INVESTIGATION ON THE NUMBER OF CONJUGACY CLASSES OF TWO FAMILIES OF GROUPS." INTERNATIONAL JOURNAL OF ENGINEERING SCIENCES & RESEARCH TECHNOLOGY 11, no. 5 (2022): 11–15. https://doi.org/10.5281/zenodo.6623520.

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In this paper, we will solve the problem of counting the number of conjugacy classes of groups  of order  with   distinct primes and the number of conjugacy classes of groups of order , where  is prime.  In general, Sylow Theory together with class equation for groups is used for solving these problems, but instead of it we have used representation theory to solve these problems.  

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41

Otniel, Otniel, and Elika Kurniadi. "STUDENTS' MATHEMATICAL REPRESENTATION ABILITY IN LEARNING OF MATHEMATICAL MODELING USING ANDROID-BASED LEARNING MEDIA." Jurnal Pendidikan Matematika (JUPITEK) 7, no. 2 (2025): 123–33. https://doi.org/10.30598/jupitekvol7iss2pp123-133.

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Mathematical representation ability is one of the important mathematical abilities for students to have because this ability plays an important role in students' ability to solve problems. This research is a descriptivequalitative research that aims to see students' mathematical representation skills in learning mathematical modeling using android-based learning media. The instruments used in this study were test questions in the form of mathematical modeling essay questions and interview guidelines. Students' mathematical representation ability was measured based on indicators of mathematical

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42

Fang, Jing, Naima Rüther, Christian Bellebaum, Laurenz Wiskott, and Sen Cheng. "The Interaction between Semantic Representation and Episodic Memory." Neural Computation 30, no. 2 (2018): 293–332. http://dx.doi.org/10.1162/neco_a_01044.

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The experimental evidence on the interrelation between episodic memory and semantic memory is inconclusive. Are they independent systems, different aspects of a single system, or separate but strongly interacting systems? Here, we propose a computational role for the interaction between the semantic and episodic systems that might help resolve this debate. We hypothesize that episodic memories are represented as sequences of activation patterns. These patterns are the output of a semantic representational network that compresses the high-dimensional sensory input. We show quantitatively that t

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43

Guasti, Petra, and Brigitte Geissel. "Rethinking Representation: Representative Claims in Global Perspective." Politics and Governance 7, no. 3 (2019): 93–97. http://dx.doi.org/10.17645/pag.v7i3.2464.

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The established notion of political representation is challenged on multiple accounts—theoretically, conceptually, and empirically. The contributions to this thematic issue explore the constructivist turn as the means for rethinking political representation today around the world. The articles included here seek to reconsider representation by theoretically and empirically reassessing how representation is conceptualized, claimed and performed—in Western and non-Western contexts. In recognition that democratic representation in Western countries is in a process of fundamental transformation an

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Muttaqien, Anwar. "Construction of Student Representasi on Three-Dimensional Word Problem." Journal of Research on Mathematics Instruction (JRMI) 1, no. 1 (2019): 25–29. http://dx.doi.org/10.33578/jrmi.v1i1.13.

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Many students have difficulty solving the word geometry problem because it requires representation. This study analyzes the construction of representation of class XII students in solving three dimensional word problem. Research with descriptive methods to determine the representation construction that students use when given the task of solving three dimensional word problem. The results showed two constructs of representation, namely: pictorial representation and schematic representation. Students who construct pictorial representations produce correct answers while students who construct sc

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45

Gheibi, Sanaz, Tania Banerjee, Sanjay Ranka, and Sartaj Sahni. "Path Algorithms for Contact Sequence Temporal Graphs." Algorithms 17, no. 4 (2024): 148. http://dx.doi.org/10.3390/a17040148.

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This paper proposes a new time-respecting graph (TRG) representation for contact sequence temporal graphs. Our representation is more memory-efficient than previously proposed representations and has run-time advantages over the ordered sequence of edges (OSE) representation, which is faster than other known representations. While our proposed representation clearly outperforms the OSE representation for shallow neighborhood search problems, it is not evident that it does so for different problems. We demonstrate the competitiveness of our TRG representation for the single-source all-destinati

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Pires, Laura, and Lígia Amâncio. "Gender representations and the representation of person." European Legacy 1, no. 3 (1996): 999–1003. http://dx.doi.org/10.1080/10848779608579519.

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47

Bikchentaev, Airat M., and Rinat S. Yakushev. "Representation of tripotents and representations via tripotents." Linear Algebra and its Applications 435, no. 9 (2011): 2156–65. http://dx.doi.org/10.1016/j.laa.2011.04.003.

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48

Guo, Junying, Xiaojiang Guo, Yangqing Liu, and Kar Ping Shum. "Germs and semigroup representation theory." Asian-European Journal of Mathematics 13, no. 06 (2019): 2050109. http://dx.doi.org/10.1142/s1793557120501090.

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Uniform representation of semigroups is introduced. It is proved that any uniform representation of an ample semigroup can be expressed as the direct sum of some representations obtained via homogenous representations on primitive adequate semigroups. Also, we give the structure of homogenous representations of primitive adequate semigroups. In addition, we consider indecomposable uniform representations of ample semigroups and their constructions.

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Pramling, Niklas. "External representation and the architecture of music: Children inventing and speaking about notations." British Journal of Music Education 26, no. 3 (2009): 273–91. http://dx.doi.org/10.1017/s0265051709990106.

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This study concerns children's representational knowledge, more specifically, their ‘invented notations’ of music. A small-scale empirical study of four 5-year-old children and their teachers working on the representation of music is reported. The challenges posed by the teachers and how the children respond to these challenges are analysed. The teachers challenge the children to explain their understanding and use contrast to direct children's attention towards distinctions and important terms in the domain of music. The children use coloured geometrical shapes on paper and a sequence of buil

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Bloom, Paul, and Lori Markson. "Intention and Analogy in Children's Naming of Pictorial Representations." Psychological Science 9, no. 3 (1998): 200–204. http://dx.doi.org/10.1111/1467-9280.00038.

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What underlies children's naming of representations, such as when they call a statue of a clothespin “a clothespin”? One possibility is that they focus exclusively on shape, extending the name “clothespin” only to entities that are shaped like typical clothespins. An alternative possibility is that they extend a word that refers to an object to any representation of that object, and that shape is relevant because it is a reliable indicator of representational intent. We explored these possibilities by asking 3- and 4-year-olds to describe pictures that represented objects through intention and

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