Formalizing graphical notations

The thesis describes research into graphical notations for software engineering, with a principal interest in ways of formalizing them. The research seeks to provide a theoretical basis that will help in designing both notations and the software tools that process them. The work starts from a survey of literature on notation, followed by a review of techniques for formal description and for computational handling of notations. The survey concentrates on collecting views of the benefits and the problems attending notation use in software development; the review covers picture description languages, grammars and tools such as generic editors and visual programming environments. The main problem of notation is found to be a lack of any coherent, rigorous description methods. The current approaches to this problem are analysed as lacking in consensus on syntax specification and also lacking a clear focus on a defined concept of notated expression. To address these deficiencies, the thesis embarks upon an exploration of serniotic, linguistic and logical theory; this culminates in a proposed formalization of serniosis in notations, using categorial model theory as a mathematical foundation. An argument about the structure of sign systems leads to an analysis of notation into a layered system of tractable theories, spanning the gap between expressive pictorial medium and subject domain. This notion of 'tectonic' theory aims to treat both diagrams and formulae together. The research gives details of how syntactic structure can be sketched in a mathematical sense, with examples applying to software development diagrams, offering a new solution to the problem of notation specification. Based on these methods, the thesis discusses directions for resolving the harder problems of supporting notation design, processing and computer-aided generic editing. A number of future research areas are thereby opened up. For practical trial of the ideas, the work proceeds to the development and partial implementation of a system to aid the design of notations and editors. Finally the thesis is evaluated as a contribution to theory in an area which has not attracted a standard approach

Integration of Action and Language Knowledge: A Roadmap for Developmental Robotics

“This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder." “Copyright IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.”This position paper proposes that the study of embodied cognitive agents, such as humanoid robots, can advance our understanding of the cognitive development of complex sensorimotor, linguistic, and social learning skills. This in turn will benefit the design of cognitive robots capable of learning to handle and manipulate objects and tools autonomously, to cooperate and communicate with other robots and humans, and to adapt their abilities to changing internal, environmental, and social conditions. Four key areas of research challenges are discussed, specifically for the issues related to the understanding of: 1) how agents learn and represent compositional actions; 2) how agents learn and represent compositional lexica; 3) the dynamics of social interaction and learning; and 4) how compositional action and language representations are integrated to bootstrap the cognitive system. The review of specific issues and progress in these areas is then translated into a practical roadmap based on a series of milestones. These milestones provide a possible set of cognitive robotics goals and test scenarios, thus acting as a research roadmap for future work on cognitive developmental robotics.Peer reviewe

Discover and Cure: Concept-aware Mitigation of Spurious Correlation

Deep neural networks often rely on spurious correlations to make predictions, which hinders generalization beyond training environments. For instance, models that associate cats with bed backgrounds can fail to predict the existence of cats in other environments without beds. Mitigating spurious correlations is crucial in building trustworthy models. However, the existing works lack transparency to offer insights into the mitigation process. In this work, we propose an interpretable framework, Discover and Cure (DISC), to tackle the issue. With human-interpretable concepts, DISC iteratively 1) discovers unstable concepts across different environments as spurious attributes, then 2) intervenes on the training data using the discovered concepts to reduce spurious correlation. Across systematic experiments, DISC provides superior generalization ability and interpretability than the existing approaches. Specifically, it outperforms the state-of-the-art methods on an object recognition task and a skin-lesion classification task by 7.5% and 9.6%, respectively. Additionally, we offer theoretical analysis and guarantees to understand the benefits of models trained by DISC. Code and data are available at https://github.com/Wuyxin/DISC.Comment: ICML 202

Representing knowledge patterns in a conceptual database design aid : a dual-base knowledge model

The current status of the Knowledge-Based Database Design Systems (KBDDSs) is reviewed. It is shown that they do not resolve the problems of the identification of the relevant objects (relations) and the interpretation of the identified objects from the semantic-rich reality. Consequently, a theoretical architecture is developed to alleviate these problems by reusing the finished conceptual data schemata. By taking account of the essence of the reality and the problem-solving behaviour of experts, a new knowledge model called the Dual-Base Knowledge Model (DBKM), which involves two syngeristic knowledge structures, the concept and case bases, is constructed by the theories of conceptual knowledge in the psychological realm and the notions of relation and function from set theory. The aim is to provide rational and valid grounds for the support and interplay of these two bases in order to reuse the relevant old cases and facilitate the acquisition of new cases. Thus, the process model, which involves two process mechanisms, the case retrieval and knowledge accumulation mechanisms, is analysed according to the theory of the proposed DBKM. In this way, the feasibility of reusing the relevant schemata or part of them can be established in the DBKM architecture. The functionality of the DBKM architecture is tested by a simulated example to show how the relevant cases are recalled in the knowledge pool and the new knowledge is stored in the knowledge repository. The distinctions between the DBKM architecture and the frameworks of current KBDDSs and Case-Based Reasoning (CBR) systems (from the knowledge-based system view), and between the DBKM and those knowledge models in current KBDDSs and rule-based data modelling approaches (from the knowledge-modelling view) are investigated to contrast the current levels of progress of the conceptual data modelling. This research establishes the feasibility of the DBKM architecture, although it demonstrates the need to accommodate the dynamic and functional aspects of the Universe of Discourse (UoD). The main contributions of the DBKM are (1) to provide a valid basis for complementing the environments supported by the current KBDDSs and a rational basis for creating the symbiosis of humans and computer; and (2) to moderate the beliefs underlying the fact-based school and provide a hermeneutic environment, so that the confusion of the current conceptualising work can be alleviated and the difficulty of the conceptualising task can be eased to some degree

Ontological Investigations in the Quantum Domain: A deflationary approach on ontology of physics

The aim of this thesis is to propose a deflationary approach towards the ontological analysis of physical theories. Such an approach sustains that the development of ontologies for physical theories must be neutral relatively to the debate between realists and anti-realists in philosophy of physics. Mainly, our attention will be oriented towards what we called "quantum domain", which includes the non-relativistic Quantum Mechanics and variants of the Quantum Field Theory. This meta-ontological approach consists in an attempt to provide a methodology for the development of specific ontologies for physical theories. With this aim we suggest the separation between physical phenomena and physical theories on one side, and physical theories and ontologies on the other side. This separation intends to endorse the idea that physical theories can provide all the informative contents required for the development of the ontologies associated with them. The result is a defense of the idea that physical theories can positively contribute for the constitution of the ontologies in physics. Additionally, we present a critical analysis of four different ontological approaches to QM and QFT. Each one of these interpretations deals with a different ontological category (tropes, events and processes). At the end of the thesis we will analyze the concepts of interaction and commutation in QFT in order to exemplify the main lines of the deflationary approach suggested here

The Study of Concepts, Growth and Attainment in School Science

The decades of the fifties and the sixties witnessed an unparalleled growth in the development of new curricula. Because of this, syllabuses in physics contained not only too much content but also some of it was conceptually difficult for the stage of the development of the children being taught. Difficulty in understanding physics was reported by many authorities. One of them was Scottish Certificate of Education Examination Board. This agency, from 1972 till now, in its annual reports, has been mentioning this factor of difficulty, encountered by the pupils in physics and has pointed out certain topics and concepts which were proving troublesome and were not properly understood by many pupils even at the higher levels of study. Many science educationists drew attention to another important factor which was creating difficulty and that was 'age' at which the topics and concepts were being taught. These views and reports indicated the need to study the difficulty and growth of topics and concepts in physics. Up to this time, nothing was reported regarding the pupils' views about this study. It was thought that the views and information given by the pupils would be useful and as important as the views given by various authorities and agencies. The study followed here is empirical in nature and was planned to find out about: (i) difficult topics and concepts in the course, (ii) the age level at which these become clear to the pupils, (iii) the growth of some of the concepts and (iv) the most appropriate order for the presentation of some topics. The survey of the literature was made at the beginning of the investigation. In this it was found that not such work of this nature had been done in this field in Britain before or after implementation of new syllabuses in physics which came into force in the late sixties. To fulfil the first three objectives of the research, the work was carried out for a period of more than two years and in different educational institutions and various classes. The beginning of the study was made with the general survey of difficult topics and concepts at various levels. This unit of work was applied in two consecutive years with the objectives to find out the topics and concepts which were: (i) understood first time or with a little effort, (ii) difficult but were mastered after considerable efforts, (iii) not clear, never understood and so needed to be taught again and, (iv) not covered by pupils in their course. For achieving these objectives, the work in first year consisted of a questionnaire having 41 items. This was applied to first year university students and pupils of 'H' and 'O' grades in five schools. In second year, a modified questionnaire having 23 items and a test were prepared for subjective and objective assessments. This material was also applied in the same way. To find out about (i) the age level at which some of the concepts become clear and (ii) the growth of these concepts, three concepts - density, heat and temperature and, electrical resistance were selected, one from each of the main areas of the study, mentioned above. Density was selected to study the 'natural' development of the concept; heat and temperature for confusion in normal everyday language usage and electrical resistance for it does not come often into normal use or conversation. The experimental techniques for investigating these concepts were similar although they differed considerably in detail. For each concept, the material prepared consisted of (i) a working net called a 'path diagram', (ii) an interview schedule and (iii) a diagnostic test. This material was also applied over two years in four schools. For the concept of density, the interview was conducted in SI to SIII classes and the test was applied to SI to SV classes. For the concepts of heat and temperature, and resistance, the interviews were conducted in SII to SIV classes and the tests were applied to SII to SV classes. There are two main features of the experimental technique. (i) The tests were prepared on the basis of the interview information and were validated against the interview results and (ii) new types of diagnostic tests were prepared and novel ideas were introduced in the test construction. The general survey of the syllabus revealed that there were certain topics and concepts which were difficult and were proving troublesome and, the troubles were carried by the pupils into their undergraduate careers. The study of the selected concepts revealed that the concept of density became clear to the pupils at the age of about 15 years and, in third year classes, there was fast growth of the concept. At the age of about 16 years, the concepts of heat and temperature were becoming clear to the pupils and the concepts were growing fast in fourth year classes. The concept of resistance became clear to half of the pupils at the age of about 17 years and the growth rate started improving in fifth year classes. The work embodied in this entire investigation is now actively being considered by the Consultative Committee on the Curriculum in its planning of the syllabuses for the 1980s

A critique of Tractarian semantics

This is a critique of the principal claims made within Ludwig Wittgenstein\u27s Tractatus Logico-Philosophicus. It traces the development of his thought from the time he dictated the pre-Tractarian Notes on Logic to Russell up until about 1932 when he began work on the Philosophical Grammar. The influence exercised upon him by Frege, Russell and Moore are considered at length. Chapter one examines Moore\u27s relational theory of judgment which Wittgenstein apparently accepted upon his arrival at Cambridge in 1911. From Moore Wittgenstein would inherit one of the fundamental metaphysical theses of the Tractatus, namely, that the world consists of facts rather than things. Wittgenstein\u27s attempt to overcome the relational theory\u27s inability to account for falsehood, negation, and the possibility of truly ascribing false beliefs to others would herald some of the principal theses of Tractarian semantics: that propositional signs must exhibit bipolarity, that a distinction must be drawn between Sinn and Bedeutung, and that a distinction holds between what can be said and what can only be shown. Chapter Two examines how these theses are sharpened by considering the influence of Frege and the manner in which Wittgenstein disposes of Russell\u27s Paradox. considerable attention is given to the issue of whether Frege is to be interpreted as a semantic Platonist. It is argued that he is not, and that Tractarian semantics shores up the problematic features of Frege\u27s philosophy which make it susceptible to the paradox. From Frege Wittgenstein derives the idea that all representation requires a structured medium. The chapter concludes by considering how this entails the falsehood of semantic Platonism. Chapter Three studies Wittgenstein\u27s argument for logical atomism and gives it a favorable assessment. The influence of Russell\u27s conception of logical analysis is considered. The chapter concludes by showing the way Wittgenstein\u27s thesis that there must be simple subsistent objects depends upon the truth of his Grundgedanke, i.e., the claim that the logical constants are not referring terms. Chapter Four examines the argument for the Grundgedanke, and defends it against criticism based upon phenomenological considerations for objectifying negativity. It is demonstrated that Wittgenstein\u27s view entails that a distinction must be drawn between propositions possessing sense and those that are senseless but no less a part of our language. Chapter Five examines Wittgenstein\u27s claim that the essence of a proposition consists in a propositional sign\u27s projective relation to the world, and it considers the Tractarian analysis of propositional attitude ascriptions. It is argued that the analysis of these sorts of sentences forms the principal problem with the Tractatus. The chapter includes a discussion of why the Color Exclusion Problem need not be considered problematic for the author of the Tractatus, and it defends the realistic interpretation given of the Tractatus throughout the dissertation against criticisms arising from a consideration of Wittgenstein\u27s remarks on solipsism