86,813 research outputs found
Ontology-driven conceptual modeling: A'systematic literature mapping and review
All rights reserved. Ontology-driven conceptual modeling (ODCM) is still a relatively new research domain in the field of information systems and there is still much discussion on how the research in ODCM should be performed and what the focus of this research should be. Therefore, this article aims to critically survey the existing literature in order to assess the kind of research that has been performed over the years, analyze the nature of the research contributions and establish its current state of the art by positioning, evaluating and interpreting relevant research to date that is related to ODCM. To understand and identify any gaps and research opportunities, our literature study is composed of both a systematic mapping study and a systematic review study. The mapping study aims at structuring and classifying the area that is being investigated in order to give a general overview of the research that has been performed in the field. A review study on the other hand is a more thorough and rigorous inquiry and provides recommendations based on the strength of the found evidence. Our results indicate that there are several research gaps that should be addressed and we further composed several research opportunities that are possible areas for future research
Fundamental Principles of Neural Organization of Cognition
The manuscript advances a hypothesis that there are few fundamental principles of neural organization of cognition, which explain several wide areas of the cognitive functioning. We summarize the fundamental principles, experimental, theoretical, and modeling evidence for these principles, relate them to hypothetical neural mechanisms, and made a number of predictions. We consider cognitive functioning including concepts, emotions, drives-instincts, learning, “higher” cognitive functions of language, interaction of language and cognition, role of emotions in this interaction, the beautiful, sublime, and music. Among mechanisms of behavior we concentrate on internal actions in the brain, learning and decision making. A number of predictions are made, some of which have been previously formulated and experimentally confirmed, and a number of new predictions are made that can be experimentally tested. Is it possible to explain a significant part of workings of the mind from a few basic principles, similar to how Newton explained motions of planets? This manuscript summarizes a part of contemporary knowledge toward this goal
Grammaticalization and grammar
This paper is concerned with developing Joan Bybee's proposals regarding the nature of grammatical meaning and synthesizing them with Paul Hopper's concept of grammar as emergent. The basic question is this: How much of grammar may be modeled in terms of grammaticalization? In contradistinction to Heine, Claudi & Hünnemeyer (1991), who propose a fairly broad and unconstrained framework for grammaticalization, we try to present a fairly specific and constrained theory of grammaticalization in order to get a more precise idea of the potential and the problems of this approach. Thus, while Heine et al. (1991:25) expand – without discussion – the traditional notion of grammaticalization to the clause level, and even include non-segmental structure (such as word order), we will here adhere to a strictly 'element-bound' view of grammaticalization: where no grammaticalized element exists, there is no grammaticalization. Despite this fairly restricted concept of grammaticalization, we will attempt to corroborate the claim that essential aspects of grammar may be understood and modeled in terms of grammaticalization. The approach is essentially theoretical (practical applications will, hopefully, follow soon) and many issues are just mentioned and not discussed in detail. The paper presupposes a familiarity with the basic facts of grammaticalization and it does not present any new facts
How nouns and verbs differentially affect the behavior of artificial organisms
This paper presents an Artificial Life and Neural Network (ALNN) model for the evolution of syntax. The simulation methodology provides a unifying approach for the study of the evolution of language and its interaction with other behavioral and neural factors. The model uses an object manipulation task to simulate the evolution of language based on a simple verb-noun rule. The analyses of results focus on the interaction between language and other non-linguistic abilities, and on the neural control of linguistic abilities. The model shows that the beneficial effects of language on non-linguistic behavior are explained by the emergence of distinct internal representation patterns for the processing of verbs and nouns
Exploring the N-th Dimension of Language
This paper is aimed at exploring the hidden fundamental\ud
computational property of natural language that has been so elusive that it has made all attempts to characterize its real computational property ultimately fail. Earlier natural language was thought to be context-free. However, it was gradually realized that this does not hold much water given that a range of natural language phenomena have been found as being of non-context-free character that they have almost scuttled plans to brand natural language contextfree. So it has been suggested that natural language is mildly context-sensitive and to some extent context-free. In all, it seems that the issue over the exact computational property has not yet been solved. Against this background it will be proposed that this exact computational property of natural language is perhaps the N-th dimension of language, if what we mean by dimension is\ud
nothing but universal (computational) property of natural language
First-grade Latino English language learners' performance on story problems in spanish versus english
To explore whether teaching English Language Learners (ELLs) with an emphasis on English story problem is appropriate, we compared the performance of a group of Latino first graders when working in Spanish and in English on two equivalent sets of story problems. The students’ performance was slightly higher in English than in Spanish, but lower than monolingual students from other studies. ELLs’ success in English indicated that the children’s knowledge of conversational English was sufficient to comprehend story problems, leading us to conclude that teaching through story problems is a viable approach with ELLs
Modeling the perceptual component of conceptual learning—A coordination perspective
Although a picture may be worth a thousand words, modeling diagrams as propositions and modeling visual processing as search through a database of verbal descriptions obscures what is problematic for the learner. Cognitive modeling of language learning and geometry has obscured the learner's problem of knowing where to look—what spaces, markings, and orientations constitute the objects of interest? Today we are launching into widespread use of multimedia instructional technology, without an adequate theory to relate perceptual processes to conceptual learning. Does this matter? In this article, I review the symbolic approach to modeling perceptual processing and show its limitations for explaining difficulties children encounter in interpreting a graphic display. I present an alternative analysis by which perceptual categorization is coupled to behavior sequences, where gesturing and emotional changes are essential for resolving impasses and breaking out of loops. I conclude by asking what kind of cognitive theory we need to exploit communication technology. Have we been correct to assume that pedagogy must be grounded in an accurate psychological model of knowledge, memory, and learning
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