Logic and the Automatic Acquisition of Scientific Knowledge: An Application to Functional Genomics

2007 ◽  
pp. 273-289 ◽  
Author(s):  
Ross D. King ◽  
Andreas Karwath ◽  
Amanda Clare ◽  
Luc Dehaspe
Keyword(s):  
Functional Genomics ◽  
Scientific Knowledge ◽  
Automatic Acquisition

scholarly journals On the formalization and reuse of scientific research

2011 ◽  
Vol 8 (63) ◽  
pp. 1440-1448 ◽  
Author(s):  
Ross D. King ◽  
Maria Liakata ◽  
Chuan Lu ◽  
Stephen G. Oliver ◽  
Larisa N. Soldatova
Keyword(s):  
Systems Biology ◽  
Functional Genomics ◽  
Scientific Knowledge ◽  
Scientific Investigations ◽  
Flux Balance ◽  
Worked Example ◽  
Formal Framework ◽  
Balance Analysis ◽  
Analysis Models ◽  
Logical Formalism

The reuse of scientific knowledge obtained from one investigation in another investigation is basic to the advance of science. Scientific investigations should therefore be recorded in ways that promote the reuse of the knowledge they generate. The use of logical formalisms to describe scientific knowledge has potential advantages in facilitating such reuse. Here, we propose a formal framework for using logical formalisms to promote reuse. We demonstrate the utility of this framework by using it in a worked example from biology: demonstrating cycles of investigation formalization [ F ] and reuse [ R ] to generate new knowledge. We first used logic to formally describe a Robot scientist investigation into yeast ( Saccharomyces cerevisiae ) functional genomics [ f 1 ]. With Robot scientists, unlike human scientists, the production of comprehensive metadata about their investigations is a natural by-product of the way they work. We then demonstrated how this formalism enabled the reuse of the research in investigating yeast phenotypes [ r 1 = R ( f 1 )]. This investigation found that the removal of non-essential enzymes generally resulted in enhanced growth. The phenotype investigation was then formally described using the same logical formalism as the functional genomics investigation [ f 2 = F ( r 1 )]. We then demonstrated how this formalism enabled the reuse of the phenotype investigation to investigate yeast systems-biology modelling [ r 2 = R ( f 2 )]. This investigation found that yeast flux-balance analysis models fail to predict the observed changes in growth. Finally, the systems biology investigation was formalized for reuse in future investigations [ f 3 = F ( r 2 )]. These cycles of reuse are a model for the general reuse of scientific knowledge.

Defining the Competence of Psychologists with a View to Public Accountability *

1997 ◽  
Vol 2 (4) ◽  
pp. 293-300 ◽  
Author(s):  
Ype H. Poortinga ◽  
Ingrid Lunt
Keyword(s):  
Scientific Knowledge ◽  
Professional Training ◽  
Professional Competence ◽  
Codes Of Ethics ◽  
The Body ◽  
The European Union ◽  
Rigorous Evaluation ◽  
Judicial Proceedings ◽  
Psychological Knowledge

In national codes of ethics the practice of psychology is presented as rooted in scientific knowledge, professional skills, and experience. However, it is not self-evident that the body of scientific knowledge in psychology provides an adequate basis for current professional practice. Professional training and experience are seen as necessary for the application of psychological knowledge, but they appear insufficient to defend the soundness of one's practices when challenged in judicial proceedings of a kind that may be faced by psychologists in the European Union in the not too distant future. In seeking to define the basis for the professional competence of psychologists, this article recommends taking a position of modesty concerning the scope and effectiveness of psychological interventions. In many circumstances, psychologists can only provide partial advice, narrowing down the range of possible courses of action more by eliminating unpromising ones than by pointing out the most correct or most favorable one. By emphasizing rigorous evaluation, the profession should gain in accountability and, in the long term, in respectability.

Family Therapy and Scientific Knowledge: A Loyalty Conflict?

1989 ◽  
Vol 34 (5) ◽  
pp. 467-469
Author(s):  
Clifford I. Notarius
Keyword(s):  
Family Therapy ◽  
Scientific Knowledge

Using Scientific Knowledge to Inform Preschool Assessment: Making the Case for "Empirical Validity"

2005 ◽  
Author(s):  
Kathy Hirsh-Pasek ◽  
Anita Kochanoff ◽  
Nora S Newcombe ◽  
Jill de Villiers
Keyword(s):  
Scientific Knowledge ◽  
Preschool Assessment ◽  
Empirical Validity

The state of scientific knowledge regarding factors associated with terrorism.

2017 ◽  
Vol 4 (4) ◽  
pp. 180-209 ◽  
Author(s):  
Sarah L. Desmarais ◽  
Joseph Simons-Rudolph ◽  
Christine Shahan Brugh ◽  
Eileen Schilling ◽  
Chad Hoggan
Keyword(s):  
Scientific Knowledge ◽  
The State ◽  
Factors Associated

High throughput phenotype screening pipeline for functional genomics in Magnaporthe oryzae

2007 ◽  
Author(s):  
Sook-Young Park ◽  
Myoung-Hwan Chi ◽  
Junhyun Jeon ◽  
Yong-Hwan Lee
Keyword(s):  
Functional Genomics ◽  
High Throughput ◽  
Magnaporthe Oryzae ◽  
Phenotype Screening
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