Some aspects of learning and reorganization in an analogical representation

2005 ◽  
pp. 50-64 ◽  
Author(s):  
Michael Mohnhaupt ◽  
Bernd Neumann
Keyword(s):  
Analogical Representation

Analogical representation and language structure

1995 ◽  
Vol 33 (11) ◽  
pp. 1565-1574 ◽  
Author(s):  
Giuliano Geminiani ◽  
Edoardo Bisiach ◽  
Anna Berti ◽  
Maria Luisa Rusconi
Keyword(s):  
Language Structure ◽  
Analogical Representation

Experimental Evaluation of the Hysteretic Damping of Elastomeric Systems at Low-Cyclic Harmonic Kinematic Displacements

2013 ◽  
Vol 430 ◽  
pp. 323-328
Author(s):  
Vasile Ovidiu
Keyword(s):  
Hysteresis Loop ◽  
High Precision ◽  
Experimental Evaluation ◽  
Hysteretic Behavior ◽  
Digital Form ◽  
Hysteretic Damping ◽  
Analogical Representation ◽  
European Standards ◽  
Physical Signal ◽  
Made In

The paper presents the experimental results regarding the hysteretic behavior of elastomeric systems made in conformity with the European Standards SR EN 1337-3 and SR EN 15129. It is also mentioned that the hysteretic damping was determined by experimentally raising the hysteresis loop in a low-cycle harmonic regime, with a kinematic exterior excitation defined by a harmonic displacement law. In this context, it is mentioned that the area of the hysteretic loops was determined instrumentally (in analogical representation of the signals) as well as under digital form, through a sampling of the physical signal, which allows a high precision of the determination.

A multi-agent analogical representation for physical objects (abstract)

1992 ◽  
Vol 13 (3) ◽  
pp. 17
Author(s):  
Luca Maria Gambardella ◽  
Marc Haex
Keyword(s):  
Analogical Representation ◽  
Multi Agent ◽  
Physical Objects

scholarly journals REPRESENTATION OF SYNTHETIC SHADOWS ON 3D DIGITAL MODELS FOR THE VOLUMETRIC INTERPRETATION ON CONCAVE-CONVEX ARCHAEOLOGICAL ARTIFACTS

2019 ◽  
Vol XLII-2/W9 ◽  
pp. 355-359
Author(s):  
J. Garcia-Fernandez ◽  
L. Medeiros ◽  
J. Pernão
Keyword(s):  
Archaeological Site ◽  
Relevant Information ◽  
Shape Information ◽  
Solid Of Revolution ◽  
Analogical Representation ◽  
Archaeological Artefact ◽  
The Creation ◽  
Representation Techniques ◽  
3D Shapes ◽  
Proper Interpretation

<p><strong>Abstract.</strong> The representation of archaeological artefacts aims for the graphic description of relevant information from the object, to allow for the proper interpretation of evidences from the past. Concavities and convexities are elements often difficult to represent through classical (analogical) representation techniques, especially when these geometrical characteristics are neither continue nor parameterizable. Digital techniques have advanced on the accurate reconstruction of 3D shapes, while attaching real colour to the geometry. However, the perception of concave/convex shapes from photorealistic true-orthoimages continues to be limited, especially when rich and homogeneous textures camouflage slight slope changes or volumetric deformations. In this paper we first critically review the current practice on the representation of solid-of-revolution artefacts with concave-convex predominance, and alternative photorealistic representations aiming at a better understanding of volume and colour. Given the limitation targeted, we then propose a workflow for the creation of true-orthometric maps enhanced by customized shadows. The work-flow integrates considerations on: (i) The orientation of archaeological artefact; (ii) the creation of accurate orthometric images based on Digital photogrammetry techniques; and (iii) the application of synthetic attached and cast shadows according the shape (information) to be represented. The workflow is demonstrated with a sample of plates retrieved from the Rua-das-Madres archaeological site, in Portugal.</p>

An interactive classroom demonstration of propositional and analogical representation

1996 ◽  
Vol 23 (3) ◽  
pp. 162-165 ◽  
Author(s):  
John K. Kruschke
Keyword(s):  
Analogical Representation ◽  
Interactive Classroom

Analogical Representation and Graph Comprehension

2003 ◽  
pp. 212-221 ◽  
Author(s):  
Aidan Feeney ◽  
Lara Webber
Keyword(s):  
Graph Comprehension ◽  
Analogical Representation

Analogical representation of space and time

1992 ◽  
Vol 10 (7) ◽  
pp. 467-478 ◽  
Author(s):  
Richard J Howarth ◽  
Hilary Buxton
Keyword(s):  
Space And Time ◽  
Representation Of Space ◽  
Analogical Representation

SPATIAL KNOWLEDGE REPRESENTATION

1989 ◽  
Vol 03 (01) ◽  
pp. 67-84 ◽  
Author(s):  
SARGUR N. SRIHARI ◽  
ZHIGANG XIANG
Keyword(s):  
Artificial Intelligence ◽  
Problem Solving ◽  
Intelligent Systems ◽  
Image Interpretation ◽  
Spatial Knowledge ◽  
Robot Motion ◽  
Language Understanding ◽  
The Third ◽  
Analogical Representation ◽  
Propositional Representation

The use of spatial knowledge is necessary in a variety of artificial intelligence and expert systems applications. The need is not only in tasks with spatial goals such as image interpretation and robot motion, but also in tasks not involving spatial goals, e.g. diagnosis and language understanding. The paper discusses methods of representing spatial knowledge, with particular focus on the broad categories known as analogical and propositional representations. The problem of neurological localization is considered in some detail as an example of intelligent problem-solving that requires the use of spatial knowledge. Several solutions for the problem are presented: the first uses an analogical representation only, the second uses a propositional representation and the third uses an integrated representation. Conclusions about the different representations for building intelligent systems are drawn.

An Interactive Classroom Demonstration of Propositional and Analogical Representation

1996 ◽  
Vol 23 (3) ◽  
pp. 162-165 ◽  
Author(s):  
John K. Kruschke
Keyword(s):  
Cognitive Psychology ◽  
Production Systems ◽  
Phrase Structure ◽  
Phrase Structure Grammar ◽  
Analogical Representation ◽  
Interactive Classroom ◽  
False Paths

In a cognitive psychology demonstration, students see a rat's-eye view of a maze, projected from a computer, and vocally vote for moves through the maze. The class takes false paths in the first run, but it avoids them in the second. The learning can be explained in terms of analogical imagery or in terms of propositions and rules for modifying them. The demonstration achieves three goals: It actively engages students, effectively explains the concepts, and provides a memorable referent for explaining other topics such as algorithms versus heuristics, production systems, and phrase-structure grammar.

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