Selective deficit of conceptual structures in aphasia: Class versus thematic relations

1980 ◽  
Vol 10 (2) ◽  
pp. 243-248 ◽  
Author(s):  
Carlo Semenza ◽  
Gianfranco Denes ◽  
Daniele Lucchese ◽  
Patrizia Bisiacchi
Keyword(s):  
Class Versus ◽  
Conceptual Structures ◽  
Thematic Relations

scholarly journals Strawberries and Cream: The Relationship Between Food Rejection and Thematic Knowledge of Food in Young Children

2021 ◽  
Vol 12 ◽  
Author(s):  
Abigail Pickard ◽  
Jean-Pierre Thibaut ◽  
Jérémie Lafraire
Keyword(s):  
Young Children ◽  
Conceptual Knowledge ◽  
Dietary Habits ◽  
Dietary Variety ◽  
Knowledge Based ◽  
Temporal Properties ◽  
Conceptual Structures ◽  
Food Knowledge ◽  
Food Education ◽  
Thematic Relations

Establishing healthy dietary habits in childhood is crucial in preventing long-term repercussions, as a lack of dietary variety in childhood leads to enduring impacts on both physical and cognitive health. Poor conceptual knowledge about food has recently been shown to be a driving factor of food rejection. The majority of studies that have investigated the development of food knowledge along with food rejection have mainly focused on one subtype of conceptual knowledge about food, namely taxonomic categories (e.g., vegetables or meat). However, taxonomic categorization is not the only way to understand the food domain. We also heavily rely on other conceptual structures, namely thematic associations, in which objects are grouped because they share spatial-temporal properties or exhibit a complementary relationship (e.g., soft-boiled egg and soldiers). We rely on such thematic associations between food items, which may not fall into the same taxon, to determine the acceptability of food combinations. However, the development of children's ability to master these relations has not been systematically investigated, nor alongside the phenomenon of food rejection. The present research aims to fill this gap by investigating (i) the development of conceptual food knowledge (both taxonomic and thematic) and (ii) the putative relationship between children's food rejection (as measured by the Child Food Rejection Scale) and both thematic and taxonomic food knowledge. A proportional (A:B::C:?) analogy task, with a choice between taxonomic (i.e., bread and pasta) and thematic (i.e., bread and butter) food associates, was conducted on children between 3 and 7-years-old (n = 85). The children were systematically presented with either a thematic or taxonomic food base pair (A:B) and then asked to extend the example type of relation to select the respective thematic or taxonomic match to the target (C:?). Our results revealed, for the first time, that increased levels of food rejection were significantly predictive of poorer food identification and decreased thematic understanding. These findings entitle us to hypothesize that knowledge-based food education programs to foster dietary variety in young children, should not only aim to improve taxonomic understanding of food, but also thematic relations.

The Features of B. Shergin’s Cognitive Style (On the Example of the Conceptualization of the Image of the Sea)

2020 ◽  
Vol 81 (1) ◽  
pp. 73-81
Author(s):  
T. A. Sidorova
Keyword(s):  
Cognitive Style ◽  
World View ◽  
Literary Text ◽  
Central Position ◽  
Special Role ◽  
Cognitive Mechanisms ◽  
Cognitive Poetics ◽  
Conceptual Structures ◽  
The People ◽  
Artistic Image

The main aim of this research was to identify the features of B. V. Shergin’s cognitive style through comprehension of the artistic image of the sea in the works of this writer. An analysis of this image was conducted from the standpoint of cognitive poetic. Cognitive poetic is considered as the main method of linguopoetic interpretation of a literary text, whose basic principles include analysis of conceptual structures reflected in the text. In the process of research, the concept of “cognitive style” in correlation with the literary text was clarified, The components of cognitive style, objectified by the image of the sea were specified. Since the literary text was interpreted from the position of cognitive poetics, the main attention was paid not only to linguistic, but also to mental structures. Furthermore, the article explores the wellknown structures of knowledge: presuppositions, concepts, motives, ideas, etc., along with semantic dominants and semantic constructs as strong meaning formations, which are determined by the author’s needs, values, world view and world perception. Therefore, the process of text interpretation takes into account the specificity of linguistic and artistic consciousness of the author, including features of the socio-cultural consciousness of Pomors (members of a subculture). The study showed that each component of B. V. Shergin’s cognitive style has its specific characteristics. The manner of presenting information in the text is characterized by a special emotional tension: understandable and close to the people daily life gets an ontological understanding. Among the cognitive mechanisms, the secondary conceptualization of the concepts of Russian Northern culture plays a special role: many of them acquire a sign of spirituality. It is shown that the specifics of the author’s cognitive style is determined by the features of his consciousness; therefore, the knowledge as sententias, semantic dominants, semantic constructs, stereotypes, values and oppositions holds the central position.

Comparing Hierarchical Models of Personality Pathology

2018 ◽  
Author(s):  
Whitney R. Ringwald ◽  
Aidan G.C. Wright ◽  
Joseph E. Beeney ◽  
Paul A. Pilkonis
Keyword(s):  
Hierarchical Models ◽  
Empirical Work ◽  
Hierarchical Classification ◽  
Personality Pathology ◽  
General Factor ◽  
Factor Analyses ◽  
Conceptual Structures ◽  
Individual Personality ◽  
Exploratory Factor Analyses ◽  
Specific Factors

Two dimensional, hierarchical classification models of personality pathology have emerged as alternatives to traditional categorical systems: multi-tiered models with increasing numbers of factors and models that distinguish between a general factor of severity and specific factors reflecting style. Using a large sample (N=840) with a range of psychopathology, we conducted exploratory factor analyses of individual personality disorder criteria to evaluate the validity of these conceptual structures. We estimated an oblique, “unfolding” hierarchy and a bifactor model, then examined correlations between these and multi-method functioning measures to enrich interpretation. Four-factor solutions for each model, reflecting rotations of each other, fit well and equivalently. The resulting structures are consistent with previous empirical work and provide support for each theoretical model.

Parables of Freedom and Necessity

1996 ◽  
Vol 13 (1) ◽  
pp. 42-58
Author(s):  
Abdelwahab M. Elmessiri
Keyword(s):  
Moral Responsibility ◽  
Human Freedom ◽  
Modern Time ◽  
Literary Works ◽  
Thematic Relations ◽  
Narrative Poem

EpilogueGeoffrey Chaucer’s ‘The Frankeleyn’s Tale” and Bertold Brecht’sThe Exception and the Rule seem to have very little in common. Chaucer’smedieval narrative poem tries to follow the norms of its genre andfulfiil the reader’s expectations, whereas Brecht’s modernist experimentalplay violates many of the rules of drama laid down by Aristotle and otherclassical critics. It deliberately shocks the reader out of any facile identificationwith the characters as well as any willing suspension of disbelief.But despite their many obvious differences, this study argues that theirsimilarities are quite relevant and significant. Both works deal with thethemes of human freedom, moral responsibility, and ability to transcend.These are among the major themes of literature throughout time-butthey have acquired particular poignancy in our modern time with the riseand gradual unfolding of what I term the “Paradigmatic sequence of secularization.”Since the terms “paradigm” and “secularism” are alreadyquite problematic, and to talk of “a paradigmatic sequence of secularization”is even more so, some kind of clarification and even redefinition isin order.ParadigmsWhen a critic singles out two literary works for comparison, thechoice is not guided by some universally established objective rules, butrather dictated by a certain set of assumptions, norms, criteria, biases, andso on. When he/she engages in the critical act itself, pointing out structuraland thematic relations (of similarity and dissimilarity), he/she does ...

Foundations for Knowledge and Belief Management

2021 ◽  
Vol 17 (3) ◽  
pp. 88-99
Author(s):  
Roderic A. Girle
Keyword(s):  
Intelligent Systems ◽  
Turing Test ◽  
Multi Agent Systems ◽  
Agent Systems ◽  
Conceptual Structures ◽  
Interacting Agents ◽  
Questions And Answers ◽  
Multi Agent ◽  
The Difference ◽  
Dialogue Theory

Three foundational principles are introduced: intelligent systems such as those that would pass the Turing test should display multi-agent or interactional intelligence; multi-agent systems should be based on conceptual structures common to all interacting agents, machine and human; and multi-agent systems should have an underlying interactional logic such as dialogue logic. In particular, a multi-agent rather than an orthodox analysis of the key concepts of knowledge and belief is discussed. The contrast that matters is the difference between the different questions and answers about the support for claims to know and claims to believe. A simple multi-agent system based on dialogue theory which provides for such a difference is set out.

A learning method of trust building: beyond the performance management of artistic events

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jakob Mathias Liboriussen ◽  
Hanne Nørreklit ◽  
Mihaela Trenca
Keyword(s):  
Performance Management ◽  
Trust Building ◽  
Language Games ◽  
Learning Method ◽  
Content Type ◽  
Measurement Models ◽  
Knowledge Processes ◽  
Conceptual Structures ◽  
The People ◽  
Pragmatic Constructivism

Purpose This paper aims to address a dilemma raised in the accounting literature on how managers of creative practices can produce and use accounting measurements that support employees’ self-determination to create whilst also building trust in them to work for the interests of the organisation. Design/methodology/approach Using pragmatic constructivism as a paradigmatic setting, the paper develops a learning method of trust building as a way for organisations to produce and use accounting measurements. Empirical analysis of the European Capital of Culture Aarhus 2017 demonstrates the method in action. Findings The study displays a learning method of trust building as an effective way for organisations to account for their creative practices without intruding on the creative process of the people involved. The method involves proactive judgement and pragmatic observation of the trustworthiness of the actors’ language games, construction of quality in the conceptual structures of management narratives and measurement models, and learning that narrows the gap between the actors’ proactive judgement and the pragmatic observation of trustworthiness. Through such processes, including principles of truth, dialogical interactions, ongoing reflections and co-authorship, trust can be built in self-determining, creative actors to drive intentional results. Research limitations/implications The learning method of trust building extends the literature on trust building and on knowledge processes of performance measurement of actors in creative practices. Originality/value This is the first attempt in the accounting literature to develop a learning method of trust building.

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