Knowledge spaces with graded knowledge states☆☆☆

2011 ◽  
Vol 181 (8) ◽  
pp. 1426-1439 ◽  
Author(s):  
Eduard Bartl ◽  
Radim Belohlavek
2021 ◽  
Author(s):  
Wen Sun

Fuzzy skill functions connect knowledge states at the performance level with latent cognitive abilities at the competence level. Given that there may exist precedence relations among skills, the main idea of this study is trying to develop fuzzy competence structures restricted on the possible fuzzy sets of skills that can occur. The knowledge structures delineated by fuzzy skill functions are related to the fuzzy competence structures. Knowledge spaces can be delineated by disjunctive fuzzy skill functions when the fuzzy competence structures are $\sqcup$-closed. Simple closure spaces can be delineated by conjunctive fuzzy skill functions when the fuzzy competence structures are $\sqcap$-closed. Delineating knowledge structures via competence-based fuzzy skill functions just depends on the effective competence states. We design algorithms for delineating knowledge structures via competence-based fuzzy skill functions without listing all fuzzy competence states of fuzzy competence structures.


2004 ◽  
Author(s):  
Megan J. Bulloch ◽  
Ellen E. Furlong ◽  
Klaree J. Boose ◽  
Sarah T. Boysen

2020 ◽  
Vol 33 (1) ◽  
Author(s):  
Qian Hui ◽  
Yan Li ◽  
Ye Tao ◽  
Hongwei Liu

AbstractA design problem with deficient information is generally described as wicked or ill-defined. The information insufficiency leaves designers with loose settings, free environments, and a lack of strict boundaries, which provides them with more opportunities to facilitate innovation. Therefore, to capture the opportunity behind the uncertainty of a design problem, this study models an innovative design as a composite solving process, where the problem is clarified and resolved from fuzziness to satisfying solutions by interplay among design problems, knowledge, and solutions. Additionally, a triple-helix structured model for the innovative product design process is proposed based on the co-evolution of the problem, solution, and knowledge spaces, to provide designers with a distinct design strategy and method for innovative design. The three spaces interact and co-evolve through iterative mappings, including problem structuring, knowledge expansion, and solution generation. The mappings carry the information processing and decision-making activities of the design, and create the path to satisfying solutions. Finally, a case study of a reactor coolant flow distribution device is presented to demonstrate the practicability of this model and the method for innovative product design.


1998 ◽  
Vol 22 (2) ◽  
pp. 260-273 ◽  
Author(s):  
Aviad Heifetz ◽  
Dov Samet
Keyword(s):  

2003 ◽  
Vol 30 (4) ◽  
pp. 905-924 ◽  
Author(s):  
MARK A. SABBAGH ◽  
SYLWIA D. WDOWIAK ◽  
JENNIFER M. OTTAWAY

Thirty-six three- to four-year-old children were tested to assess whether hearing a word-referent link from an ignorant speaker affected children's abilities to subsequently link the same word with an alternative referent offered by another speaker. In the principal experimental conditions, children first heard either an ignorant or a knowledgeable speaker link a novel word with one of three toys. The first speaker's labelling episode was followed by a second in which a different speaker used the same novel label but for a different toy. There was also a Base-line condition which was the same as the experimental condition involving the ignorant speaker except that she did not associate the novel label with a referent. When tested for comprehension of the novel label, children selected the FIRST speaker's toy at high levels when the first speaker was knowledgeable, but selected the SECOND speaker's toy when the first speaker was ignorant. These findings suggest that children's experience with the ignorant speaker did not affect their abilities to learn a subsequently presented alternative word-referent link. These findings are discussed in terms of understanding the mechanisms by which children adapt their word-learning in line with speakers' knowledge states.


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