Double-quantified linguistic variable

2021 ◽  
Vol 545 ◽  
pp. 207-222
Author(s):  
Lisheng Jiang ◽  
Huchang Liao
Keyword(s):  
1990 ◽  
Vol 55 (4) ◽  
pp. 951-963 ◽  
Author(s):  
Josef Vrba ◽  
Ywetta Purová

A linguistic identification of a system controlled by a fuzzy-logic controller is presented. The information about the behaviour of the system, concentrated in time-series, is analyzed from the point of its description by linguistic variable and fuzzy subset as its quantifier. The partial input/output relation and its strength is expressed by a sort of correlation tables and coefficients. The principles of automatic generation of model statements are presented as well.


2015 ◽  
Vol 37 (2) ◽  
pp. 91-104
Author(s):  
Bui Hai Le

In this paper, the problem of actuator saturation control of a benchmark structure using hedge-algebras-based fuzzy controller (HAC) is presented. In HAC, linguistic values of linguistic terms are obtained through semantically quantifying mappings (SQMs) based on few fuzziness parameters of each linguistic variable without using any fuzzy set and inherent order relationships between linguistic values of each linguistic variable are always ensured. Hence, the design of a HAC leads to determining parameters of SQMs, which are fuzziness measures of primary terms and linguistic hedges occurring in a fuzzy model. As a case study, a HAC is designed to actuator saturation control of a benchmark structure with active bracing system (ABS) subjected to earthquake excitation. Control performance of the controller is also discussed in order to show advantages of the proposed method.


2020 ◽  
Vol 6 (2) ◽  
pp. 22-31
Author(s):  
Brandon Papineau

T-glottaling in Scotland has been studied as a salient linguistic variable, which has been found to index (in)formality, socio-economic class, and region, among other speaker and situational characteristics. Realisations of /t/ have also been studied in a musical context, where they have been found to be linked to genre and identity. This study examines Scottish singer-songwriter Nina Nesbitt, and her realisations of the intervocalic /t/ variable in both speech and song. She shows high rates of t-glottaling in speech, but within song, her realisations vary; the only significant predictor of /t/ realisations is song genre, where pop and pop folk songs favour [ɾ] realisations and acoustic songs favour the [t] realisation. T-glottaling is uncommon in all genres of her music. I argue that this variability is a strategy employed to create coherent musical identities that situate Nesbitt within the musical marketplaces in which she performs.


Author(s):  
T. K. Shinoj ◽  
Sunil Jacob John

In this chapter a new concept named Intuitionistic Fuzzy Multiset is introduced, which is an attempt to combine the two concepts: Intuitionistic Fuzzy sets and Fuzzy Multisets. The basic operations and their various properties are discussed. The authors discussed two significant applications of Intuitionistic Fuzzy Multisets. Most of human reasoning involves the use of variables whose values are fuzzy sets. This is the basis for the concept of a linguistic variable. But in some situations like decision making problems, the description by a linguistic variable in terms of membership function only is not adequate. There is chance of existing a non-null complement. There are situations that each element has different membership values. In such situations Intuitionistic Fuzzy Multisets is more adequate. Here the authors present Intuitionistic Fuzzy Multisets as a tool for reasoning such a situation through a medical diagnosis problem. As the second application, accuracy of Collaborative Robots using the concept of Intuitionistic Fuzzy Multiset is discussed.


2020 ◽  
Vol 39 (3) ◽  
pp. 2627-2645
Author(s):  
Sidong Xian ◽  
Hailin Guo ◽  
Jiahui Chai ◽  
Wenhua Wan

Hesitant fuzzy linguistic term set (HFLTS) can handle the qualitative and hesitant information in multiple attribute decision making (MADM) problems which are widely used in various fields. However, the experts’ evaluation of information is not completely reliable in the situation where their own knowledge background is insufficient. In order to deal with deviations due to incomplete reliability of the evaluation, this paper first proposes the interval probability hesitant fuzzy linguistic variable (IPHFLV), which takes the HFLTS as the evaluation part and adds a novel element-reliability of evaluation, thus can describe the different credibility of information evaluation due to the familiarity of experts with schemes and the differences in knowledge cognition. The operation rules and comparison methods are also illustrated. Particularly, under the inspiration of probability theory, we propose the possibility degree of the IPHFLVs. Then we propose IPHFL-AHP based on the AHP and interval probability hesitant fuzzy linguistic variable. Especially, the general geometric consistency index (G-GCI) based on the unbiased estimator of the variance is presented to measure the consistency and the iterative algorithm is constructed to improve the consistency. We use the possibility degree to calculate the priority vector to acquire the total ranking and introduce the process of IPHFL-AHP. Finally, case study of talent selection is given to illustrate the effectiveness and feasibility of the proposed method.


2002 ◽  
Vol 19 (2) ◽  
pp. 37 ◽  
Author(s):  
Allyson Jule

This study is an exploration of the amount of talk (also referred to as "linguistic space," Mahony, 1985) used by girls as opposed to boys in a grade 2 ESL classroom located in the Lower Mainland of British Columbia. The focus was on the amount of language used by the girls in teacher-led classroom lessons. Data were collected through videotaped observations, which were then transcribed, measured by counting words, and analyzed for conversational opportunities. The findings revealed that being a girl may have affected participation in the classroom lessons, and by extension affected language-learning opportunities. The particular lack of linguistic space in the girls' experience suggests that the girls in this classroom may be limited in language use. Their silence appeared partly influenced by the teacher's response to their comments. The article concludes with a discussion of gender as a significant linguistic variable in an ESL experience.


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