scholarly journals Using event representation and semantic enrichment for managing and reviewing emergency incident logs

Author(s):  
Symeon Papadopoulos ◽  
Ansgar Scherp ◽  
Neil Ireson ◽  
Ioannis Tsampoulatidis ◽  
Yiannis Kompatsiaris
2011 ◽  
Author(s):  
Gerry T. M. Altmann ◽  
Nicholas C. Hindy ◽  
Emily Kalenik ◽  
Yuki Kamide ◽  
Gitte Joergensen ◽  
...  
Keyword(s):  

2020 ◽  
Author(s):  
Donna Rose Addis

Mental time travel (MTT) is defined as projecting the self into the past and the future. Despite growing evidence of the similarities of remembering past and imagining future events, dominant theories conceive of these as distinct capacities. I propose that memory and imagination are fundamentally the same process – constructive episodic simulation – and demonstrate that the ‘simulation system’ meets the three criteria of a neurocognitive system. Irrespective of whether one is remembering or imagining, the simulation system: (1) acts on the same information, drawing on elements of experience ranging from fine-grained perceptual details to coarser-grained conceptual information and schemas about the world; (2) is governed by the same rules of operation, including associative processes that facilitate construction of a schematic scaffold, the event representation itself, and the dynamic interplay between the two (cf. predictive coding); and (3) is subserved by the same brain system. I also propose that by forming associations between schemas, the simulation system constructs multi-dimensional cognitive spaces, within which any given simulation is mapped by the hippocampus. Finally, I suggest that simulation is a general capacity that underpins other domains of cognition, such as the perception of ongoing experience. This proposal has some important implications for the construct of ‘MTT’, suggesting that ‘time’ and ‘travel’ may not be defining, or even essential, features. Rather, it is the ‘mental’ rendering of experience that is the most fundamental function of this simulation system, enabling humans to re-experience the past, pre-experience the future, and also comprehend the complexities of the present.


2021 ◽  
Vol 13 (6) ◽  
pp. 151
Author(s):  
Josué Padilla-Cuevas ◽  
José A. Reyes-Ortiz ◽  
Maricela Bravo

An Ambient Intelligence responds to user requests based on several contexts. A relevant context is related to what has happened in the ambient; therefore, it focuses a primordial interest on events. These involve information about time, space, or people, which is significant for modeling the context. In this paper, we propose an event-driven approach for context representation based on an ontological model. This approach is extendable and adaptable for academic domains. Moreover, the ontological model to be proposed is used in reasoning and enrichment processes with the context event information. Our event-driven approach considers five contexts as a modular perspective in the model: Person, temporal (time), physical space (location), network (resources to acquire data from the ambient), and academic events. We carried out an evaluation process for the approach based on an ontological model focused on (a) the extensibility and adaptability of use case scenarios for events in an academic environment, (b) the level of reasoning by using competence questions related to events, (c) and the consistency and coherence in the proposed model. The evaluation process shows promising results for our event-driven approach for context representation based on the ontological model.


2013 ◽  
Vol 21 (4) ◽  
pp. 485-519 ◽  
Author(s):  
Ákos Szőke ◽  
András Förhécz ◽  
Gábor Kőrösi ◽  
György Strausz

1990 ◽  
Vol 11 (4) ◽  
pp. 409-424 ◽  
Author(s):  
Cheryl A. Smith ◽  
Jacqueline Sachs

ABSTRACTThe focus of this study is the cognitive/conceptual basis for the emergence of verbs in early lexical development. Twenty-four 12–19-month-old children were studied through (a) observation and maternal report of their acquisition of verbs in comprehension and production and (b) observation of nonverbal behavior reflected in play. There is substantive growth in the comprehension of verbs during this period, with a rapid increase between 14–16 months in the total number of verbs and decontextualized verbs comprehended, but no similar surge in production. Children's ability to consider others in the role of actor during play with objects was linked to the comprehension of verbs during this period; also, the ability to engage in symbolic action sequences on objects in play correlated with the decontextualized comprehension of verbs. These results suggest that underlying cognitive development in event representation may be related to the increased comprehension of verbs across contexts.


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