Explicitation and Intellectual Efficiency

2004 ◽  
Vol 4 (2) ◽  
pp. 232-244 ◽  
Author(s):  
Patrick Bruderlein
Keyword(s):  
Individual Differences ◽  
Memory Systems ◽  
Semantic Knowledge ◽  
General Knowledge ◽  
Specific Knowledge

The “implicit-explicit” distinction is usually used to specify the nature of mental processing or of essential memory systems. The purpose of this paper is to call attention to this distinction, too often neglected, within the domain of semantic knowledge. In fact, taking account of the degree of explicitation of specific knowledge may enable us to account for both the best performances by experts within their domain and also the idiosyncratic difficulties some learners encounter during the acquisition and generalization of both specific and general knowledge. The importance of processes of explicitation of knowledge within developmental and individual differences perspectives is discussed.

Motivation trajectory of attending performing arts: the role of knowledge

2018 ◽  
Vol 8 (1) ◽  
pp. 5-18
Author(s):  
Zakia Obaidalahe ◽  
Nadia Steils
Keyword(s):  
Performing Arts ◽  
Design Methodology ◽  
General Knowledge ◽  
Cultural Education ◽  
Specific Knowledge ◽  
Content Type ◽  
Cultural Service ◽  
Level Of Knowledge ◽  
Depth Interviews

Purpose This study concerns the attendance motivations for cultural services based on the audience’s level of knowledge. The purpose of this paper is to define the role played by general knowledge (e.g. cultural education) and specific knowledge (e.g. communication around a cultural product) in the attendance motivation trajectory of a cultural service. Design/methodology/approach The study uses in-depth interviews with 20 visitors to two public theatres, one in Belgium and one in France. Findings The results identify a tripartite motivation in the decision to attend a performance, corresponding to four visitor segments defined according to their level of general and specific knowledge. Originality/value The recommendations arising from the study are that potential audience members be targeted according to their particular profile and that their cultural tastes be developed by raising their level of general knowledge, an element that goes beyond the suggested motivation trajectory.

scholarly journals Management and Usage of Nitrogen Systems on Liquefied Natural Gas (LNG) Carriers

2018 ◽  
Vol 55 (1) ◽  
pp. 219-227
Author(s):  
Renato Ivče ◽  
Igor Rudan ◽  
Mateo Rudan
Keyword(s):  
Natural Gas ◽  
Liquefied Natural Gas ◽  
Nitrogen Management ◽  
Inert Gas ◽  
General Knowledge ◽  
Specific Knowledge ◽  
Cargo Handling ◽  
Professional Interest ◽  
The Subject ◽  
Liquefied Gas

The importance of liquefied natural gas (LNG) vessels and the technology that enables their operations is steadily growing. Hence, in addition to professional interest, the general public also displays a considerably large interest in this issue. Today LNG carriers belong to the category of the most technologically developed vessels and therefore managing these vessels requires not only the general knowledge but also the specific knowledge relating to their cargo handling systems. To ensure the safe and economical transport of LNG by sea and to minimize the risk of fire or explosion it is necessary to understand the properties of LNG and nitrogen, an inert gas used in all phases of the carriage and transfer of liquefied gas. The subject of this research is the overall process of nitrogen management in daily operations on board LNG carriers. The aim of the research is to explain, evaluate and define the various applications of nitrogen systems on LNG carriers.

Memory systems for structural and semantic knowledge of faces and buildings

2006 ◽  
Vol 1124 (1) ◽  
pp. 70-80 ◽  
Author(s):  
Friederike M. Engst ◽  
Manuel Martín-Loeches ◽  
Werner Sommer
Keyword(s):  
Memory Systems ◽  
Semantic Knowledge

A General Knowledge Representation Model for the Acquisition of Skills and Concepts

2012 ◽  
Vol 4 (4) ◽  
pp. 1-25
Author(s):  
Carlos Ramírez ◽  
Benjamín Valdés
Keyword(s):  
Knowledge Representation ◽  
Learning Environments ◽  
Cognitive Model ◽  
Semantic Knowledge ◽  
Context Information ◽  
General Knowledge ◽  
Constructivist Approach ◽  
Computational Implementation ◽  
Relevant Context ◽  
Role Based

A cognitive model for skills and concepts representation as well as a proposal for its computational implementation is presented. The model is intended to help bridge some of the natural problems that arise in current massive education models, through the adaptation and personalisation of learning environments. The model is capable of representing rich semantic knowledge, including both, skills and concepts, integrating them through a coherent network of role based associations. The associations build an ontology that integrates on itself different domain taxonomies to represent the knowledge acquired by a student keeping relevant context information. The model is based on a constructivist approach.

A General Knowledge Representation Model for the Acquisition of Skills and Concepts

2010 ◽  
Vol 2 (3) ◽  
pp. 1-20 ◽  
Author(s):  
Carlos Ramirez ◽  
Benjamin Valdes
Keyword(s):  
Knowledge Representation ◽  
Learning Environments ◽  
Cognitive Model ◽  
Semantic Knowledge ◽  
Context Information ◽  
General Knowledge ◽  
Constructivist Approach ◽  
Computational Implementation ◽  
Relevant Context ◽  
Role Based

A cognitive model for skills and concepts representation as well as a proposal for its computational implementation is presented in this paper. The model is intended to help bridge some of the natural problems that arise in current massive education models through the adaptation and personalization of learning environments. The model is capable of representing rich semantic knowledge, including both skills and concepts, while integrating them through a coherent network of role based associations. The associations build an ontology that integrates on itself different domain taxonomies to represent the knowledge acquired by a student keeping relevant context information. The model is based on a constructivist approach.

scholarly journals Sequencing in SLA

1996 ◽  
Vol 18 (1) ◽  
pp. 91-126 ◽  
Author(s):  
Nick C. Ellis
Keyword(s):  
Individual Differences ◽  
Language Acquisition ◽  
Knowledge Base ◽  
Sequence Learning ◽  
Structural Information ◽  
Generative Grammar ◽  
Memory Systems ◽  
Sequence Information ◽  
Short Term

This paper provides an overview of sequencing in SLA. It contends that much of language acquisition is in fact sequence learning (for vocabulary, the phonological units of language and their phonotactic sequences: for discourse, the lexical units of language and their sequences in clauses and collocations). It argues that the resultant long-term knowledge base of language sequences serves as the database for the acquisition of language grammar. It next demonstrates that SLA of lexis, idiom, collocation, and grammar are all determined by individual differences in learners' ability to remember simple verbal strings in order. It outlines how interactions between short-term and long-term phonological memory systems allow chunking and the tuning of language systems better to represent structural information for particular languages. It proposes mechanisms for the analysis of sequence information that result in knowledge of underlying grammar. Finally, it considers the relations between this empiricist approach and that of generative grammar.

Declarative and procedural memory as individual differences in second language acquisition

2013 ◽  
Vol 17 (1) ◽  
pp. 56-72 ◽  
Author(s):  
KARA MORGAN-SHORT ◽  
MANDY FARETTA-STUTENBERG ◽  
KATHERINE A. BRILL-SCHUETZ ◽  
HELEN CARPENTER ◽  
PATRICK C. M. WONG
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Memory Systems ◽  
Procedural Memory ◽  
Procedural Learning ◽  
Learning Ability ◽  
Stages Of Development ◽  
Learning Abilities ◽  
Syntactic Development

This study examined how individual differences in cognitive abilities account for variance in the attainment level of adult second language (L2) syntactic development. Participants completed assessments of declarative and procedural learning abilities. They subsequently learned an artificial L2 under implicit training conditions and received extended comprehension and production practice using the L2. Syntactic development was assessed at both early and late stages of acquisition. Results indicated positive relationships between declarative learning ability and syntactic development at early stages of acquisition and between procedural learning ability and development at later stages of acquisition. Individual differences in these memory abilities accounted for a large amount of variance at both stages of development. The findings are consistent with theoretical perspectives of L2 that posit different roles for these memory systems at different stages of development, and suggest that declarative and procedural memory learning abilities may predict L2 grammatical development, at least for implicitly trained learners.

scholarly journals Triangulation of the neurocomputational architecture underpinning reading aloud

2015 ◽  
Vol 112 (28) ◽  
pp. E3719-E3728 ◽  
Author(s):  
Paul Hoffman ◽  
Matthew A. Lambon Ralph ◽  
Anna M. Woollams
Keyword(s):  
Individual Differences ◽  
Phonological Processing ◽  
Semantic Processing ◽  
Word Reading ◽  
Reading Aloud ◽  
Brain Regions ◽  
Semantic Knowledge ◽  
Cognitive Models ◽  
Causal Modeling ◽  
Neural Pathways

The goal of cognitive neuroscience is to integrate cognitive models with knowledge about underlying neural machinery. This significant challenge was explored in relation to word reading, where sophisticated computational-cognitive models exist but have made limited contact with neural data. Using distortion-corrected functional MRI and dynamic causal modeling, we investigated the interactions between brain regions dedicated to orthographic, semantic, and phonological processing while participants read words aloud. We found that the lateral anterior temporal lobe exhibited increased activation when participants read words with irregular spellings. This area is implicated in semantic processing but has not previously been considered part of the reading network. We also found meaningful individual differences in the activation of this region: Activity was predicted by an independent measure of the degree to which participants use semantic knowledge to read. These characteristics are predicted by the connectionist Triangle Model of reading and indicate a key role for semantic knowledge in reading aloud. Premotor regions associated with phonological processing displayed the reverse characteristics. Changes in the functional connectivity of the reading network during irregular word reading also were consistent with semantic recruitment. These data support the view that reading aloud is underpinned by the joint operation of two neural pathways. They reveal that (i) the ATL is an important element of the ventral semantic pathway and (ii) the division of labor between the two routes varies according to both the properties of the words being read and individual differences in the degree to which participants rely on each route.

scholarly journals The Role of Interoceptive Sensibility and Emotional Conceptualization for the Experience of Emotions

2021 ◽  
Vol 12 ◽  
Author(s):  
Carlos Ventura-Bort ◽  
Julia Wendt ◽  
Mathias Weymar
Keyword(s):  
Individual Differences ◽  
Meaning Making ◽  
Principal Component ◽  
Well Being ◽  
Semantic Knowledge ◽  
Reconstruction Method ◽  
Emotional States ◽  
Emotion Differentiation ◽  
Internal States ◽  
Prior Experiences

The theory of constructed emotions suggests that different psychological components, including core affect (mental and neural representations of bodily changes), and conceptualization (meaning-making based on prior experiences and semantic knowledge), are involved in the formation of emotions. However, little is known about their role in experiencing emotions. In the current study, we investigated how individual differences in interoceptive sensibility and emotional conceptualization (as potential correlates of these components) interact to moderate three important aspects of emotional experiences: emotional intensity (strength of emotion felt), arousal (degree of activation), and granularity (ability to differentiate emotions with precision). To this end, participants completed a series of questionnaires assessing interoceptive sensibility and emotional conceptualization and underwent two emotion experience tasks, which included standardized material (emotion differentiation task; ED task) and self-experienced episodes (day reconstruction method; DRM). Correlational analysis showed that individual differences in interoceptive sensibility and emotional conceptualization were related to each other. Principal Component Analysis (PCA) revealed two independent factors that were referred to as sensibility and monitoring. The Sensibility factor, interpreted as beliefs about the accuracy of an individual in detecting internal physiological and emotional states, predicted higher granularity for negative words. The Monitoring factor, interpreted as the tendency to focus on the internal states of an individual, was negatively related to emotional granularity and intensity. Additionally, Sensibility scores were more strongly associated with greater well-being and adaptability measures than Monitoring scores. Our results indicate that independent processes underlying individual differences in interoceptive sensibility and emotional conceptualization contribute to emotion experiencing.

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