Introduction to Conceptual Models, Calculating and Using Rate Constants, Economics, and Problem Solving

2017 ◽  
pp. 56-65
Author(s):  
Gregg Carlson ◽  
David E. Clay ◽  
Sharon A. Clay
Keyword(s):  
Problem Solving ◽  
Rate Constants ◽  
Conceptual Models

scholarly journals A comparison of languages which operationalize and formalize KADS models of expertise

1994 ◽  
Vol 9 (2) ◽  
pp. 105-146 ◽  
Author(s):  
Dieter Fensel ◽  
Frank van Harmelen
Keyword(s):  
Problem Solving ◽  
Rapid Prototyping ◽  
Conceptual Model ◽  
Model Evaluation ◽  
Conceptual Models ◽  
Knowledge Engineering ◽  
Future Research ◽  
Knowledge Based Systems ◽  
Research Issues ◽  
Knowledge Based

AbstractIn the field of knowledge engineering, dissatisfaction with therapid-prototypingapproach has led to a number of more principled methodologies for the contruction of knowledge-based systems. Instead of immediately implementing the gathered and interpreted knowledge in a given implementation formalism according to the rapid-prototyping approach, many such methodologies centre around the notion of a conceptual model: an abstract, implementation independent description of the relevant problem solving expertise. A conceptual model should describe the task which is solved by the system and the knowledge which is required by it. Although such conceptual models more precisely, and operationally as a means for model evaluation. In this paper, we study a number of such formal and operational languages for specifying conceptual models. To enable a meaningful comparison of such languages, we focus on languages which are all aimed at the same underlying conceptual model, namely that from the KADS method for building KBS. We describe eight formal languages for KADS models of expertise, and compare these languages with respect to their modelling primitives, their semantics, their implementations and their applications, Future research issues in the area of formal and operational specification languages for KBS are identified as the result of studying these languages. The paper also contains an extensive bibliography of research in this area.

Analyzing the Cognitive Difficulties for Developing and Using UML Class Diagrams for Domain Understanding

2012 ◽  
Vol 23 (3) ◽  
pp. 1-29 ◽  
Author(s):  
Palash Bera
Keyword(s):  
Problem Solving ◽  
Conceptual Models ◽  
Conceptual Modeling ◽  
Modeling Technique ◽  
Class Diagram ◽  
Laboratory Studies ◽  
Cognitive Difficulties ◽  
Uml Class Diagram ◽  
Class Diagrams

Developing and using conceptual models require modelers’ cognitive efforts. To identify and analyze the cognitive difficulties of modelers in developing and using conceptual models, two laboratory studies were conducted using UML class diagram as a conceptual modeling technique. In the first study, two groups of modelers were trained to develop UML class diagrams, with only one group being trained to develop the diagrams using ontological rules. All these diagrams were then provided to a different set of modelers who used them to answer domain understanding tasks. It was found that modelers who used the ontological rules had less difficulty in developing the diagrams than those who didn’t. Similarly, modelers who used the diagrams developed by the group trained with rules had less difficulty in performing problem solving tasks than the modelers who used the diagrams developed by the group without training. It was observed that the cognitive difficulties of the modelers of the first study were transferred to the modelers in the second study.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

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