Tree Rewriting Systems, Combinatory Weak Reduction Systems and Type Free Languages1

1982 ◽  
Vol 5 (3-4) ◽  
pp. 279-299
Author(s):  
Alberto Pettorossi
Keyword(s):  
Combinatory Logic ◽  
Rewriting Systems ◽  
Tree Transducers ◽  
Tree Languages ◽  
One To One ◽  
The One ◽  
Weak Reduction

In this paper we consider combinators as tree transducers: this approach is based on the one-to-one correspondence between terms of Combinatory Logic and trees, and on the fact that combinators may be considered as transformers of terms. Since combinators are terms themselves, we will deal with trees as objects to be transformed and tree transformers as well. Methods for defining and studying tree rewriting systems inside Combinatory Weak Reduction Systems and Weak Combinatory Logic are also analyzed and particular attention is devoted to the problem of finiteness and infinity of the generated tree languages (here defined). This implies the study of the termination of the rewriting process (i.e. reduction) for combinators.

Influence of Rim Run-Out on the Nonuniformity of Tire-Wheel Assemblies

1994 ◽  
Vol 22 (2) ◽  
pp. 99-120 ◽  
Author(s):  
T. B. Rhyne ◽  
R. Gall ◽  
L. Y. Chang
Keyword(s):  
Finite Element ◽  
Radial Force ◽  
Membrane Model ◽  
Model Experiments ◽  
Force Variation ◽  
One To One ◽  
The One

Abstract An analytical membrane model is used to study how wheel imperfections are converted into radial force variation of the tire-wheel assembly. This model indicates that the radial run-out of the rim generates run-out of the tire-wheel assembly at slightly less than the one to one ratio that was expected. Lateral run-out of the rim is found to generate radial run-out of the tire-wheel assembly at a ratio that is dependent on the tire design and the wheel width. Finite element studies of a production tire validate and quantify the results of the membrane model. Experiments using a specially constructed precision wheel demonstrate the behavior predicted by the models. Finally, a population of production tires and wheels show that the lateral run-out of the rims contribute a significant portion to the assembly radial force variation. These findings might be used to improve match-mounting results by taking lateral rim run-out into account.

In search of the perfect orthography

2005 ◽  
Vol 7 (2) ◽  
pp. 139-163 ◽  
Author(s):  
Richard L. Venezky
Keyword(s):  
Writing System ◽  
Writing Systems ◽  
International Phonetic Alphabet ◽  
Experienced Reader ◽  
Cultural Considerations ◽  
Advanced Stages ◽  
One To One ◽  
The One ◽  
Psychological Processing ◽  
The Ideal

Philologists, linguists, and educators have insisted for several centuries that the ideal orthography has a one-to-one correspondence between grapheme and phoneme. Others, however, have suggested deviations for such functions as distinguishing homophones, displaying popular alternative spellings, and retaining morpheme identity. If, indeed, the one-to-one ideal were accepted, the International Phonetic Alphabet should become the orthographic standard for all enlightened nations, yet the failure of even a single country to adopt it for practical writing suggests that other factors besides phonology are considered important for a writing system. Whatever the ideal orthography might be, the practical writing systems adopted upon this earth reflect linguistic, psychological, and cultural considerations. Knowingly or unknowingly, countries have adopted orthographies that favour either the early stages of learning to read or the advanced stages, that is, the experienced reader. The more a system tends towards a one-to-one relationship between graphemes and phonemes, the more it assists the new reader and the non-speaker of the language while the more it marks etymology and morphology, the more it favours the experienced reader. The study of psychological processing in reading demonstrates that human capacities for processing print are so powerful that complex patterns and irregularities pose only a small challenge. Orthographic regularity is extracted from lexical input and used to recognise words during reading. To understand how such a system develops, researchers should draw on the general mechanisms of perceptual learning.

PROPERTIES OF QUASI-RELABELING TREE BIMORPHISMS

2010 ◽  
Vol 21 (03) ◽  
pp. 257-276 ◽  
Author(s):  
ANDREAS MALETTI ◽  
CĂTĂLIN IONUŢ TÎRNĂUCĂ
Keyword(s):  
Cartesian Product ◽  
Canonical Representation ◽  
Finite Union ◽  
Top Down ◽  
Tree Language ◽  
Regular Tree ◽  
Fundamental Properties ◽  
Tree Transducers ◽  
Tree Languages ◽  
Context Free

The fundamental properties of the class QUASI of quasi-relabeling relations are investigated. A quasi-relabeling relation is a tree relation that is defined by a tree bimorphism (φ, L, ψ), where φ and ψ are quasi-relabeling tree homomorphisms and L is a regular tree language. Such relations admit a canonical representation, which immediately also yields that QUASI is closed under finite union. However, QUASI is not closed under intersection and complement. In addition, many standard relations on trees (e.g., branches, subtrees, v-product, v-quotient, and f-top-catenation) are not quasi-relabeling relations. If quasi-relabeling relations are considered as string relations (by taking the yields of the trees), then every Cartesian product of two context-free string languages is a quasi-relabeling relation. Finally, the connections between quasi-relabeling relations, alphabetic relations, and classes of tree relations defined by several types of top-down tree transducers are presented. These connections yield that quasi-relabeling relations preserve the regular and algebraic tree languages.

Development of a Single-Code/Default Coding Strategy in Pigeons

2000 ◽  
Vol 11 (3) ◽  
pp. 261-264 ◽  
Author(s):  
Tricia S. Clement ◽  
Thomas R. Zentall
Keyword(s):  
Conditional Discrimination ◽  
The Other ◽  
Matching Accuracy ◽  
Efficient Coding ◽  
Coding Strategy ◽  
One To One ◽  
Retention Intervals ◽  
The Many ◽  
The One ◽  
Better Than

We tested the hypothesis that pigeons could use a cognitively efficient coding strategy by training them on a conditional discrimination (delayed symbolic matching) in which one alternative was correct following the presentation of one sample (one-to-one), whereas the other alternative was correct following the presentation of any one of four other samples (many-to-one). When retention intervals of different durations were inserted between the offset of the sample and the onset of the choice stimuli, divergent retention functions were found. With increasing retention interval, matching accuracy on trials involving any of the many-to-one samples was increasingly better than matching accuracy on trials involving the one-to-one sample. Furthermore, following this test, pigeons treated a novel sample as if it had been one of the many-to-one samples. The data suggest that rather than learning each of the five sample-comparison associations independently, the pigeons developed a cognitively efficient single-code/default coding strategy.

Intervention in Psychiatric Nursing; Process in the One-to-One Relationship

1970 ◽  
Vol 70 (11) ◽  
pp. 2450
Author(s):  
Ilse S. Wolff ◽  
Joyce Travelbee
Keyword(s):  
Psychiatric Nursing ◽  
Nursing Process ◽  
One To One ◽  
The One

Balancing the One-To-One Equation: Equity and Access in Three Laptop Programs

2014 ◽  
Vol 47 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Mark Warschauer ◽  
Binbin Zheng ◽  
Melissa Niiya ◽  
Shelia Cotten ◽  
George Farkas
Keyword(s):  
Laptop Programs ◽  
Equity And Access ◽  
One To One ◽  
The One

scholarly journals Function of private singing in instrumental music learning: A multiple case study of self-regulation and embodiment

2018 ◽  
Vol 23 (4) ◽  
pp. 442-464 ◽  
Author(s):  
Amalia Casas-Mas ◽  
Guadalupe López-Íñiguez ◽  
Juan Ignacio Pozo ◽  
Ignacio Montero
Keyword(s):  
Instrumental Music ◽  
Self Regulation ◽  
Approaches To Learning ◽  
Multiple Case Study ◽  
Private Speech ◽  
String Instruments ◽  
Multiple Case ◽  
One To One ◽  
The One

The aim of this article is to explore a range of largely embodied vocalisations and sounds produced by learners of string instruments and how they relate to the potential self-regulatory use provided by such vocalisations. This type of “singing” while learning to play an instrument may have similarities to the use of private speech in other types of learning tasks. This report describes a multiple case study based on the naturalistic observation of learners playing string instruments in different situations. We observed private rehearsals by six adult guitarists from different music cultures (classical, flamenco and jazz) who had different approaches to learning (traditional and constructivist). In addition, we observed the one-to-one lessons of a constructivist cello teacher with a 7-year-old beginner and a 12-year-old student. All sessions were recorded. We applied the System for Analysing the Practice of Instrumental Lessons to the video lessons and/or practices and participant discourse for constant comparative analysis across all categories and participants. From the theoretical framework of private speech, we identified a set of qualities in private singing, such as whistling, humming, and guttural sounds, with different levels of audibility. Self-guidance and self-regulation appeared to be the functions underlying both psychomotor learning and reflective-emotional learning from an embodiment approach. Guitar learners from popular urban cultures seemed to use less explicit singing expression than classical guitar learners, the explicitness of which may be related to the instructional use of the notational system. In the one-to-one cello lessons, we observed a process of increasing internalisation from the younger to the older student. Both results are consistent with the literature on private speech, indicating that this process is a natural process of internalisation at higher literacy levels. Singing is not as frequent in music lessons as might be expected, and it is even less frequently used as a reflective tool or understood as an embodied process. The examples provided in this article shed light on the multiplicity of applications and on the potential benefits of private singing in instructional contexts as a powerful learning tool.

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