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.

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

2012 ◽  
pp. 28-45
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.

Semantic and Formal Representation of Cognitive Models for the Metacognitive Architecture CARINA

2021 ◽  
pp. 54-72
Author(s):  
Alba J. Jerónimo ◽  
María P. Barrera ◽  
Manuel F. Caro ◽  
Adán A. Gómez
Keyword(s):  
Knowledge Representation ◽  
Semantic Memory ◽  
Cognitive Model ◽  
Semantic Knowledge ◽  
Cognitive Models ◽  
Formal Representation ◽  
Object Properties ◽  
Internal Information ◽  
Processing Mechanisms ◽  
The Brain

A cognitive model is a computational model of internal information processing mechanisms of the brain for the purposes of comprehension and prediction. CARINA metacognitive architecture runs cognitive models. However, CARINA does not currently have mechanisms to store and learn from cognitive models executed in the past. Semantic knowledge representation is a field of study which concentrates on using formal symbols to a collection of propositions, objects, object properties, and relations among objects. In CARINA Beliefs are a form of represent the semantic knowledge. The aim of this chapter is to formally describe a CARINA-based cognitive model through of denotational mathematics and to represent these models using a technique of semantic knowledge representation called beliefs. All the knowledge received by CARINA is stored in the semantic memory in the form of beliefs. Thus, a cognitive model represented through beliefs will be ready to be stored in semantic memory of the metacognitive architecture CARINA. Finally, an illustrative example is presented.

scholarly journals E-Simulations for Educating the Professions in Blended Learning Environments

2012 ◽  
pp. 1-23
Author(s):  
Dale Holt ◽  
Stephen Segrave ◽  
Jacob L. Cybulski
Keyword(s):  
Blended Learning ◽  
Digital Media ◽  
Learning Environments ◽  
Workforce Development ◽  
Online Community ◽  
Computer Mediated Communication ◽  
Simulation Design ◽  
Mediated Communication ◽  
Learning And Teaching ◽  
Role Based

This chapter introduces digital, role-based simulations as an emerging and powerful educational approach for the professions and for broader workforce development purposes. It is acknowledged that simulations used for education, professional development, and training, have a long history of development and use. The focus is on digital simulations (e-simulations) situated in blended learning environments and the improved affordances of the newer digital media used via the web to enhance the value of their contribution to learning and teaching in professional and vocationally-oriented fields. This is an area which has received less attention in the whole “e-learning” literature compared with the voluminous body of knowledge and practice on computer-mediated communication, online community building, social networking, and various forms of online (usually automated) assessment. A framework of blended e-simulation design is outlined. The chapter concludes by examining what the future might hold for simulations in further and higher education, and ongoing work-based learning.

Conceptual apraxia and semantic memory deficit in Alzheimer's disease: Two sides of the same coin?

2000 ◽  
Vol 6 (6) ◽  
pp. 693-703 ◽  
Author(s):  
CATHERINE DUMONT ◽  
BERNADETTE SKA ◽  
YVES JOANETTE
Keyword(s):  
Alzheimer’S Disease ◽  
Alzheimer's Disease ◽  
Cognitive Model ◽  
Semantic Knowledge ◽  
Matching Task ◽  
Semantic Matching ◽  
Language Deficit ◽  
Sequential Organization ◽  
Action Knowledge ◽  
Actual Use

This study was designed to examine the patterns of apraxic disturbances and the relationships between action knowledge and other measures of semantic knowledge about objects in 10 well-characterized Alzheimer's disease (AD) patients. Five tasks were used to assess components of action knowledge (action–tool relationships, pantomime recognition, and sequential organization of action) and praxis execution (actual use, pantomiming) according to the cognitive model of praxis. Three tasks (verbal comprehension, naming, and a visual semantic matching task) were used to assess verbal–visual semantics. Considering patterns of apraxia first, conceptual apraxia was found in 9 out of the 10 AD patients, suggesting that it is a common feature even in the early stages of AD. Second, we found partly parallel deficits in tests of action-semantic and verbal–visual semantic knowledge in 9 AD patients. Impaired action knowledge was found only in patients with a semantic language deficit. These findings provide no evidence that “action semantics” may be separated from other semantic information. Our results support the view of a unitary semantic system, given that the representations of action-semantic and other semantic knowledge of objects are often simultaneously disrupted in AD. (JINS, 2000, 6, 693–703.)

An Ontology-based approach to enable data-driven research in the field of NDT in Civil Engineering

2021 ◽  
Author(s):  
Benjamin Moreno-Torres ◽  
Christoph Völker ◽  
Sabine Kruschwitz
Keyword(s):  
Knowledge Representation ◽  
Civil Engineering ◽  
Common Knowledge ◽  
Measurement Data ◽  
Data Access ◽  
Semantic Knowledge ◽  
Data Sources ◽  
Data Sets ◽  
Extensive Literature ◽  
Distributed Data

<div> <p>Non-destructive testing (NDT) data in civil engineering is regularly used for scientific analysis. However, there is no uniform representation of the data yet. An analysis of distributed data sets across different test objects is therefore too difficult in most cases.</p> <p>To overcome this, we present an approach for an integrated data management of distributed data sets based on Semantic Web technologies. The cornerstone of this approach is an ontology, a semantic knowledge representation of our domain. This NDT-CE ontology is later populated with the data sources. Using the properties and the relationships between concepts that the ontology contains, we make these data sets meaningful also for machines. Furthermore, the ontology can be used as a central interface for database access. Non-domain data sources can be integrated by linking them with the NDT ontology, making them directly available for generic use in terms of digitization. Based on an extensive literature research, we outline the possibilities that result for NDT in civil engineering, such as computer-aided sorting and analysis of measurement data, and the recognition and explanation of correlations.</p> <p>A common knowledge representation and data access allows the scientific exploitation of existing data sources with data-based methods (such as image recognition, measurement uncertainty calculations, factor analysis or material characterization) and simplifies bidirectional knowledge and data transfer between engineers and NDT specialists.</p> </div>

From Broadcasting to Transforming

2013 ◽  
pp. 298-306
Author(s):  
Maria Antonietta Impedovo ◽  
Rosa Iaquinta
Keyword(s):  
Experiential Learning ◽  
Learning Environments ◽  
Situated Learning ◽  
Traditional Teaching ◽  
Constructivist Approach ◽  
Approach To Learning ◽  
Construction Of Knowledge ◽  
School Year ◽  
Changing Role

This chapter discusses the construction of knowledge as an innovative approach to traditional teaching. This topic is treated via the presentation of a project about lawfulness that was realized in the Calabria region during the 2010/2011 school year. The study aims to identify within the project central elements that enable students to progress from the mere acquisition of information to a transformation of knowledge, where through applying the teaching, in a constructivist approach to learning, they are able to articulate it in their own language and not that of the teacher as in broadcasted learning environments typical of past generations. The main project-related aspects are investigated, and the role of situated learning and experiential learning is discussed. The changing role of the teacher and the increasing need to understand artifacts, such as tools and signs, are explored.

Sign in / Sign up

Export Citation Format

Share Document