Intelligent Science of Knowledge Retrieval System Model Based on Ontology

2014 ◽  
Vol 707 ◽  
pp. 441-444
Author(s):  
Ting Ting Liang ◽  
Chun Qing Li
Keyword(s):  
Information Retrieval ◽  
Detailed Analysis ◽  
Explicit Knowledge ◽  
Retrieval System ◽  
System Model ◽  
Knowledge Retrieval ◽  
Subject Knowledge ◽  
Retrieval Efficiency ◽  
Implicit And Explicit ◽  
Knowledge Ontology

Compared with the traditional information retrieval, knowledge retrieval based on ontology has higher retrieval efficiency. In order to adequate arena for the effectiveness of knowledge,and intelligence to meet the users on the implicit and explicit knowledge retrieval demand, the author designed a system model of intelligent science based on ontology. Detailed analysis and elaboration of the three aspects: subject knowledge ontology construction, ontology knowledge retrieval, service based on intelligent. Provide methodological guidance and technical support to enrich the research contents in the field of knowledge retrieval.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

2009 ◽  
Author(s):  
Hayo Reinders ◽  
Rosemary Erlam ◽  
JeneferVE Philp ◽  
Shawn Loewen ◽  
Catherine Elder
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Explicit Knowledge ◽  
Implicit And Explicit
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