By Su White (auth.), Heather D. Pfeiffer, Dmitry I. Ignatov, Jonas Poelmans, Nagarjuna Gadiraju (eds.)
This publication constitutes the court cases of the twentieth overseas convention on Conceptual buildings, ICCS 2013, held in Mumbai, India, in January 2013. The 22 complete papers offered have been conscientiously reviewed and chosen from forty three submissions for inclusion within the e-book. the amount additionally includes three invited talks. ICCS makes a speciality of the precious illustration and research of conceptual wisdom with learn and company purposes. It advances the idea and perform in connecting the user's conceptual method of challenge fixing with the formal buildings that computing device functions have to deliver their productiveness to endure. Conceptual buildings (CS) symbolize a kinfolk of techniques that builds at the successes of man-made intelligence, enterprise intelligence, computational linguistics, conceptual modeling, info and net applied sciences, consumer modeling, and data management.
Read Online or Download Conceptual Structures for STEM Research and Education: 20th International Conference on Conceptual Structures, ICCS 2013, Mumbai, India, January 10-12, 2013. Proceedings PDF
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Extra info for Conceptual Structures for STEM Research and Education: 20th International Conference on Conceptual Structures, ICCS 2013, Mumbai, India, January 10-12, 2013. Proceedings
In Section 2, we gather the theoretical approaches towards defining what a situation is in a technical sense. In Section 3, we discuss different ways to model a situation present in the literature. We show that conceptual graphs are expressive in that manner and mix several good features of other models. Basing on this, we focus on the situation model used in the KRAMER system in Section 4. In Section 5, we explore the problem of comparing situations, as it is the basic problem in situation awareness.
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In order to investigate these hypotheses, more empirical studies will be needed. Looking at the data at hand there are indications of trends worthy of further investigation: 1. e. i- and o-functors (ﬁgure 1, syll. 11, ﬁgure 2, syll. 9 & 10) are among the syllogisms with the lowest rates of correct answers. 65 for all syllogisms. e. a- and e-functors (ﬁgure 1, syll. 1, 2, ﬁgure 2, syll. 1, 2, ﬁgure 3, syll. 7, 10, ﬁgure 4, syll. 2, 7, 10), the students do really well in the ﬁrst four cases with 80% or more answering them correctly.
Conceptual Structures for STEM Research and Education: 20th International Conference on Conceptual Structures, ICCS 2013, Mumbai, India, January 10-12, 2013. Proceedings by Su White (auth.), Heather D. Pfeiffer, Dmitry I. Ignatov, Jonas Poelmans, Nagarjuna Gadiraju (eds.)