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Journal articles on the topic 'Concept knowledge'

Author: Grafiati

Published: 25 June 2021

Last updated: 29 July 2025

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1

Reinhardt, Rüdiger, and Beate Stattkus. "Fostering Knowledge Communication: Concept And Implementation." JUCS - Journal of Universal Computer Science 8, no. (5) (2002): 536–45. https://doi.org/10.3217/jucs-008-05-0536.

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The loss of an employee - voluntarily or involuntarily - represents a great risk of losing information and know how as well as breaks the natural knowledge flow. We developed the Knowledge Transfer Meeting Methodology in order to reduce the "brain drain" through a systematic hand-over. The Knowledge Transfer Meeting consists of five modules that support the retrieval and sharing of knowledge systematically and explicitly. The approach promotes a mentorship or partnership philosophy, motivating the leaving employee to share his or her knowledge and experience with a successor. For the implement

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2

ZHENG, JEFFREY Z. J., CHRISTIAN H. H. ZHENG, and TOSIYASU L. KUNII. "CONCEPT CELL MODEL FOR KNOWLEDGE REPRESENTATION." International Journal of Information Acquisition 01, no. 02 (2004): 149–68. http://dx.doi.org/10.1142/s021987890400015x.

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This paper proposes a unified knowledge model establishing a core structure of knowledge representation in natural and artificial intelligence systems. The Concept Cell Model proposes the use of acyclic lattices to model a concept formed from a knowledge network of simpler concepts. Declarative and procedural knowledge are explicitly defined as the time-invariant and time-variant relationship of concepts. Examples of a Restaurant Servicing Concept Cell and an extended Shopping Complex Concept Cell are used to demonstrate the functionality of this model. Major existing theoretic and engineering

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3

Muehling, Andreas. "Concept Landscapes: Aggregating Concept Maps for Analysis." Journal of Educational Data Mining 9, no. 2 (2017): 1–30. https://doi.org/10.5281/zenodo.3554718.

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This article presents concept landscapes - a novel way of investigating the state and development of knowledge structures in groups of persons using concept maps. Instead of focusing on the assessment and evaluation of single maps, the data of many persons is aggregated, and data mining approaches are used in analysis. New insights into the "shared" knowledge of groups of learners are possible in this way. Electronic collection of concept maps makes it feasible to aggregate the data of a large group of persons, which in turn favors a data mining approach to analysis. The educational theories u

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Messerschmidt, James W. "Engendering Gendered Knowledge." Men and Masculinities 15, no. 1 (2012): 56–76. http://dx.doi.org/10.1177/1097184x11428384.

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The appropriation of concepts long established as salient contributions to gender theory and research recently has come under scholarly scrutiny. In this article, the author contributes to this dissection of crucial gender concepts by assessing the recent academic appropriation of the reformulated concept of “hegemonic masculinity” and how this appropriation engenders gendered knowledge. The author first briefly revisits the concept of hegemonic masculinity as reformulated by Connell and Messerschmidt. Following this, the author examines selected studies to illustrate how hegemonic masculinity

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5

Ullah, AMM Sharif. "Concept Map and Knowledge." Education Sciences 10, no. 9 (2020): 246. http://dx.doi.org/10.3390/educsci10090246.

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6

Bar-On, A. Zvie. "WITTGENSTEIN’S CONCEPT OF KNOWLEDGE." Grazer Philosophische studien 29, no. 1 (1987): 63–75. http://dx.doi.org/10.1163/18756735-90000310.

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7

Oden, G. C. "Concept, Knowledge, and Thought." Annual Review of Psychology 38, no. 1 (1987): 203–27. http://dx.doi.org/10.1146/annurev.ps.38.020187.001223.

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Guan, Yong, Freddy Lécué, Jiaoyan Chen, Ru Li, and Jeff Z. Pan. "Knowledge-Aware Neuron Interpretation for Scene Classification." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 3 (2024): 1950–58. http://dx.doi.org/10.1609/aaai.v38i3.27965.

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Although neural models have achieved remarkable performance, they still encounter doubts due to the intransparency. To this end, model prediction explanation is attracting more and more attentions. However, current methods rarely incorporate external knowledge and still suffer from three limitations: (1) Neglecting concept completeness. Merely selecting concepts may not sufficient for prediction. (2) Lacking concept fusion. Failure to merge semantically-equivalent concepts. (3) Difficult in manipulating model behavior. Lack of verification for explanation on original model. To address these is

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Zainal, Arifin, Nurtanto Muhammad, Warju, Rabiman Rabiman, and Kholifah Nur. "The TAWOCK conceptual model at content knowledge for professional teaching in vocational education." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 697–703. https://doi.org/10.11591/ijere.v9i3.20561.

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Now days, the integration of technology in the concept of learning is the trend in global education. The conceptual framework model is a general reference, and the only concept is Technology, Pedagogy, and Content Knowledge (TPACK). However, vocational education has knowledge of specific content, so adjusting conceptual models in professional learning is important to learn and offer. The purpose of this study is to evaluate the concept of TPACK into the concept of vocational education to improve the professionalism of vocational teachers in content knowledge. The author discusses the

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Yu, Jibin, Chunhong Zhang, Zheng Hu, and Yang Ji. "Embedding Hierarchical Tree Structure of Concepts in Knowledge Graph Embedding." Electronics 13, no. 22 (2024): 4486. http://dx.doi.org/10.3390/electronics13224486.

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Knowledge Graph Embedding aims to encode both entities and relations into a continuous low-dimensional vector space, which is crucial for knowledge-driven application scenarios. As abstract entities in knowledge graphs, concepts inherently possess unique hierarchical structures and encompass rich semantic information. Although existing methods for jointly embedding concepts and instances achieve promising performance, they still face two issues: (1) They fail to explicitly reconstruct the hierarchical tree structure of concepts in the embedding space; (2) They ignore disjoint concept pairs and

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11

BELOV, VLADIMIR. "V. SESEMAN’S “PURE KNOWLEDGE” CONCEPT." HORIZON / Fenomenologicheskie issledovanija/ STUDIEN ZUR PHÄNOMENOLOGIE / STUDIES IN PHENOMENOLOGY / ÉTUDES PHÉNOMÉNOLOGIQUES 11, no. 1 (2022): 190–207. http://dx.doi.org/10.21638/2226-5260-2022-11-190-207.

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Although the concept of “pure knowledge” is one of the most interesting and singular concepts in the philosophical work of Vasily Seseman (1884-1963), it can only be presented after a comprehensive analysis of the philosopher’s numerous works devoted to ontological, epistemological and logical problems. Seseman believes that the main philosophical trends at the beginning of the twentieth century, namely neo-Kantianism, intuitionism and phenomenology, could not present this concept, although they did try. According to the philosopher, the main reason for the inability of neo-Kantianism, intuiti

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12

Davidson, Patricia. "The Concept Of Common Knowledge." Afterimage 14, no. 3 (1986): 20. http://dx.doi.org/10.1525/aft.1986.14.3.20a.

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Davidson, Patricia. "The Concept Of Common Knowledge." Afterimage 14, no. 3 (1986): 20. http://dx.doi.org/10.1525/aft.1986.14.3.20a.

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14

San Segundo, Rosa. "A new concept of knowledge." Online Information Review 26, no. 4 (2002): 239–45. http://dx.doi.org/10.1108/14684520210438688.

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15

Murphy, Gregory L., and Thomas L. Spalding. "Knowledge, Similarity, and Concept Formation." Psychologica Belgica 35, no. 2-3 (1995): 127. http://dx.doi.org/10.5334/pb.882.

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Labouliere, Christa D., Sarah J. Tarquini, Christine M. W. Totura, Krista Kutash, and Marc S. Karver. "Revisiting the Concept of Knowledge." Crisis 36, no. 4 (2015): 274–80. http://dx.doi.org/10.1027/0227-5910/a000323.

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Abstract. Background: Although gatekeeper training is effective at increasing knowledge, some question the effectiveness of these programs due to high pretraining knowledge levels. However, knowledge scores may be artificially inflated when students guess answer options correctly but lack information needed to assist suicidal peers. Aims: To use free-recall questions to evaluate suicide prevention knowledge and compare levels of knowledge using this methodology with established assessment methods in the literature. Method: Free-recall knowledge questions were examined before and after particip

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17

Olson, Amy, and Abe Oudshoorn. "Knowledge translation: A concept analysis." Nursing Forum 55, no. 2 (2019): 157–64. http://dx.doi.org/10.1111/nuf.12410.

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18

Rudas, Imre J. "Concept formation and knowledge revision." Engineering Applications of Artificial Intelligence 9, no. 3 (1996): 331–32. http://dx.doi.org/10.1016/0952-1976(96)84752-x.

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19

Machery, Edouard. "The heterogeneity of knowledge representation and the elimination of concept." Behavioral and Brain Sciences 33, no. 2-3 (2010): 231–44. http://dx.doi.org/10.1017/s0140525x10000932.

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AbstractIn this response, I begin by defending and clarifying the notion of concept proposed in Doing without Concepts (Machery 2009) against the alternatives proposed by several commentators. I then discuss whether psychologists and philosophers who theorize about concepts are talking about distinct phenomena or about different aspects of the same phenomenon, as argued in some commentaries. Next, I criticize the idea that the cognitive-scientific findings about induction, categorization, concept combination, and so on, could be explained by positing a single kind of concept, and I insist that

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20

Hackenberg, Amy J., and Mi Yeon Lee. "Relationships Between Students' Fractional Knowledge and Equation Writing." Journal for Research in Mathematics Education 46, no. 2 (2015): 196–243. http://dx.doi.org/10.5951/jresematheduc.46.2.0196.

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To understand relationships between students' fractional knowledge and algebraic reasoning in the domain of equation writing, an interview study was conducted with 12 secondary school students, 6 students operating with each of 2 different multiplicative concepts. These concepts are based on how students coordinate composite units. Students participated in two 45-minute interviews and completed a written fractions assessment. Students operating with the second multiplicative concept had not constructed fractional numbers, but students operating with the third multiplicative concept had; studen

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21

Leila, Mohammadi, Yeganegi Kamran, and Sadri Roshanak. "Knowledge Management Basic Concepts and Value Creation." American Based Research Journal 7, no. 10 (2018): 32–39. https://doi.org/10.5281/zenodo.3456008.

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<em>we are living not only in the new millennium, which is in the new age. In this period, various terms such as the post-industrial era of the Information Age, the third wave or the Knowledge Society are used to describe the current situation. Regardless of the terms, most scholars believe that one of the important issues raised in this period is the concept of knowledge management, a concept that has created excitement and contributed to a lot of debate and debate. KM is a rapidly evolving approach, and it pays great attention to the recent challenges of increasing the efficiency and effecti

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22

Keursten, Paul, and Marcel van der Klink. "Enabling knowledge creation: an emerging concept of knowledge management." Human Resource Development International 6, no. 1 (2003): 117–23. http://dx.doi.org/10.1080/13678860210166988.

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23

Seok, Woo-Chang. "The Concept of Michael Polanyi's Personal Knowledge." Korean Society for the Study of Moral Education 35, no. 4 (2023): 247–69. http://dx.doi.org/10.17715/jme.2023.12.35.4.247.

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This study tried to understand the concept of Personal Knowledge more accurately by reviewing the semantic elements of Personal Knowledge. Polanyi presents various semantic elements such as explicit knowledge, tacit knowledge, focal awareness, and subsidiary awareness to explain Personal Knowledge. Understanding these semantic elements is a prerequisite for correctly grasping the concept of Personal Knowledge. Previous studies have identified these semantic elements from a somewhat special perspective. Above all, they tend to understand explicit knowledge and tacit knowledge as two knowledge t

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24

Huang, Sue-Fen. "Cognitive diagnostic assessment based on knowledge structure." MATEC Web of Conferences 169 (2018): 01020. http://dx.doi.org/10.1051/matecconf/201816901020.

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The purpose of this study is to provide an integrated method of fuzzy theory basis for individualized concept structure analysis. In order to insight the misconception of learning basic mathematics and progress teaching. This method integrates Fuzzy Logic Model of Perception (FLMP) and Interpretive Structural Modelling (ISM). The combined algorithm could analyze individualized concepts structure based on the comparisons with concept structure of expert. In this paper, some well-known knowledge structure assessment methods will be discussed. For item connection, Bart et al ordering theory and T

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25

Mittelstrass, Jürgen. "The Order of Knowledge: From Disciplinarity to Transdisciplinarity and Back." European Review 26, S2 (2018): S68—S75. http://dx.doi.org/10.1017/s1062798718000273.

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The concept of transdisciplinarity has found a foothold in science. It is increasingly taking the place of the concept of interdisciplinarity and is making the concept of disciplinarity look pale. However, the concept of transdisciplinarity is not self-explanatory – as it is often understood – and the concept of disciplinarity is not at all outdated – as it seems. This becomes clear in the conceptual analysis of the concepts of disciplinarity, interdisciplinarity and transdisciplinarity.

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Hasanzadeh, Mohammad, Behrooz Rasuli, and Somayeh Jafari. "Knowledge Management in Practice A Critique on the Book "Knowledge Strategy and Knowledge Management"." Critical Studies in Texts & Programs of Human Sciences 22, no. 5 (2022): 267–85. https://doi.org/10.30465/CRTLS.2022.38319.2364.

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Many researchers, professionals, and managers believe that knowledge is one of the key assets of organizations and businesses in the current era. In this regard, the term knowledge strategy has been considered in order to clarify the knowledge assets for the organization, which ultimately improves the efficiency and effectiveness of the organization by implementing knowledge management and formulating a knowledge management strategy. The book "Knowledge Strategy and Knowledge Management" seeks to explain two main concepts, namely "Knowledge Strategy" and "Knowledge Management Strategy" in four

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27

Arboit, Aline Ellis. "Knowledge Organization: From Term to Concept, From Concept to Domain." KNOWLEDGE ORGANIZATION 45, no. 2 (2018): 125–36. http://dx.doi.org/10.5771/0943-7444-2018-2-125.

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28

Shou, Zhaoyu, Yishuai Chen, Hui Wen, Jinghua Liu, Jianwen Mo, and Huibing Zhang. "A Knowledge Concept Recommendation Model Based on Tensor Decomposition and Transformer Reordering." Electronics 12, no. 7 (2023): 1593. http://dx.doi.org/10.3390/electronics12071593.

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To help students choose the knowledge concepts that meet their needs so that they can learn courses in a more personalized way, thus improving the effectiveness of online learning, this paper proposes a knowledge concept recommendation model based on tensor decomposition and transformer reordering. Firstly, the student tensor, knowledge concept tensor, and interaction tensor are created based on the heterogeneous data of the online learning platform are fused and simplified as an integrated tensor; secondly, we perform multi-dimensional comprehensive analysis on the integrated tensor with tens

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Sinclair, Rebekah. "Un-Settling Species Concepts through Indigenous Knowledge." Environmental Ethics 42, no. 4 (2020): 313–34. http://dx.doi.org/10.5840/enviroethics202042431.

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The voices of Native American philosophers, scientists, and storytellers need to be amplified to problematize and decolonize the often taken-for-granted concept of species in environmental ethics. Especially in the context of climate change, concepts such as cross-species native,invasive, and endangered species have become cornerstones for understanding and evaluating moral obligations to other lives.Yet, even as the species concept does ethical work, it has not itself been subject to critical ethical evaluation. Instead, uncritical treatment of the species concept can naturalize Western metap

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30

TODOROV, KONSTANTIN, CELINE HUDELOT, ADRIAN POPESCU, and PETER GEIBEL. "FUZZY ONTOLOGY ALIGNMENT USING BACKGROUND KNOWLEDGE." International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems 22, no. 01 (2014): 75–112. http://dx.doi.org/10.1142/s0218488514500044.

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We propose an ontology alignment framework with two core features: the use of background knowledge and the ability to handle vagueness in the matching process and the resulting concept alignments. The procedure is based on the use of a generic reference vocabulary, which is used for fuzzifying the ontologies to be matched. The choice of this vocabulary is problem-dependent in general, although Wikipedia represents a general-purpose source of knowledge that can be used in many cases, and even allows cross language matchings. In the first step of our approach, each domain concept is represented

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31

Burrows, Nikita L., and Suazette Reid Mooring. "Using concept mapping to uncover students' knowledge structures of chemical bonding concepts." Chemistry Education Research and Practice 16, no. 1 (2015): 53–66. http://dx.doi.org/10.1039/c4rp00180j.

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General chemistry is the first undergraduate course in which students further develop their understanding of fundamental chemical concepts. Many of these fundamental topics highlight the numerous conceptual interconnections present in chemistry. However, many students possess incoherent knowledge structures regarding these topics. Therefore, effective assessments are needed to identify these interconnections. The use of concept-mapping and think-aloud interviews to investigate the knowledge structures of undergraduate organic chemistry students' regarding bonding concepts is the focus of this

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32

Zhang, Miao, Jiawei Wang, Kui Xiao, et al. "Learning Concept Prerequisite Relation via Global Knowledge Relation Optimization." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 2 (2025): 1638–46. https://doi.org/10.1609/aaai.v39i2.32156.

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Learning concept prerequisite relations helps better master and build a logically coherent knowledge structure. Many studies use graph neural networks to create heterogeneous knowledge networks that enhance concept representations. However, different types of relations in these networks can influence each other. Existing research often focuses solely on concept relations, neglecting other types of knowledge connections. To address this issue, this paper proposes a novel concept prerequisite relation learning model, named the Global Knowledge Relation Optimization Model(GKROM). Specifically, we

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33

Inozemtsev, V. A. "Deductive logic in solving computer knowledge representation." Izvestiya MGTU MAMI 8, no. 1-5 (2014): 121–26. http://dx.doi.org/10.17816/2074-0530-67477.

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The article develops the concept of computer representology, which is the philosophical and methodological analysis of deductive models of knowledge representation. These models are one of the varieties of logical models of knowledge representation. These latter knowledge representations together with a logical languages form the important concept of the computer knowledge representation - logical. Under the concepts of computer representation of knowledge are understood aggregates of computer models of representation of domain knowledge of reality, and the corresponding to these models langua

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Hartig, Alissa J. "Connecting Disciplinary and Linguistic Knowledge in Concept-Based Language Instruction." Language and Sociocultural Theory 10, no. 2 (2025): 169–92. https://doi.org/10.3138/lst-2024-0018.

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Disciplinary ways of thinking and communicating are connected, and this relationship presents challenges for concept-based language instruction that is embedded in specific disciplines. While some disciplinary concepts are simply relevant to the surrounding discourse, others play a fundamental role in organizing how experts think and communicate in their fields. These discourse-structuring concepts can play a useful role in discipline-embedded concept-based language instruction. This article illustrates how one such concept was integrated in the context of a legal writing course, using the cog

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Shafi Siddiqi, Sameer. "Concept of Knowledge in Quranic Perspective." RESEARCH REVIEW International Journal of Multidisciplinary 5, no. 12 (2020): 164–67. http://dx.doi.org/10.31305/rrijm.2020.v05.i12.032.

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36

Rotkin, Vladimir, Roman Yavich, and Sergey Malev. "Concept of A.I. Based Knowledge Generator." Journal of Education and e-Learning Research 5, no. 4 (2018): 235–41. http://dx.doi.org/10.20448/journal.509.2018.54.235.241.

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37

Kalfoss, Mary, and Jenny Owe Cand. "Building Knowledge: The Concept of Care." Open Journal of Nursing 06, no. 12 (2016): 995–1011. http://dx.doi.org/10.4236/ojn.2016.612096.

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38

Blais, Christine. "Concept Mapping of Movement-Related Knowledge." Perceptual and Motor Skills 76, no. 3 (1993): 767–74. http://dx.doi.org/10.2466/pms.1993.76.3.767.

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Concept mapping was developed by Novak and Gowin in 1984 as a technique to examine an individual's knowledge-base in a given domain. In the motor domain, however, with a heavy emphasis on automated and tacit knowledge there may not be a base of information which can be verbally reported. 52 subjects with similar academic backgrounds were asked to explain all they knew about the concept of movement, and these reports were transcribed and assessed by four judges. Subjects also completed a pattern-recognition task related to procedural knowledge for movement. Over-all, the judges were able to ide

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39

Viju, Jeena Sara. "Concept Interpretation by Semantic Knowledge Harvesting." International Journal for Research in Applied Science and Engineering Technology 6, no. 5 (2018): 477–84. http://dx.doi.org/10.22214/ijraset.2018.5081.

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40

Chumakov, A. N., and P. S. Yurchenko. "Coronavirus and Globalization: Knowledge vs Concept." EURASIAN INTEGRATION: economics, law, politics 14, no. 3 (2020): 112–22. http://dx.doi.org/10.22394/2073-2929-2020-3-112-122.

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The coronavirus pandemic has generated a lot of talk about the post-coronavirus future of the world community and has drawn close attention to the globalization process. The article notes that something similar in the public consciousness took place after the publication of the first report to the Club of Rome, when the awareness of the danger posed by global problems had quickly come. Now, one of the global problems — the coronavirus pandemic — has changed the usual life rhythm of the entire world community in a matter of weeks. The relevance of the topic is so high that even those who, befor

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Liu, Chen‐Chung, Shih‐Hsun Fan Chiang, Chih‐Yueh Chou, and Sherry Y. Chen. "Knowledge exploration with concept association techniques." Online Information Review 34, no. 5 (2010): 786–805. http://dx.doi.org/10.1108/14684521011084627.

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Kim, Hyeon Ju, and Joo Hyun Kim. "Concept Analysis of Tacit Nursing Knowledge." Journal of Korean Academy of Nursing 48, no. 6 (2018): 637. http://dx.doi.org/10.4040/jkan.2018.48.6.637.

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Leszczynska, Agnieszka. "The concept of knowledge strategy process." International Journal of Management and Enterprise Development 8, no. 4 (2010): 317. http://dx.doi.org/10.1504/ijmed.2010.033618.

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Beryl Pilkington, F. "Growing Nursing Knowledge Through Concept Inventing." Nursing Science Quarterly 22, no. 2 (2009): 102. http://dx.doi.org/10.1177/0894318409332567.

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Barrios, Edison. "Knowledge of Grammar and Concept Possession." British Journal for the Philosophy of Science 63, no. 3 (2012): 577–606. http://dx.doi.org/10.1093/bjps/axr040.

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Tripathy, Dr Tridibesh, Shankar Das, D. P. Singh, et al. "Knowledge, Attitude and Practices- A Concept." Cross Current International Journal of Medical and Biosciences 6, no. 03 (2024): 72–76. http://dx.doi.org/10.36344/ccijmb.2024.v06i03.004.

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The current article deals with the concept of Knowledge, Attitude& Practices (KAP) that emerged from the family planning programs after independence of the nation. Further, the concept of KAPGap emerged regarding the improvement of quality of the family planning programs. Development of the concept of KAP gap helped improved the quality of the family planning program & the program name changed to Family Welfare program. Further, it also provided a cafetoria approach of family planning methods where the people had to choice to chose from the available basket of methods of family plannin

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47

Pyöriä, Pasi. "The concept of knowledge work revisited." Journal of Knowledge Management 9, no. 3 (2005): 116–27. http://dx.doi.org/10.1108/13673270510602818.

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48

van der Veer, Rene. "From Concept Attainment to Knowledge Formation." Mind, Culture, and Activity 5, no. 2 (1998): 89–94. http://dx.doi.org/10.1207/s15327884mca0502_2.

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49

Witten, Ian H., and Bruce A. MacDonald. "Using concept learning for knowledge acquisition." International Journal of Man-Machine Studies 29, no. 2 (1988): 171–96. http://dx.doi.org/10.1016/s0020-7373(88)80045-2.

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50

Wille, Rudolf. "Concept lattices and conceptual knowledge systems." Computers & Mathematics with Applications 23, no. 6-9 (1992): 493–515. http://dx.doi.org/10.1016/0898-1221(92)90120-7.

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