Relevant bibliographies by topics / Intuitive understanding

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Intuitive understanding'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Intuitive understanding"

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Graham, Ted, and John Berry. "Students’ intuitive understanding of gravity." International Journal of Mathematical Education in Science and Technology 24, no. 3 (May 1993): 473–78. http://dx.doi.org/10.1080/0020739930240319.

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Bakhmetyev, Arthur, and Alexander Nesterov. "Ontognoseological limites of intuition in the structure of cognitive and creative activity." SHS Web of Conferences 72 (2019): 01015. http://dx.doi.org/10.1051/shsconf/20197201015.

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The article analyzes ontological and epistemological limits of intuitive cognition in the structure of cognitive and creative activity. To conduct a philosophical analysis of the concept of intuition, dialectic, descriptive and comparative methods are used. This analysis is necessary to identify ontological and epistemological aspects of intuitive cognition. The study of ontognoseological limits of intuitive knowledge is of particular interest for understanding the specifics of the invention problem, as well as the essence of the thinking process as such. Intuition, having ontognoseological limits, allows you to create and design inventions. Intuition is a basic attribute of the creative process. The key concepts used in the article are P.K. Engelmeyer, N. Hartmann, Ayn Rand, and I.D. Levin. The basic definition of intuition formulated by Engelmeyer points to the fundamental attribute of intuitive cognition - the creation of a new one through work with experience. Thus, intuition acts as a transitional link between feeling, reason and mind. In the concept of Engelmeyer, the structure of the creating process an invention is declared. The attributive structure of intuitive cognition, built on the basis of the Hartmann and Levin concepts (intuition of contemplation, intuition of an idea, self-conscious intuition, intuition of assumption), constructs a scheme of functioning of intuition as such. In the concepts of Hartmann and Ayn Rand, intuitive cognition appears as a rational form of grasping the existing. Hartmann, Ayn Rand, and Levin, singling out the properties of rational cognition in intuition, denote the ontognoseological boundaries of intuitive cognition. Basic parameters and attributive structure of intuitive knowledge were derived. Understanding the specifics of intuitive knowledge allows creating a holistic view of the process of thinking in general.
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Lin, Qin, and Yumei Chen. "Deepening the Understanding of Mathematics with Geometric Intuition." Journal of Contemporary Educational Research 5, no. 6 (June 30, 2021): 36–40. http://dx.doi.org/10.26689/jcer.v5i6.2214.

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Geometric intuition is one of the core concepts introduced by the new mathematical curriculum standards. It aims to use intuition and intuitive materials to deepen the understanding of mathematics in mathematical cognition activities. It does not only play a role in the learning of “graphics and geometry,’ but its’ irreplaceable role also involves the whole process of mathematics education. Therefore, if teachers can skillfully use geometric intuition in the teaching process, classroom efficiency will be greatly improved.
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Faber, Brenton. "Intuitive ethics: Understanding and critiquing the role of intuition in ethical decisions." Technical Communication Quarterly 8, no. 2 (March 1999): 189–202. http://dx.doi.org/10.1080/10572259909364659.

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Knospe, C. R., and V. S. Lefante. "Understanding System Zeros." International Journal of Mechanical Engineering Education 21, no. 4 (October 1993): 316–26. http://dx.doi.org/10.1177/030641909302100402.

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An intuitive physical interpretation of a transfer function's poles is easily made: the natural frequencies of the system. A similar physical interpretation of a transfer function's zeros can also be made: the natural frequencies of special subsystems. In this paper, such an interpretation is advanced for certain spring-mass-damper systems using a rigorous and intuitive demonstration. This interpretation may serve as a useful paradigm for understanding the relationship between structural dynamics and transfer functions.
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Shtulman, Andrew, and Caren Walker. "Developing an Understanding of Science." Annual Review of Developmental Psychology 2, no. 1 (December 15, 2020): 111–32. http://dx.doi.org/10.1146/annurev-devpsych-060320-092346.

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Young children are adept at several types of scientific reasoning, yet older children and adults have difficulty mastering formal scientific ideas and practices. Why do “little scientists” often become scientifically illiterate adults? We address this question by examining the role of intuition in learning science, both as a body of knowledge and as a method of inquiry. Intuition supports children's understanding of everyday phenomena but conflicts with their ability to learn physical and biological concepts that defy firsthand observation, such as molecules, forces, genes, and germs. Likewise, intuition supports children's causal learning but provides little guidance on how to navigate higher-order constraints on scientific induction, such as the control of variables or the coordination of theory and data. We characterize the foundations of children's intuitive understanding of the natural world, as well as the conceptual scaffolds needed to bridge these intuitions with formal science.
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Weiss, Hilton M. "Developing an Intuitive Understanding of Free Energy." Journal of Chemical Education 78, no. 10 (October 2001): 1362. http://dx.doi.org/10.1021/ed078p1362.

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Turnbull, Ann P., Jean Ann Summers, Betsy Santelli, and Ursula Markey. "Truths Converging: Empirical Support for Intuitive Understanding." NHSA Dialog 5, no. 2-3 (March 2002): 386–89. http://dx.doi.org/10.1080/15240754.2002.9680286.

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Simon, Martin A. "Intuitive Understanding in Geometry: The Third Leg." School Science and Mathematics 89, no. 5 (May 6, 1989): 373–79. http://dx.doi.org/10.1111/j.1949-8594.1989.tb11934.x.

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Au, T. K. "Developing An Intuitive Understanding of Substance Kinds." Cognitive Psychology 27, no. 1 (August 1994): 71–111. http://dx.doi.org/10.1006/cogp.1994.1012.

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Dissertations / Theses on the topic "Intuitive understanding"

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Newitt, Christopher Scott. "An intuitive turn : understanding the roles of rational and intuitive processes in moral decision-making." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/13389.

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The relative contribution of reason and intuition to everyday moral decision-making is an issue that predates psychology as a distinct academic discipline. In the past several years this debate has become one of the most contentious issues in the social sciences. Although most researchers now accept that intuition plays some role in everyday moral decision-making, there is little conceptual agreement on what processes shape moral intuition. To date there have been no attempts to demonstrate convergent validity between competing measures of moral intuition. The goals of this project are to examine the convergent validity demonstrated by measures of moral intuition and to examine whether the concept of moral autonomy is a useful framework for understanding individual differences in the propensity to rely on intuition or reason when making moral decisions. This project comprises a series of three studies. Study 1 examines the relation between moral autonomy, general cognitive styles, and performance on a causal deviance task which taps intuitive judgments. Study 2 represents the first step in the search for convergent validity among measures of moral intuition; responses from the causal deviance task and the moral dumbfounding task are compared. In Study 3, two new measures of moral intuition are introduced and compared with existing measures. The results of this project suggest that the conceptualization of moral intuition differs significantly across theoretical perspectives and, as such, there is little convergent validity between measures derived from the heuristics-and-biases tradition and those from the sentimentalist tradition. A richer conception of intuition, one that captures the distinction between affective appraisals and decisions arrived at without conscious deliberation, offers the potential to bridge theoretical differences. This project represents the first attempt to demonstrate convergent validity between opposing theoretical conceptualizations of moral intuition. The lack of agreement between these theoretical approaches highlights the need to take a more conceptually rich view of intuition. Intuition is not simply an error, as suggested by the heuristics-and-biases approach, nor is it simply an affective response, as suggested by sentimentalists; rather, intuition is a concept characterized by non-inferential, non-deliberative understanding.
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Clymer, Leisa J. "Constructing alternate realities : understanding the nature of intuitive experiences /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948158625648.

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Binnie, Lynne M. "Intuitive psychology and intuitive physics : a comparison of understanding between children on the autistic spectrum and typically developing children." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/25153.

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This thesis considers how a disassociation among children with autism in cognitive functioning in the domains of psychology and physics might enhance our understanding of cognitive development in general. Cognition is assumed by many theorists to develop in a domain-specific fashion. This position holds that children's intuitive understanding is constructed differently according to the domain of knowledge. A literature review is reported which indicates that autism could indeed be a paradigm case for investigating this theoretical perspective. Study 1 investigated intuitive concepts of psychology, physics and biology by administering two tasks from each domain to 23 typically developing pre-schoolers, 20 children with autism and 18 children with Down syndrome. Results found that children with autism performed significantly below the other groups on the intuitive psychology tasks. However, performance within the domains of physics and biology did not significantly differ across groups. This disassociated understanding evidenced between the domains of psychology and physics/biology in children with autism strengthens the argument that cognition develops domain-specifically Study 2 focussed in greater detail on this disassociation by employing three tasks each comprising a psychological and physical condition to 21 children with autism and three groups of typically developing children: 21 matched according to chronological age [CA]; 17 pre-schoolers; 18 seven-year-olds and 17 ten-year-olds. In both conditions of a picture-sequencing task children with autism were more likely to choose a physical causal picture than a psychological one to complete the sequence. This finding indicates that children with autism may prefer to reason about causality in a purely physical way. In a categorisation task no group differences were identified in the psychological condition. However, in the physics condition, children with autism and ten-year-olds were more likely to categorise according to physical features than superficial features. In a multiple-choice task, children with autism performed poorer than all other typically developing groups in the psychology condition but better than all comparison groups except the ten-year-olds in the physics condition. This study not only confirms initial findings but also additionally demonstrates a superior ability to reason about physical phenomena in children with autism. The theoretical and practical implications of this potential cognitive strength are discussed.
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Bogacz, Margaret M. Sennott Linn I. "An intuitive approach to understanding calculus concepts in business applications using probability theory." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8514766.

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Thesis (D.A.)--Illinois State University, 1985.
Title from title page screen, viewed June 6, 2005. Dissertation Committee: Linn Sennott (chair), Kenneth Berk, John Dossey, Lawrence Spence, Charles Streeter. Includes bibliographical references (leaves 273-274) and abstract. Also available in print.
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Kaltenbacher, Bridgette Gertraude. "Intuitive interaction steps towards an integral understanding of the user experience in interaction design." Thesis, Goldsmiths College (University of London), 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.514297.

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Roh, Kyeong Hah. "College students' intuitive understanding of the concept of limit and their level of reverse thinking." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124365986.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xiv, 260 p.; also includes graphics (some col.). Includes bibliographical references (p. 210-217). Available online via OhioLINK's ETD Center
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O'Brien, Marita Anne. "Understanding human-technology interactions: the role of prior experience and age." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34000.

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Everyday technologies are intended for use by everyone with no specific training and minimal instructions. Prior research (e.g., Norman, 2002; Polson&Lewis, 1990) suggests that these technologies are usable if users can leverage their prior experience. However, different users will leverage difference experiences to operate the same technologies (Blackler, Popovic,&Mahar, 2003a). This dissertation systematically examined use of prior knowledge in the operation of everyday technology by diverse users, specifically users of different ages and experience levels. In Study 1 encounters with everyday technologies were self-reported by younger adults, older adults with low technology experience, and older adults with high technology experience. Comparisons of technology repertoires for each participant group indicated similar usage between younger adults and high tech older adults that differed in expected domains. Low tech older adults used fewer technologies, but overall they used more than expected across domains. Prior experience generally helped participants have successful encounters, but in some cases introduced problems. In Study 2 video recorded observations were made during participant interactions with exemplar everyday technologies. Participants with more relevant experience generally performed better. Older adults exhibited more inter-individual variability in their performance levels. Appropriate use of prior experience, an unassuming approach to the interaction, and using information on the technology generally led to more successful performance. Results from both studies can provide theoretical and practical support for more effective design that reflects how the target population will use their prior experience.
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Fresen, Jill Winifred. "Random variables a CAI tutorial in statistics for distance education /." Thesis, Pretoria : [s.n.], 1996. http://upetd.up.ac.za/thesis/available/etd-10192001-124625.

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Jensen, Eva. "(Mis)understanding and learning of feedback relations in a simple dynamic system /." Örebro : Stockholm : Univ. library [Univ.-bibl.] ; Swedish National Defence College [Försvarshögsk.], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-49.

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Gette, Cody. "Exploring the Complex Relationships among Reasoning, Content Understanding, and Intuition in Physics." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28878.

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Physics education research over the past few decades has made significant advances toward improving instructional practices and developing effective instructional materials for physics classrooms. In some contexts, however, after multiple instructional refinements difficulties can remain persistent. Recent findings in PER suggest that many of these difficulties are consistent with reasoning paths accounted for by dual process theories of reasoning. Students often appear to be able to employ correct conceptual understanding in one context, but neglect to demonstrate the same understanding in another closely related context. This thesis explores the use of dual-process theories of reasoning as a lens for interpreting observed patterns of student reasoning. First, we examined both the impact of problem design and the impact of instruction targeting accessible intuitive ideas in the context of sinking and floating. We found that targeted instruction which directly addressed everyday experiences had a significant impact on student performance in that context. We also found that changes to problem design and instruction emphasizing correct approaches had little impact on performance. Further investigations into the cognitive mechanisms behind student reasoning patterns found a positive relationship between student cognitive reflection skills and performance on Newton's third law problems. Findings suggest that those with higher cognitive reflection skills, as measured by the CRT, are more likely to 1) answer correctly on problems which elicit intuitively appealing but incorrect answers 2) provide correct and complete physical justification to problem solutions and 3) answer problems consistently. Finally, we examined student reasoning patterns in the context of mechanical waves. We attempted to influence intuitive approaches with video simulations of the physical situation. We found that students tended to reason with mathematical approaches and had difficulty overcoming intuitive ideas even after viewing the physical simulation.
National Science Foundation (NSF) (Grant Nos. DUE-1431857, DUE-1431541, DUE-1431940, DUE-1432765, DUE-1432052, and DRL-0962805)
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Books on the topic "Intuitive understanding"

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Goldberg, Philip. The intuitive edge: Understanding and developing intuition. Wellingborough: Turnstone, 1985.

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Goldberg, Philip. The intuitive edge: Understanding and developing intuition. Wellingborough: Crucible, 1989.

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Goldberg, Philip. The intuitive edge: Understanding and developing intuition. Wellingborough: Crucible, 1989.

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Cracking the intuition code: Understanding and mastering your intuitive power. Lincolnwood, Ill: Contemporary Books, 1999.

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Canto, Victor A. Understanding asset allocation: An intuitive approach to maximizing your portfolio. Indianapolis: Financial Times Prentice Hall, 2005.

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Understanding asset allocation: An intuitive approach to maximizing your portfolio. Upper Saddle River, NJ: FT Prentice Hall, 2006.

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Hitz, C. Breck. Understanding laser technology: An intuitive introduction to basic and advanced laser concepts. Tulsa, Okla: PennWell Books, 1985.

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Understanding laser technology: An intuitive introduction to basic and advanced laser concepts. 2nd ed. Tulsa, Okla: PennWell Books, 1991.

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Crawford, Catherine. The highly intuitive child: A guide to understanding and parenting unusually sensitive and empathic children. Alameda, CA: Hunter House Publishers, 2009.

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The highly intuitive child: A guide to understanding and parenting unusually sensitive and empathic children. Alameda CA: Hunter House Publishers, 2008.

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Book chapters on the topic "Intuitive understanding"

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Shaw, Colin, and Ryan Hamilton. "Imperative 4: Commit Yourself to Understanding and Predicting Customer Habits and Behaviors." In The Intuitive Customer, 85–107. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-53430-9_6.

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Bühler, Daniel. "Step 2: Understanding Visual Representation(s)." In Universal, Intuitive, and Permanent Pictograms, 11–31. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32310-3_2.

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Clark, Douglas B. "Games, Motivation, and Integrating Intuitive and Formal Understanding." In Lecture Notes in Computer Science, 554–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39112-5_57.

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Congdon, Eliza L., Marina Vasilyeva, Kelly S. Mix, and Susan C. Levine. "From Intuitive Spatial Measurement to Understanding of Units." In Visualizing Mathematics, 25–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98767-5_2.

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Higa, Kyota, Masumi Ishikawa, and Toshiyuki Nomura. "Onomatopoeia Expressions for Intuitive Understanding of Remote Office Situation." In Virtual Augmented and Mixed Reality. Designing and Developing Augmented and Virtual Environments, 351–58. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39405-8_39.

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Bork, Dominik, Christine Schrüffer, and Dimitris Karagiannis. "Intuitive Understanding of Domain-Specific Modeling Languages: Proposition and Application of an Evaluation Technique." In Conceptual Modeling, 311–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33223-5_26.

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Nyhof, Melanie. "Intuitive Foundations of Conceptions of Vitality: The Case of Chinese Children’s Understanding of Illness Causation." In Religious Cognition in China, 139–49. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62954-4_9.

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Blokland, Peter J., and Genserik L. Reniers. "The Concepts of Risk, Safety, and Security: A Fundamental Exploration and Understanding of Similarities and Differences." In The Coupling of Safety and Security, 9–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47229-0_2.

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Abstract When discussing the concepts of risk, safety, and security, people have an intuitive understanding of what these concepts mean and to a certain level, this understanding is universal. However, when delving into the meaning of the words and concepts in order to fully understand all their aspects, one is likely to fall into a semantic debate and ontological discussions. As such, this chapter explores the similarities and differences behind the perceptions to come to a fundamental understanding of the concepts, proposing a common semantic and ontological ground for safety and security science, introducing a definition of objectives as a central starting point in the study and management of risk, safety, and security.
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Bong, Way Kiat, Florian Maußer, Margot van Eck, Diogo De Araujo, Jorg Tibosch, Tobias Glaum, and Weiqin Chen. "Designing Nostalgic Tangible User Interface Application for Elderly People." In Lecture Notes in Computer Science, 471–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58805-2_56.

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AbstractOur elderly population faces challenges in accepting and using new digital technology, and tangible user interface (TUI) can contribute as a more intuitive user interface in addressing these challenges. Studies have shown that nostalgic memories trigger positive emotions, which can provide better experiences for elderly people in learning and using new technology. However, the use of nostalgia in TUI for elderly people has been little and therefore the understanding on how nostalgia can contribute in TUI promoting technology acceptance among elderly people is limited. In order to address this knowledge gap, in this study we have created a nostalgic TUI application for elderly people through three iterations of design, development and evaluation. The results show that by adopting the element of nostalgia into the TUI application, elderly people could learn to use new technology in a more intuitive way. They could relate the new technology to their old positive memories. However, they had expectations that the TUI application would work exactly like the old fashioned way. Through the research process, we gathered and reflected on the lessons learned, which can serve as guidelines for using the concept of nostalgia in designing TUI application for elderly people’s technology acceptance.
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Gobet, Fernand. "Intuition, Insight and Creativity." In Understanding Expertise, 97–114. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-57196-0_6.

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Conference papers on the topic "Intuitive understanding"

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Gribanov, S. V. "Spontaneous associations of intuitive understanding." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-08-2018-51.

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Michael, Judith, and Heinrich C. Mayr. "Intuitive understanding of a modeling language." In ACSW 2017: Australasian Computer Science Week 2017. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3014812.3014849.

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Rajagopalan, Harish, Shenheng Xu, and Yahya Rahmat-Samii. "Reflectarray phase analysis: A simple and intuitive understanding." In 2010 IEEE International Symposium Antennas and Propagation and CNC-USNC/URSI Radio Science Meeting. IEEE, 2010. http://dx.doi.org/10.1109/aps.2010.5562240.

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Collins, C. M. "Intuitive understanding of RF heating patterns in MRI." In 2017 International Conference on Electromagnetics in Advanced Applications (ICEAA). IEEE, 2017. http://dx.doi.org/10.1109/iceaa.2017.8065674.

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MURATA, Makoto, and Shuji HASHIMOTO. "INTERACTIVE ENVIRONMENT FOR INTUITIVE UNDERSTANDING OF 4D OBJECT AND SPACE." In MMM 2000. WORLD SCIENTIFIC, 2000. http://dx.doi.org/10.1142/9789812791993_0024.

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Diaz-Hernandez, Octavio, and Victor J. Gonzalez-Villela. "5 DOF Instrumented Master Device for Experimental Understanding of Intuitive Teleoperation." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63884.

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Teleoperation it is a modern challenge within the areas of mechatronics, e.g. precision mechanics, control electronics, computational algorithms. Teleoperation arose from the necessity of handling nuclear material, but in recent years has come essential in others activities such as the space or undersea exploration, mobile robotics, medical applications and entertainment. The main goal in this work is to study the “operation at a distance,” with a master-slave system, to define the concept of “Intuitive Teleoperation,” like a novel approach to perform semiautonomous teleoperation, based on incomplete information from the environment, objects and system. In this level of the investigation the experimentation was realized with a 5 DOF anthropomorphic device (master device) that acquired data of the movements from a human operator, which was sent to a 5 DOF anthropomorphic robot (slave device). Both, direct kinematics (over the master device) and inverse kinematics (over the slave device) were used to calculate their space parameters (point coordinates, orientation) and to implement intuitive algorithms. Has been observed that the master device movements are followed and enhanced by the slave subsystem when the intuitive algorithms are activated. Semiautonomous teleoperation was achieved using a 5 DOF instrumented master device. The experiments enhanced the “operation at a distance” by defining an intuitive algorithm.
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Chittasirinuwat, Onchira, Tussatrin Kruatong, Boonchoat Paosawatyanyong, Boonchoat Paosawatyanyong, and Pornrat Wattanakasiwich. "College Students’ Intuitive Understanding and Problem-Solving of Energy and Momentum." In INTERNATIONAL CONFERENCE ON PHYSICS EDUCATION: ICPE-2009. AIP, 2010. http://dx.doi.org/10.1063/1.3479899.

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Marques, Dylan, James A. Guggenheim, Rehman Ansari, Edward Z. Zhang, Paul C. Beard, and Peter R. T. Munro. "On the intuitive understanding of interrogating Fabry-Perot etalon with a focused beam." In Photons Plus Ultrasound: Imaging and Sensing 2019, edited by Alexander A. Oraevsky and Lihong V. Wang. SPIE, 2019. http://dx.doi.org/10.1117/12.2508413.

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BAKKE, STURLA. "Understanding intuitive use of screen based user interfaces in a skilled worker environment." In Third International Conference on Advances in Computing, Communication and Information Technology- CCIT 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-061-3-27.

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Manoliu, Raluca. "TOWARDS AN INTUITIVE UNDERSTANDING OF ARCHITECTURAL SPACE: A NOVEL PEDAGOGICAL METHODOLOGY IN ARCHITECTURAL DESIGN." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.090.

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