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Inglis, Matthew. "Dual processes in mathematics : reasoning about conditionals." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/2847/.
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This thesis studies the reasoning behaviour of successful mathematicians. It is based on the philosophy that, if the goal of an advanced education in mathematics is to develop talented mathematicians, it is important to have a thorough understanding of their reasoning behaviour. In particular, one needs to know the processes which mathematicians use to accomplish mathematical tasks. However, Rav (1999) has noted that there is currently no adequate theory of the role that logic plays in informal mathematical reasoning. The goal of this thesis is to begin to answer this specific criticism of the literature by developing a model of how conditional “if…then” statements are evaluated by successful mathematics students. Two stages of empirical work are reported. In the first the various theories of reasoning are empirically evaluated to see how they account for mathematicians’ responses to the Wason Selection Task, an apparently straightforward logic problem (Wason, 1968). Mathematics undergraduates are shown to have a different range of responses to the task than the general well-educated population. This finding is followed up by an eve-tracker inspection time experiment which measured which parts of the task participants attended to. It is argued that Evans’s (1984, 1989, 1996, 2006) heuristic-analytic theory provides the best account of these data. In the second stage of empirical work an in-depth qualitative interview study is reported. Mathematics research students were asked to evaluate and prove (or disprove) a series of conjectures in a realistic mathematical context. It is argued that preconscious heuristics play an important role in determining where participants allocate their attention whilst working with mathematical conditionals. Participants’ arguments are modelled using Toulmin’s (1958) argumentation scheme, and it is suggested that to accurately account for their reasoning it is necessary to use Toulmin’s full scheme, contrary to the practice of earlier researchers. The importance of recognising that arguments may sometimes only reduce uncertainty in the conditional statement’s truth/falsity, rather than remove uncertainty, is emphasised. In the final section of the thesis, these two stages are brought together. A model is developed which attempts to account for how mathematicians evaluate conditional statements. The model proposes that when encountering a mathematical conditional “if P then Q”, the mathematician hypothetically adds P to their stock of knowledge and looks for a warrant with which to conclude Q. The level of belief that the reasoner has in the conditional statement is given by a modal qualifier which they are prepared to pair with their warrant. It is argued that this level of belief is fixed by conducting a modified version of the so-called Ramsey Test (Evans & Over, 2004). Finally the differences between the proposed model and both formal logic and everyday reasoning are discussed.
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Stupple, Edward James Nairn. "Inspection-time analysis of syllogistic reasoning processes." Thesis, University of Derby, 2007. http://hdl.handle.net/10545/246212.
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Gregory, D. J. "Age-related changes in inductive reasoning processes." Thesis, University of Aberdeen, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372614.
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Vowels, Christopher L. "Training an implicit reasoning strategy : engaging specific reasoning processes to enhance knowledge acquisition." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/715.
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Schug, Brett W. "Standardized modular process design with interval reasoning." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/10239.
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Cho, Soohyun. "Component processes of analogical reasoning and their neural substrates." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1619392411&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Munroe, Helena A. "Clinical reasoning in community occupational therapy : patterns and processes." Thesis, Heriot-Watt University, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315181.
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Van, Den Bosch Magali Marie. "Simulation of ion exchange processes using neuro-fuzzy reasoning." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/2161.
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Thesis (MTech (Chemical Engineering))--Cape Peninsula University of Technology, 2009.Neuro-fuzzy computing techniques have been approached and evaluated in areas of process control; researchers have recently begun to evaluate its potential in pattern recognition. Multi-component ion exchange is a non-linear process, which is difficult to model and simulate as there are many factors influencing the chemical process which are not well understood. In the past, empirical isotherm equations were used but there were definite shortcomings resulting in unreliable simulations. In this work, the use of artificial intelligence has therefore been researched to test the effectiveness in simulating ion exchange processes. The branch of artificial intelligence used was the adaptive neuro fuzzy inference system. The objective of this research was to develop a neuro-fuzzy software package to simulate ion exchange processes. The first step towards building this system was to collect data from laboratory scale ion exchange experiments. Different combinations of inputs (e.g. solution concentration, resin loading, impeller speed), were tested to determine whether it was necessary to monitor all available parameters. The software was developed in MSEXCEL where tools like SOLVER could be utilised whilst the code was written in Visual Basic. In order to compare the neuro-fuzzy simulations to previously used empirical methods, the Fritz and Schluender isotherm was used to model and simulate the same data. The results have shown that both methods were adequate but the neuro-fuzzyapproach was the more appropriate method. After completion of this study, it could be concluded that a neuro-fuzzy system does not always have the ability to describe ion exchange processes adequately.
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Kapetanakis, Stylianos. "Intelligent monitoring of business processes using case-based reasoning." Thesis, University of Greenwich, 2012. http://gala.gre.ac.uk/9809/.
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The work in this thesis presents an approach towards the effective monitoring of business processes using Case-Based Reasoning (CBR). The rationale behind this research was that business processes constitute a fundamental concept of the modern world and there is a constantly emerging need for their efficient control. They can be efficiently represented but not necessarily monitored and diagnosed effectively via an appropriate platform. Motivated by the above observation this research pursued to which extent there can be efficient monitoring, diagnosis and explanation of the workflows. Workflows and their effective representation in terms of CBR were investigated as well as how similarity measures among them could be established appropriately. The monitoring results and their following explanation to users were questioned as well as which should be an appropriate software architecture to allow monitoring of workflow executions. Throughout the progress of this research, several sets of experiments have been conducted using existing enterprise systems which are coordinated via a predefined workflow business process. Past data produced over several years have been used for the needs of the conducted experiments. Based on those the necessary knowledge repositories were built and used afterwards in order to evaluate the suggesting approach towards the effective monitoring and diagnosis of business processes. The produced results show to which extent a business process can be monitored and diagnosed effectively. The results also provide hints on possible changes that would maximize the accuracy of the actual monitoring, diagnosis and explanation. Moreover the presented approach can be generalised and expanded further to enterprise systems that have as common characteristics a possible workflow representation and the presence of uncertainty. Further work motivated by this thesis could investigate how the knowledge acquisition can be transferred over workflow systems and be of benefit to large-scale multidimensional enterprises. Additionally the temporal uncertainty could be investigated further, in an attempt to address it while reasoning. Finally the provenance of cases and their solutions could be explored further, identifying correlations with the process of reasoning.
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Ortz, Courtney. "Aging and Associative and Inductive Reasoning Processes in Discrimination Learning." TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/266.
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The purpose of this study was to investigate how associative and inductive reasoning processes develop over trials in feature positive (FP) and feature negative (FN) discrimination learning. Younger and older adults completed initial and transfer tasks with either consistent or inconsistent transfer. Participants articulated a rule on every trial. The measure of discrimination learning was the number of trials it took participants to articulate the exact rule. In the initial task, older adults articulated the rule more slowly than younger adults in FP discrimination and took marginally more trials to articulate the rule in FN discrimination than younger adults. Age differences were greater in FP discrimination than in FN discrimination learning because younger adults performed well in FP discrimination learning. In the transfer task, older adults articulated the FP rule more slowly than younger adults and both groups articulated the rule more quickly with consistent than inconsistent transfer. Older adults articulated the FN rule slower than older adults. The differences in trials to articulate the FN rule for the two groups were somewhat larger for inconsistent transfer than consistent transfer. Discrimination learning was explained in terms of associative and inductive reasoning processes reasonably well. The measure of associative processes was forgotten responses, whereas the measures of inductive reasoning processes were irrelevant cue shifts and perseverations. In FP discrimination learning in the initial task, older adults had a greater proportion of forgotten responses, irrelevant cue shifts, and marginally more perseverations than younger adults. Therefore, older adults had more difficulty with associative and inductive reasoning processes than younger adults in FP discrimination. In FN discrimination, older adults had a greater proportion of forgotten responses than younger adults. Older and younger adults had a similar number of irrelevant cue shifts and perseverations. Therefore, in FN discrimination older adults had more difficulty with associative processes than younger adults. Both groups had difficulty with inductive reasoning processes. In FP discrimination in the transfer task, older adults had a greater proportion of forgotten responses, irrelevant cue shifts, and perseverations than younger adults, and these proportions were similar in consistent and inconsistent transfer. Therefore, in FP discrimination older adults had more difficulty than younger adults with both associative and inductive reasoning processes. Both processes were similar with regards to consistent and inconsistent transfer. In FN discrimination, older adults had a greater proportion of forgotten responses than younger adults, and the proportion of forgotten responses was greater in inconsistent than in consistent transfer. Both groups made a similar number of irrelevant cue shifts, and there was a marginal difference in consistent and inconsistent transfer for this measure with a greater number in inconsistent transfer. Older adults had a greater proportion of perseverations than younger adults. However, there were no differences in the number of perseverations for consistent and inconsistent transfer. Thus, older adults had difficulty with associative and inductive reasoning processes. Younger adults' inductive reasoning skills improved. The associative and inductive reasoning processes in FN discrimination were not as efficient in inconsistent transfer as in consistent transfer.
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Hunter, Daniel Ashley Douglas. "Processes in precedent : a multiple-constraint model of legal reasoning." Thesis, University of Cambridge, 1999. https://www.repository.cam.ac.uk/handle/1810/251675.
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This dissertation examines what it means to decide a legal case according to precedent. I present a descriptive model of precedent, which relies on cognitive science studies of human reasoning to explain some characteristics of precedential reasoning. My basic thesis is that the traditional view of precedential reasoning is an inadequate descriptive model of how adjudication actually operates. The traditional view suggests that precedential reasoning involves the deductive application of a rule to the undecided case, where the rule is derived either from other precedents or from a fundamental legal or moral principle. On this view, precedential reasoning is just a modified form of deductive reasoning. I shall suggest that this view does not account for the freedom judges have to ignore precedent that might seem to bind them, and equally the constraints judges feel upon them to decide according to precedent in situations where they are not bound. To counter this, I present a model which relies on three fundamental concepts. First, I suggest that precedential reasoning involves two inter-linked processes of discovery and justification. Discovery is the process by which a judge concludes that a precedent can be applied to the current case, on account of a number of similarities between the precedent and the case. Justification is the process of explaining why a particular 'discovered' precedent should apply to the current case. The second major concept is the idea of constraints on decision-making. Rather than suggesting that legal cases or rules are the only constraints on precedential reasoning, I shall show that many other psychologically-explicable constraints operate when judges decide cases. These constraints include the effect of metaphors, the nature of analogical reasoning, and the effect of inductive inference. The final fundamental concept is the application of Gestalt psychology to understand how these constraints can unconsciously affect precedential reasoning. Using this approach, I show how it can be that judges can be constrained, but be unaware of those constraints.
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Ferracioli, da Silva Laércio Evandro. "Commonsense reasoning about processes : a study of ideas about reversibility." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021508/.
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In recent years, research in students' conceptions about the physical world has revealed that when children reach the age of schooling they have already developed their own knowledge about the physical world which is sometimes rather different from the accepted scientific knowledge taught in schools. This thesis aims at investigating possible structures of commonsense reasoning about reversibility related to processes of interest to Science presented by students from two age-groups, 13/14 year old and 16/17 year old. The study has a theoretical framework based upon the scientific view of reversibility mainly related to Thermodynamics. It is also related to a conceptual, commonsense and developmental perspective taken from the literature, where reversibility is connected with different concepts such as causation, action, and conservation. Therefore, based upon this framework some very basic questions were asked to students about a selected number of phenomena. The empirical data was collected with the use of questionnaires. The sample consisted of two different age/instructional groups of students from England, Chile and Brazil. Factor Analysis was used to analyse the quantitative data. The qualitative data was analysed using a systemic network in which students' answers could be categorised. The main result of the quantitative analysis was a common three dimensional factor space of explanation for all groups with the dimensions relating to the ways in which the processes could be seen. They are respectively the contrast between 'can happen and cannot happen', 'needs an action and happens by itself, and 'has a goal and has no goal'. Phenomena can be located in this common space, but their position may vary for different age/instructional groups and for groups from different countries. The results of the qualitative analysis give a more detailed description of the way students see the reversibility of the processes and lend support to the quantitative results.
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MacNish, Craig Gordon. "Nonmonotonic inference systems for modelling dynamic processes." Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240195.
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Villejoubert, Gaëlle. "Posterior probability judgements : distinguishing numerical outputs from their underlying reasoning processes." Thesis, University of Hertfordshire, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397112.
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Lan, Deborah H. "An Exploratory Study on Community College Students' Reasoning Processes and Argumentation." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500044913992853.
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Potter, Margaret. "Processes and strategies used by normal and disabled readers in analogical reasoning." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32301.
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The purpose of this study was: 1) to identify reading disability subtypes among a sample of reading-disabled students using two classification methods, 2) to discover the processes and strategies used in analogical reasoning by individual reading disabled and nonreading-disabled students through the method of componential analysis, and 3) to explore the relationship between the processes and strategies used by disabled readers in analogical reasoning and their membership in a reading disability subtype.
In Phase 1 of the study, groups of normal and disabled readers were established using Grade 5 students attending elementary schools in a large urban area of Northwestern Ontario. The disabled sample of 77 students comprised 41 males and 36 females and the normal reader sample of 20 students comprised 7 males and 13 females.
In Phase 2, the disabled and normal readers were individually administered the Boder Test of Reading-Spelling Patterns (Boder & Jarrico, 1982), the Peabody Picture Vocabulary Test - Revised (Dunn & Dunn, 1981), and subtests taken from the Durrell Analysis of Reading Difficulty (Durrell & Catterson, 1980) . The Schematic Picture Analogies Test (Sternberg & Rifkin, 1979) was administered to students in small groups.
The first method of subtyping, the Boder test, failed to
identify subtypes among the reading-disabled sample because the students were not as severely disabled as the clinic-referred sample for which the test was designed. The second method, which employed a hierarchical agglomerative technique of cluster analysis using students' scores obtained on 23 reading and related variables, differentiated the normal readers from the disabled readers. Three clusters emerged when the reading-disabled data were analyzed alone that were characterized by strengths and weaknesses in their reading skills.
Componential analysis of students' analogical reasoning data used mean solution latency as the criterion or dependent variables. Independent or predictor variables were associated with the systematically varied level of difficulty of each of 24 analogy booklets. Seven models theorized by Sternberg (1977) were fitted to each individual's booklet scores through multiple regression analysis and the preferred model chosen according to five predetermined
criteria (Sternberg & Rifkin, 1979).
Disabled readers were grouped according to the processes and strategies they used in solving analogies. The normal reader group solved analogies as predicted but there was no relationship between membership in a reading disability cluster and membership in an analogy subgroup. None of the analogy subgroups could be characterized by their reading performance although the subgroup that used the most efficient model tended to have higher ability than the other subgroups. Correlations between solution latency and
reading and related variables for the normal readers showed that the more proficient analogical reasoners were faster, more accurate readers and better comprehenders. Few significant correlations were detected between solution latency and reading variables for the disabled readers.
The lack of relationship between the two systems is perhaps the most surprising and paradoxical finding of the study. It is suggested that this occurred because reading-disabled children, irrespective of the cluster to which they belong, may solve analogies in a unique way, or because the bottom-up, content-driven nature of the reading task is so fundamentally different from the top-down, content-free nature of the analogical reasoning task. Other explanations suggest that the use of measures at a macro level to form reading-disabled clusters masks any relationship with the analogical reasoning subgroups formed by measures at a micro level, or that component processing is so specific to the individual that differences are buried within the subtypes implying the existence of subtypes within subtypes. Some of the implications for education are discussed.Education, Faculty of
Graduate
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Abuzour, Aseel. "An investigation into the learning and clinical reasoning processes of independent prescribers." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/an-investigation-into-the-learning-and-clinical-reasoning-processes-of-independent-prescribers(251d6258-6f7c-4674-8e1d-57ff4da4c803).html.
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The prescribing rights of non-medical healthcare professionals in the United Kingdom (UK) are some of the most extensive in western medical practice. Nurses, pharmacists, physiotherapists, optometrists, chiropodists, podiatrists, therapeutic and diagnostic radiographers and dieticians, with appropriate training have the authority to prescribe. They are often referred to as non-medical prescribers (NMPs). These non-medical healthcare professionals should have a specified number of years of post-registration experience in order to undertake specific training in prescribing. There has been a limited amount of research exploring how non-medical healthcare professionals acquire their expertise during the prescribing programme. In addition, there is a gap in the literature on how NMPs apply their acquired expertise during the process of making clinical prescribing decisions. A programme of research was conducted to explore the learning processes and decision-making skills of pharmacist and nurse independent prescribers working in secondary care. The research used current literature on pharmacist and nurse independent prescribing by conducting a systematic review to assess how their expertise development is reported in the literature. In addition, the learning experiences of secondary care pharmacists and nurses undertaking the independent prescribing programme was explored by employing a novel audio-diary technique followed by semi-structured interviews on 7 nurses and 6 pharmacists. Students were mainly recruited via their non-medical prescribing programme leaders at a number of accredited universities across the UK. There was little opportunity in this study to explore the clinical reasoning processes of students as they were learning to prescribe. Therefore, the final study aimed to explore how secondary care pharmacist and nurse independent prescribers make clinical prescribing decisions. A total of 21 independent prescribers working in secondary care took part in this study, mainly recruited via their non-medical prescribing lead and social media. This study employed a think-aloud protocol method using validated clinical vignettes followed by semi-structured interviews. Students and NMPs occupied a wide range of roles. Ethical approval from the University of Manchester Research Ethics Committee (UREC) and governance approvals from a number of National Health Service (NHS) hospitals were obtained before conducting the research. NMPs were influenced by a number of intrinsic and extrinsic factors during the process of learning to prescribe and when making prescribing decisions. Students also experienced an affective phase of transition in which students became highly metacognitive as they began to form their identities as prescribers and reflect on their confidence and competence. There were notable differences between how pharmacists and nurses learned to prescribe, which were also seen during the process of clinical decision-making as independent prescribers. Despite this, pharmacists and nurses revealed a similar pattern in their decision-making processes as prescribers. Findings from this programme of research provide further insight into the specific training and support requirements of these healthcare professionals. Additional research with NMPs would be beneficial to contribute to the currently limited understanding of the learning and clinical reasoning processes of NMPs.
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Langridge, Neil. "The clinical reasoning processes of extended scope physiotherapists assessing low back pain." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/354124/.
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The role of the extended scope physiotherapist has developed relatively recently within health-care. The extended role has utilised the skills of allied health professionals including physiotherapists, and given them autonomy to use knowledge and clinical acumen to request investigations such as Magnetic Resonance Imaging (MRI) as part of the diagnostic process. These requests and processes are delivered outside their traditional scope of practice. Further knowledge on how these practitioners clinically reason is therefore needed as there is little within the literature regarding reasoning in this specific group of clinicians. This research aids in the development of future roles, the governance of services, whilst supporting the training of clinical reasoning for new recruits to this work. This qualitative study has explored the processes by which extended scope physiotherapists clinically reason decisions regarding patients reporting low back pain. The study has used a multiple case study design informed by grounded theory methodology with focus groups and semi-structured interviews as a method to investigate these processes. The themes identified included prior thinking, patient interaction, formal testing, time, safety and accountability, external/internal and gut feeling. Subtle differences in clinical reasoning were seen in the focus group study between ESP and non-ESP clinicians. The processes of clinical reasoning are presented that suggests how these clinicians reason whilst highlighting how they differ to non-extended scope physiotherapists.
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Graham, Charlotte. "The relationship between inhibitory control and System 1 and System 2 processes in deductive and spatial reasoning." Thesis, University of Canterbury. Psychology, 2007. http://hdl.handle.net/10092/1370.
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Dual Processing theory proposes that the ability to over ride associative (System 1) in favour of analytical (System 2) processed in deductive reasoning may depend on inhibitory control. The present study applies this association to a spatial reasoning task by adapting a mental rotation task to a multichoice format including System 1 (mirror) and System 2 (rotated image) responses. Fifty undergraduate volunteers from the University of Canterbury responded to a Stroop task as a measure of inhibitory control that was compared with System 1 and System 2 responding from a spatial and a deductive reasoning task. It was expected that people with weaker inhibitory potential would make more System 1 and fewer System 2 responses in both deductive and visual-spatial reasoning tasks. Contrary to expectation System 2 responding dominated for both tasks and correlations between both reasoning tasks and measures of inhibitory control were non-significant. The differing idiosyncratic demands of each task may have obscured any common variables associated with inhibitory control. This research initiated a test for the presence of System 1 and System 2 in spatial reasoning.
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Dobrynina, Galina. "Reasoning processes of grade 4-6 students solving two- and three-variable problems." Thesis, Boston University, 2001. https://hdl.handle.net/2144/33457.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The goal of this study was to gain insight into the reasoning processes employed by grades 4 through 6 students as they solved two- and three-variable tasks and documented their solution methods. The tasks were presented in three problem settings: weight scales, advertisements, and frame equations. Solution methods were identified as arithmetic (guess, check, and revise) or algebraic (identify relationships, compare equations, and replace variables with numbers.) To determine whether grade level, number of variables, or problem setting were related to solution success and solution methods, the six tasks were administered to 131 grade 4 subjects, 107 grade 5 subjects, and 143 grade 6 subjects from three public elementary schools and one middle school. Subjects' solution success scores on the tasks were compared by grade level, number of variables, problem setting, and solution method. Statistical analyses showed that: 1) there was a significant difference in solution success between fourth and sixth grade subjects; 2) number of variables in a task significantly influenced difference in success scores between fourth and sixth grade subjects; 3) problem setting was a significant factor in solution success for fifth and sixth grade subjects; and 4) subjects who employed algebraic solution methods were significantly more successful than were those who used arithmetic methods. Despite the fact that subjects had not had any formal training in the use of algebraic solution strategies, 20% of solution methods used on all tasks by all subjects were algebraic. At every grade level, algebraic solution methods produced 90% success rates. To elaborate on their reasoning processes, rank tasks by difficulty, and group tasks by "likeness," 25 subjects were interviewed. Solution methods employed by interviewed subjects exhibited common algebraic approaches: subjects identified relationships among unknowns, compared equations to identify differences, and replaced like variables with same numbers. Interviews also revealed that subjects identified the tasks with similar structures despite their different settings.
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Domah, Darshan. "The NERV Methodology: Non-Functional Requirements Elicitation, Reasoning, and Validation in Agile Processes." NSUWorks, 2013. http://nsuworks.nova.edu/gscis_etd/137.
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Agile software development has become very popular around the world in recent years, with methods such as Scrum and Extreme Programming (XP). Literature suggests that functionality is the primary focus in Agile processes while non-functional requirements (NFR) are either ignored or ill-defined. However, for software to be of good quality both functional requirements (FR) and NFR need to be taken into consideration; lack of attention to NFR has been documented to be the cause of failure for many software projects. Hence special attention needs to be focused on NFR in Agile software development. By its very nature Agile processes require frequent changes but these changes are often not well documented. This is especially true of NFR in Agile processes. While functional requirements are carefully identified, NFR are often not properly elicited. Once NFR are identified they become the basis for reasoning and facilitation of design and development decisions. NFR also need to be validated through proper testing to ensure their quality attributes have been met in the final software product.
This dissertation aimed at developing a methodology for addressing NFR in Agile processes. As such, the "NERV Methodology: Non-Functional Requirements Elicitation, Reasoning, and Validation in Agile Processes" was proposed. Several artifacts were created as part of this methodology and included: the NFR Elicitation Taxonomy, the NFR Reasoning Taxonomy, the NFR Quantification Taxonomy, and the Non-Functional Requirements User Story Companion (NFRusCOM) Card. Additionally the NERV Agility Index (NAI) was developed using the Agile Manifesto and its twelve principles.
The NERV Methodology was validated using the 26 requirements of the European Union (EU) eProcurement Online System. Additionally the results obtained by the NORMAP Methodology in previous research, were used as baseline. Results show that the NERV Methodology was successful in identifying NFR, for 55 out of 57 requirements sentences that contained implicit NFR, compared to 50 for the baseline. This represented a 96.49% success rate compared to 87.71% for the baseline; an improvement of 8.78%. Furthermore the NERV Methodology was successful in eliciting 82 out of 88 NFR compared to 75 for the baseline. The elicitation success rate was 93.18% compared to 85.24% for the baseline; an improvement of 7.94%.
Agility was validated using the same data set as above. Two experiments investigated project durations measured in 2-week sprint iterations, commonly used in Scrum. Results show that the first experiment, using the "FR and NFR Simultaneous Scheme" completed all FR and NFR scope in 24 sprints. The second experiment, using the "FR First Then NFR Scheme" consumed 26 sprints. The first agile scheduling scheme delivered all scope two sprints earlier than the second scheme; representing a saving of almost one month. Validation results showed that the NERV Methodology and its artifacts can potentially be beneficial for software development organizations for eliciting, reasoning about, and validating NFR in Agile processes.
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Warren, Elizabeth Anne. "Interactions between instructional approaches, students' reasoning processes, and their understanding of elementary algebra." Thesis, Queensland University of Technology, 1996.
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This research explored the effectiveness of various teaching strategies used for introducing early algebraic concepts. The research focused on investigating three
approaches commonly used for introducing the concept of a variable, namely, generalising from tables of data, generalising from visual patterns, and establishing the
links between algebra the structural aspects of the number system. The research also identified specific reasoning processes that interact with these strategies.
The research incorporated two investigations, an introductory and main study. One hundred and sixteen students participated in the introductory study and 379 students participated in the main study. The age of the students ranged from 12 years 6 months to 15 years and 10 months. The introductory study incorporated the development and trialing tests used for measuring students' reasoning processes, their preference for a visual or symbolic approach to solution, and their understanding of pre-algebra and early algebra ideas. These tests were reformulated for the main study. An analysis of the students' responses indicated a number of areas where more in-depth information would help identify the ways in which students reflected on basic algebraic concepts. Forty one
students were selected for a semi-structured interview.
The research employed a multiple measurement approach. The first stage consisted of a correlational analysis. This analysis teased out the relationships among the three written test. The next stage in the study entailed the use of a semi-structured interview. This phase was considered an important part of the methodology as it provided insights into the ways students think, and enabled clarification, extension, and interpretations of the
information recorded in the written responses. Implications for further research, for classroom teaching, and for curriculum development for introducing the concept of a
variable are discussed.
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Gauthier, Geneviève. "Capturing and representing the reasoning processes of expert clinical teachers for case-based teaching." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86667.
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Case-based learning has demonstrated its potential in educational and professional environments for its ability to promote reasoning skills and foster independent learning. However, the use of this instructional approach is limited by current assessment practices. Considering that assessment drives and defines the types of learning that can be measured, case-based learning requires a new mode of assessment. Using an evidence-centered design perspective, we propose to explore an assessment task aligned with key instructional objectives of case-based learning.In the context of medical education, we propose a methodology that addresses the challenge of capturing and representing evolving knowledge into a validation activity. This activity is anchored on case-based teaching practices commonly performed by physicians in medical education. The study examines the reasoning processes of five medical experts while they solve and teach three specific cases. Verbal protocol combined with outcome and process measures lead to an initial visual representation of expert's reasoning processes. These initial visual representations are used with experts for them to validate and evaluate their own reasoning processes for each case. This reflection task informs the design of a combined visual representation for each case that shows similarities and differences in experts' performance. These results can inform the design of complex assessment practices that incorporates models of competent performance and helps to guide curriculum development in medical education.
L'apprentissage utilisant la méthode de cas appliqués est une approche d'apprentissage qui a fait ses preuves tant dans le milieu professionnel que dans le milieu éducatif car elle stimule le développement du raisonnement et favorise la prise en charge de l'apprentissage chez les apprenants. Toutefois son utilisation dans le milieu éducatif est limitée car les objectifs d'apprentissage clés de cette approche ne sont pas soutenus par les méthodes d'évaluation ayant cours dans le système éducatif. Cette situation est problématique car les méthodes d'évaluation ont un très grand impact sur le type et la nature des apprentissages ayant cours dans les salles de classes.
Dans cette étude nous proposons d'explorer une approche d'évaluation inspirée de la conception basée sur des données probantes (evidence-centered design) dans un contexte d'éducation médicale. La première étape, permettant d'établir les bases d'une telle approche d'évaluation, consiste à construire de manière empirique des modèles permettant l'évaluation et l'interprétation des caractéristiques et paramètres de performance de résolutions de cas. En proposant une méthodologie qui a pour but de capturer et de représenter visuellement le processus de résolution, cette étude analyse la performance de cinq experts cliniciens dans le cadre d'une activité simulant la présentation et la résolution de trois cas de patients. Le protocole verbal combiné à des mesures caractérisant leur processus de raisonnement et leurs solutions sont utilisés pour créer une représentation individuelle pour chacune des résolutions de cas. Ces représentations sont ensuite utilisées avec les experts afin qu'ils valident et évaluent leur propres performances. Cette deuxième étape permet d'établir les étapes importantes communes et les différences menant à une résolution valide de cas. Ces modèles et cette méthodologie ont pour but d'établir une base servant à l'évaluation et au développement de matériel pédagogique pour l'apprentissage par cas.
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Hartwright, Charlotte Emily. "Towards a neurocognitive theory of mind : how control and reasoning processes contribute to adult mentalizing." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4776/.
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A series of neuroimaging experiments were conducted using adult participants to explore the neurocognitive bases of reasoning and control processes in Theory of Mind (ToM). Through careful manipulation of psychologically relevant parameters, these were designed to modulate neural regions considered important for ToM, the temporoparietal junction (TPJ) and medial prefrontal cortex (mPFC), alongside regions more typically associated with executive function, the ventrolateral and dorsomedial prefrontal cortices (vlPFC / dmPFC respectively). This enabled close inspection of the functional profile of these regions, in the context of mentalizing. The core findings were: 1) TPJ was modulated by the valence of mental states. Thus, TPJ does not simply respond to mental representation; the content of the representation is important. 2) The presence of activation in rostral mPFC was manipulated by varying the mode of reasoning. Context is therefore relevant to how adults approach ToM. 3) A neural dissociation was identified between two accounts of control processes for ToM in vlPFC and dmPFC. Such processes mediate the expression of certain ToM concepts. Together, these findings suggest that a neurocognitive account of ToM should describe a flexible system which adapts to the specific conceptual and contextual demands of the social world at that time.
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Cavener, John. "Sense-making in child protection : interpreting social workers' reasoning processes through applying Archer's theory of reflexivity." Thesis, Northumbria University, 2017. http://nrl.northumbria.ac.uk/36258/.
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Sense-making is an important practice accomplishment in child protection. This is because the judgement and decisions which follow can have life changing consequences for children and families. A contemporary social constructionist perspective identifies critical-reflexivity as a concept drawing attention to the influence discourse, knowledge, language and culture can have on human sense-making processes. In all social settings, these often taken-for-granted phenomena can shape human sense-making, action and agency. Empirical studies exploring practitioners’ sense-making and reflexive practice(s) in social work settings remain underrepresented within the literature. Therefore, informed by Margaret Archer’s theory of reflexivity, this study examines sense-making in child protection and the reflexive practice(s) of social workers situated in a statutory setting. The research questions guiding the study are: ‘How do social workers ‘make sense’ in child protection?’ And: ‘Is sense-making in child protection informed by reflexivity?’ Utilising methods commonly applied in ethnography the study combined participant observation with in-depth interviews. Interviews included participant reflections on case studies. A thematic analysis was utilised to interpret the study data. Key themes drawn from the study data included how sense-making in child protection was influenced by: (1) prescriptive policy and practice frameworks (2) practitioners’ biographical backgrounds, perspectives, approaches, values, beliefs and concerns and (3) their differing ‘modes’ of personal reflexivity. The study findings highlight how sense-making in child protection and the practice of personal reflexivity is a multi-faceted activity embedded within a range of formal and informal reasoning processes. Practitioners’ differing reflexive modes are identified as causally influenced by their personal biographies, knowledge, experiences, values, beliefs, concerns and their professional practice contexts, approaches and relationships. Highlighting how social workers think, talk about, experience and assign meaning to their day-to-day practice realities this study contributes knowledge to understanding sense-making, personal reflexivity and the development of ‘practice-depth’ in child protection.
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Littler, Kate. "Cognitive and affective processes associated with moral reasoning, and their relationship with behaviour in typical development." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18168.
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Objective: Moral reasoning (MR) reflects rationalisation in the moral domain, which matures across development and is underpinned by cognitive and affective processes. Although MR is associated with offending behaviours the mechanisms for this association are unknown. Examining the role of cognitive and affective processes in MR, and their influence on behaviour, may enhance existing psychological interventions that aim to reduce offending behaviours, and facilitate the development of novel targeted interventions. The current study investigated the hypothesis that MR would mediate the relationship between executive functions (EFs) and behaviour, and between empathy and behaviour. Method: In a cross-sectional design, typically developing adolescents (n = 72) individually completed an assessment battery, including the sociomoral reflection measure-short form, neuropsychological measures of working memory and cognitive flexibility/inhibition, and self-report questionnaires of empathy and behaviour. The battery also contained an assessment of intellectual functioning, and obtained data on socioeconomic status and age as confounding variables. Results: MR was not associated with self-report behaviour and, therefore, did not mediate the relationship between EFs/empathy and self-reported behaviour. A novel relationship was demonstrated between working memory and MR, and cognitive flexibility/inhibition was associated with MR. Self-report empathy was not associated with MR. Exploratory analyses suggested that intelligence and EFs were significant unique predictors of MR, and that truth and law moral values were associated with self-reported behavioural difficulties. Conclusions: Findings suggest that global MR is not associated with self-reported behaviour in typically developing adolescents, however, there may be an association between some moral values and self-reported behaviour. Findings also suggested that empathy is not associated with MR in this population, which warrants further investigation. These findings have implications for theoretical models of MR, and psychological intervention programmes. Recommendations for future research are presented.
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Olivieri, Francesco. "Compliance by Design: Synthesis of Business Processes by Declarative Specifications." Thesis, Griffith University, 2015. http://hdl.handle.net/10072/367344.
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Business Process Compliance are three words which scholars use to describe what happens, or should happen, when two very di erent worlds collide. The first world is meant to represent enterprises and how they do what they do or, more simply, which procedures and processes they adopt to o er improved products to their customers. Scholars of the field refer to the Business Process Management as a “process optimisation process” and they study approaches, methodologies, and formal languages to describe and improve what they esteem as the heart of every organisation, the business process.
A business process can be visualised as a self-contained, temporal, and logical order in which a set of activities ( tasks) are executed to achieve some business objectives. Within a business process, much information is available: The control flow describes what can be done and when, while the relevant data clarify what needs to be work on as well as which actors will do the work.
The second world is the world of governments, of consortia, of all those entities which have enough power to create regulations, norms, and policies which directly impact organisations. Such entities state the boundaries of legality by imposing which actions can be considered legal to be performed within the aforementioned business processes, and which actions should be avoided in order not to incur severe sanctions.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Institute for Integrated and Intelligent Systems
Science, Environment, Engineering and Technology
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Roberts, David L. "Computational techniques for reasoning about and shaping player experiences in interactive narratives." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/33910.
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Interactive narratives are marked by two characteristics: 1) a space of player interactions, some subset of which are specified as aesthetic goals for the system; and 2) the affordance for players to express self-agency and have meaningful interactions. As a result, players are (often unknowing) participants in the creation of the experience. They cannot be assumed to be cooperative, nor adversarial. Thus, we must provide paradigms to designers that enable them to work with players to co-create experiences without transferring the system's goals (specified by authors) to players and without systems having a model of players' behaviors. This dissertation formalizes compact representations and efficient algorithms that enable computer systems to represent, reason about, and shape player experiences in interactive narratives.
Early work on interactive narratives relied heavily on "script-and-trigger" systems, requiring sizable engineering efforts from designers to provide concrete instructions for when and how systems can modify an environment to provide a narrative experience for players. While there have been advances in techniques for representing and reasoning about narratives at an abstract level that automate the trigger side of script-and-trigger systems, few techniques have reduced the need for scripting system adaptations or reconfigurations---one of the contributions of this dissertation.
We first describe a decomposition of the design process for interactive narrative into three technical problems: goal selection, action/plan selection/generation, and action/plan refinement. This decomposition allows techniques to be developed for reasoning about the complete implementation of an interactive narrative. We then describe representational and algorithmic solutions to these problems: a Markov Decision Process-based formalism for goal selection, a schema-based planning architecture using theories of influence from social psychology for action/plan selection/generation, and a natural language-based template system for action/plan refinement. To evaluate these techniques, we conduct simulation experiments and human subjects experiments in an interactive story.
Using these techniques realizes the following three goals: 1) efficient algorithmic support for authoring interactive narratives; 2) design a paradigm for AI systems to reason and act to shape player experiences based on author-specified aesthetic goals; and 3) accomplish (1) and (2) with players feeling more engaged and without perceiving a decrease in self-agency.
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Casulli, Lucrezia. "Making internationalisation decisions : how heuristics and biases affect the reasoning processes of leaders of small and medium-sized firms." Thesis, University of Glasgow, 2011. http://theses.gla.ac.uk/2661/.
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This thesis presents an exploration of how biases stemming from the use of heuristic-‐based reasoning processes influence the internationalisation decisions made by the leaders of Small and Medium-‐Sized Enterprises (SMEs). Three types of internationalisation decisions are specifically addressed in this thesis, namely foreign market selection, entry mode and foreign market exit. The empirical context is that of Scottish SMEs from three main industries, namely Environmental and Recycling, Oil and Gas, and Textiles. Each of the case firms is involved in value-‐adding activities across national borders. The theoretical context is that of internationalising SMEs. The thesis draws on three main strands of the internationalisation literature: the Transaction Cost Approach, the Process Theory of Internationalisation and the International New Venture (INV) approaches. In investigating the decisional processes involved in internationalisation, the thesis takes a Bounded Rationality stance and assumes the use of Heuristics-‐based reasoning (Tversky and Kahneman, 1974) in internationalisation decisions. The level of analysis is the individual decision maker within the internationalising firm. The unit of analysis is the internationalisation decision, which is explored from a reasoning process perspective. A case study strategy is used. Data collection tools are semi-‐structured interviews and repertory grid elicitation. The data is analysed inductively through the construction of causal-‐cognitive maps. Findings show that heuristics are a useful tool to explain the reasoning processes employed in internationalisation decisions. The contribution that this thesis makes to extant literature on the internationalisation of smaller firms is threefold. Firstly, the thesis outlines the processes involved in an array of internationalisation decisions (country selection, entry mode, exit decisions) underpinning the cross-‐national border behaviour of firms. Secondly, by observing the processes of decision-‐making through a cognitive lens, the thesis contributes to the emerging cognitive approach in internationalisation. Thirdly, the thesis contributes to the literature on international entrepreneurial experience by explaining how experiential and vicarious knowledge are leveraged and used in the process of internationalisation decision-‐making. III Propositions are advanced and further research is invited to progress current understanding of the making of internationalisation decisions in SMEs.
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Palmer, Sally B. "Understanding the developmental decline in helpful bystander responses to bullying : the role of group processes and social-moral reasoning." Thesis, University of Kent, 2015. https://kar.kent.ac.uk/47971/.
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Within this thesis the challenge of reducing bullying among children and adolescents in schools is reviewed (Chapter 2). The focus of this research was to examine the developmental decline in prosocial bystander responses to bullying (when a “bystander” is an individual who witnesses the bullying incident). To do so, a “developmental intergroup approach” (cf. Killen, Mulvey & Hitti, 2013; Rutland, Killen & Abrams, 2010) was applied to the context of bystander intentions. This approach suggests that intergroup factors such as group membership and identification, group norms, intergroup status and social-moral reasoning influence attitudes and behaviours during childhood and adolescence (e.g., Abrams, Rutland & Cameron, 2003; Rutland & Killen, 2011; Chapter 3). The present research examines whether this approach could shed light on why, with age, children become less likely to report helpful bystander intentions when faced with bullying and aggression among peers (e.g., Rigby & Johnson, 2006). Three studies were conducted, following an experimental questionnaire-based design (e.g., Abrams, Palmer, Rutland, Cameron & Van de Vyver, 2013; Nesdale & Lawson, 2011; Chapter 4). Study 1 (Chapter 5) showed support for examining group membership and group identification, group norms and social-moral reasoning) when understanding the developmental decline in helpful bystander responses. Two hundred and sixty 8-10 year olds and 13-15 year olds read about an incident of intergroup verbal aggression. Adolescent bystander intentions were influenced by norms and perceived severity of the incident. A significant moderated mediation analysis showed that the level of group identification among participants partially mediated the relationship between age and helpful bystander intentions, but only when the aggressor was an outgroup member and the victim was an ingroup member. Moral (e.g., “It’s not right to call them names”) and psychological (e.g., “It’s none of my business) reasoning differed by age and intention to help the victim or not. In Study 2 (Chapter 6) the role of intergroup bystander status and type of bystander response was manipulated. Two types of bystander norm (attitudinal and behavioural) were measured along with an exploratory examination of perceived leadership. Participants (N=221) read about an incident of verbal aggression where a bystander (who belonged to a high- or low-status group), either helped or walked away from an incident of verbal aggression. Helping bystanders were viewed more positively than those who walked away, but no effect of status on bystander evaluations was observed. However, moral reasoning was prioritised for high-status compared to low-status bystanders, regardless of their bystander behaviour. Additionally, bystander response (but not status) moderated the relationship between the behavioural norm and perceived leadership qualities. To further examine the role of norms a norm for helping versus not getting involved was manipulated in Study 3 (Chapter 7). Participants (N=230) read about deviant ingroup and outgroup bystanders who observed an incident of intergroup verbal aggression. Group membership was either school group or ethnicity (ingroup British and outgroup Travellers). Not only were participants sensitive to the group membership of the bystander, but they evaluated those who transgressed a helping norm more negatively than those who transgressed a norm not to get involved. Importantly this study also showed, for the first time, that children and adolescents are aware of group-based repercussions (e.g., social exclusion) if they do not behave in line with group norms. The studies presented within this thesis show strong support for considering group processes when examining the developmental decline in bystander responses to bullying and aggression and developing age-appropriate anti-bullying interventions. Further implications for theory, practitioners, policy and future research are discussed (see Chapter 8).
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Schreiner, Martin. "Managing purchasing efficacy through reasoning : an action research on the impact of the TOC logical thinking processes to increase purchasing efficacy." Thesis, University of Surrey, 2018. http://epubs.surrey.ac.uk/849842/.
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This action research thesis was conducted at a Philippine based entity of a multinational semiconductor corporation. It was motivated by a strong interest in developing a method to increase the human component in purchasing efficacy to facilitate the integration of the purchasing function with other areas of the corporation as well as to gain strategic influence in this business-critical area. Recent research findings have reinforced the importance of uncovering the full strategic potential of the purchasing function within corporations. Literature widely acknowledges that the degree of purchasing efficacy to drive integration is seen as a major success factor in establishing cross functional alignment between the purchasing functions and their related interfaces. This in turn represents the internal dimension of purchasing strategy. Consequently, there is an ongoing practical need, as well as strong research interest, to provide a tool to assist in this integration process. Transformative learning theory argues that learning mainly occurs at the moment when meaning perspectives and meaning schemes change. It further postulates that transformation of meaning is initiated by reinterpreting past experiences and reframing them based on new experiences. Such a learning process is often activated by a "distorting dilemma" where previous meanings are suddenly no longer valid. The theory of constraints provides a framework for problem solving which includes methods to facilitate logical thinking processes and contains a tool named the current reality tree. This tool facilitates interpreting reality through a guided and rules based reasoning process which is based on methods of validity testing to prove assumptions of reality. This thesis is concerned with the increase of purchasing efficacy through a transformative learning process facilitated by the application of the logical thinking processes. Ultimately, the study presents a methodology to increase purchasing efficacy by transforming mind-sets and to increase the level of consciousness by utilizing a logical thinking process framework. However, some limitations, such as a regional and cultural focus on the Philippines, as well as the specific context in which this research was carried out, should be considered. These shortcomings are mentioned to motivate scholars to enter future research avenues in purchasing and supply management, in organizational change processes and in the application of the logical thinking process framework.
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WIner, Michael Loyd. "Fifth Graders’ Reasoning on the Enumeration of Cube-Packages in Rectangular Boxes in an Inquiry-Based Classroom." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281978828.
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Vaitses, Vivian Denise Cazerta. "Processos cognitivos e desempenho escolar em adolescentes : desempenho matemático, executivo central da memória de trabalho e raciocínio lógicomatemático." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/35345.
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Esta pesquisa investiga processos cognitivos envolvidos na aprendizagem. Para isso, compara-se o desempenho acadêmico, o desempenho matemático, o executivo central da memória de trabalho e o raciocínio lógico-matemático em trinta e cinco adolescentes do primeiro ano do Ensino Médio do Colégio Júlio de Castilhos. O desempenho acadêmico é representado pela média obtida por cada um de 35 alunos, no primeiro trimestre do ano letivo de 2010 nas disciplinas que compõem o programa, excetuando-se a matemática. O desempenho matemático é representado pela nota final na disciplina no mesmo trimestre. O executivo central da memória de trabalho é avaliado por meio de dois subtestes selecionados da Bateria de Avaliação da Memória de Trabalho da Universidade Federal de Minas Gerais. O raciocínio lógico-matemático é avaliado com a tarefa piagetiana o equilíbrio da balança. Os dados obtidos através dos testes para avaliação do executivo central da memória de trabalho são estudados com análise estatística inferencial. Os dados obtidos com o método clínico piagetiano na aplicação da tarefa o equilíbrio da balança são estudados por meio de análise descritiva, além de serem transformados em escores a fim de serem incluídos na análise estatística inferencial. Encontrou-se correlação entre as quatro funções estudadas através do teste de correlação de Pearson. Os alunos são agrupados conforme o desempenho acadêmico, em alunos com desempenho alto, intermediário e baixo e, com esta categorização, é realizada a comparação entre grupos quanto ao desempenho matemático, o executivo central da memória de trabalho e o raciocínio lógico-matemático, por Análise de Variância. Encontrou-se que as funções diferem nos três grupos na maioria das comparações. Conclui-se que o executivo central da memória de trabalho e o raciocínio lógico-matemático têm um papel importante no desempenho acadêmico do aluno adolescente.This research investigates the cognitive processes involved in learning. For this purpose, it compares academic performance, mathematical performance, the central executive of working memory and logical-mathematical reasoning in thirty-five teenagers in their first year of High School in a public school. Academic performance for each student is assessed through the average grade obtained in the first quarter of the 2010 academic year, in the subjects that comprise the program, except mathematics. The mathematical performance is represented by the final grade in the subject in the same quarter. The central executive of working memory is assessed by two subtests selected from the Working Memory Assessment Battery from the Federal University of Minas Gerais. The logical-mathematical reasoning abilities are assessed by the Piagetian task called the balance equilibrium. The data obtained through tests to assess the central executive of working memory are interpreted by means of inferential statistical analysis. The data obtained by the clinical method of application of the Piagetian task the balance equilibrium are studied through descriptive analysis and are converted into scores, which are then included in the inferential statistical analysis. There is a correlation between the four functions studied by the Pearson correlation test. The mathematical performance, the central executive of working memory and logical-mathematical reasoning are analysed among groups of students with above-, lower- and average academic performances. The functions in the three groups differed on most comparisons. The central executive of working memory and logical-mathematical reasoning play an important role in the academic performance of teenage students.
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Kissinger, Aleks. "Pictures of processes : automated graph rewriting for monoidal categories and applications to quantum computing." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:61fb3161-a353-48fc-8da2-6ce220cce6a2.
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This work is about diagrammatic languages, how they can be represented, and what they in turn can be used to represent. More specifically, it focuses on representations and applications of string diagrams. String diagrams are used to represent a collection of processes, depicted as "boxes" with multiple (typed) inputs and outputs, depicted as "wires". If we allow plugging input and output wires together, we can intuitively represent complex compositions of processes, formalised as morphisms in a monoidal category. While string diagrams are very intuitive, existing methods for defining them rigorously rely on topological notions that do not extend naturally to automated computation. The first major contribution of this dissertation is the introduction of a discretised version of a string diagram called a string graph. String graphs form a partial adhesive category, so they can be manipulated using double-pushout graph rewriting. Furthermore, we show how string graphs modulo a rewrite system can be used to construct free symmetric traced and compact closed categories on a monoidal signature. The second contribution is in the application of graphical languages to quantum information theory. We use a mixture of diagrammatic and algebraic techniques to prove a new classification result for strongly complementary observables. Namely, maximal sets of strongly complementary observables of dimension D must be of size no larger than 2, and are in 1-to-1 correspondence with the Abelian groups of order D. We also introduce a graphical language for multipartite entanglement and illustrate a simple graphical axiom that distinguishes the two maximally-entangled tripartite qubit states: GHZ and W. Notably, we illustrate how the algebraic structures induced by these operations correspond to the (partial) arithmetic operations of addition and multiplication on the complex projective line. The third contribution is a description of two software tools developed in part by the author to implement much of the theoretical content described here. The first tool is Quantomatic, a desktop application for building string graphs and graphical theories, as well as performing automated graph rewriting visually. The second is QuantoCoSy, which performs fully automated, model-driven theory creation using a procedure called conjecture synthesis.
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Brooks, Charles Kennedy. "Multiple independent implicit personality processes: a challenge to dual process theory." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37309.
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This study applied the Process Dissociation Procedure (Bornstein, 2002) to test independence between personality processes represented by different implicit measurement techniques. In contrast to the commonly adopted literal view of dual processes in personality theory, the study predicted that two implicit measures (CRT-A and IAT-A) and one explicit measure (NEO-AH) of aggressive disposition would dissociate with each other in their 1) intercorrelations, 2) predictions of behavioral criteria of aggressiveness, and 3) potential moderation by situational cues. These hypotheses were generally, though not completely, supported. Most importantly, the two implicit measures dissociated in their lack of correlation and differential prediction of behavioral criteria, unaffected by changes in situational cues. As predicted, the CRT-A and the NEO-AH dissociated in their intercorrelations, predictions, and moderation by incentives. The IAT-A and the NEO-AH dissociated in their lack of intercorrelation and their differential moderation by changes in incentive conditions. As predicted, only the explicit measure was moderated by changes in incentive conditions. Unexpectedly, IAT-A and the NEO-AH were statistically indistinguishable in their prediction of behavioral criteria of aggression. The findings provided strong support for the hypotheses predicting multiple independent implicit personality processes.
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Giustozzi, Franco. "STEaMINg : semantic time evolving models for industry 4.0 Stream reasoning to improve decision-making in cognitive systems Smart condition monitoring for industry 4.0 manufacturing processes: an ontology-based approach." Thesis, Normandie, 2020. http://www.theses.fr/2020NORMIR13.
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Dans l'industrie 4.0, les machines des usines sont équipées de capteurs qui collectent des données pour une surveillance efficace de l'état des équipements. C’est une tâche difficile car elle nécessite l’intégration et le traitement de données hétérogènes provenant de différentes sources, avec des résolutions temporelles et des significations sous-jacentes différentes. Les ontologies apparaissent comme une méthode pertinente pour traiter l’intégration des données et pour représenter la connaissance de manière interprétable par les machines grâce à la construction de modèles sémantiques. De plus, la surveillance des processus industriels dépend du contexte dynamique de leur exécution. Dans ces circonstances, le modèle sémantique lui-même doit évoluer afin de représenter dans quelle(s) situation(s) se trouve(nt) la ou les ressources pendant l’exécution de ses tâches pour soutenir la prise de décision. Cette thèse étudie l’utilisation des méthodes de représentation des connaissances pour construire un modèle sémantique évolutif qui représente le domaine industriel, en mettant l’accent sur la modélisation du contexte pour fournir la notion de situationIn Industry 4.0, factory assets and machines are equipped with sensors that collect data for effective condition monitoring. This is a difficult task since it requires the integration and processing of heterogeneous data from different sources, with different temporal resolutions and underlying meanings. Ontologies have emerged as a pertinent method to deal with data integration and to represent manufacturing knowledge in a machine-interpretable way through the construction of semantic models. Moreover, the monitoring of industrial processes depends on the dynamic context of their execution. Under these circumstances, the semantic model must evolve in order to represent in which situation(s) a resource is in during the execution of its tasks to support decision making. This thesis studies the use of knowledge representation methods to build an evolving semantic model that represents the industrial domain, with an emphasis on context modeling to provide the notion of situation
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Henningsson-Yousif, Anna. "Skolperspektiv : Utveckling av verktyg för analys av politikers, lärares och elevers resonemang om skolan." Doctoral thesis, Uppsala universitet, Pedagogiska institutionen, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3334.
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The major objective has been to create tools for analyzing the reasoning regarding the school the different actors involved - pupils, teachers, school and politicians show. A subordinate aim was to explore relevance in this connection of eight studies carried out by the author 1979 – 1999 concerning three basic areas: the pedagogical processes at the school level, at the teacher education level and at the level of school change. I conclude that a recurring question is that of the relevance and the sense of meaningfulness experienced by those involved in different educational processes. In one of the eight empirical studies, termed the compulsory-school teacher study (1997), an approach to analyzing what teacher trainees find relevant in their work in schools is presented, involving two basic concepts, those of the event space and the relational space. In considering these concepts in terms of Alfred Schutz' theory of the lifeworld, I rename the relational space the space of contemporaries. A new study is also reported in this thesis – Teachers and schoolpoliticians in the pedagogical process of school change, the LoP-study. In considering the earlier eight studies in conjunction with the LoP-study, I find the studies to have dealt with personal processes and societal processes as well as pedagogical processes in how the parties involved reason in talking about the school. Three different aspects of the processes are distinguished: meta-aspects, connected with the aims a given process has; core aspects, connected with what one concretely does; and approach aspects, pertaining to how the persons involved relate to each other and to the process. In analyzing the LoP- interviews carried out with use of the tools developed – enabling different processes and aspects of these to be analyzed – I find marked individual differences in the patterns of different aspects of the processes involved. The width of the event space and of the space of contemporaries on the part both of the teachers and of the politicians were found to vary considerably. A conclusion drawn is that further development of the tools created would be worthwhile. It also seems possible to apply these tools to other areas, such as those of the scientific community with its research processes and of the political community with its steering processes.
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Berjaga, Moliné Xavier. "Case-based diagnosis of batch processes based on latent structures." Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/126303.
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The aim of this thesis is to present a methodological approach for the automatic monitoring of batch processes based on a combination of statistical models and machine learning methods. The former is used to model the process based on the relationships among the different monitored variables throughout time, while the latter is used to improve the diagnosis capabilities of the system. Statistical methods do not relate faulty observations with its root cause (they only list the subset of variables whose behaviour has been altered) and they lack of learning capabilities. By using case-based reasoning (CBR) for the diagnosis, faulty observations can be associated with more significant information (like causes). Statistical models also provide a new representation of the observations, on an orthogonal basis, that improves the use of the distance-based approaches of the CBR, giving a better performanceL'objectiu d'aquesta tesi és la de presentar un mètode automàtic per al monitoratge dels processos per lots basat en la combinació de models estadístics i mètodes d'aprenentatge automàtic. El primer s'utilitza per modelar el procés mitjançant les relacions més significatives entre les variables mesurades al llarg del temps, mentre que el segon s'utilitza per millorar la capacitat de diagnosi del sistema. Els mètodes estadístics no relacionen una observació amb falla amb l'origen d'aquesta al mateix temps que no tenen capacitat d'aprenentatge. El fet d'utilitzar raonament basat en casos per a la diagnosi permet relacionar les observacions amb falla amb informació més significativa (com seria la causa de la falla). Els models estadístics també proporcionen una nova representació de les observacions, en una base ortogonal, que facilita l'aplicabilitat dels mètodes basats en distàncies del raonament basat en casos, tot millorant-ne els resultats obtinguts
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Falcão, Renato Pinto de Queiroz. "Reasoning Maps." Florianópolis, SC, 2003. http://repositorio.ufsc.br/xmlui/handle/123456789/84814.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.Made available in DSpace on 2012-10-20T12:45:01Z (GMT). No. of bitstreams: 1 225064.pdf: 1186448 bytes, checksum: 0c2e5acf545c7274024a1ada8d2abeb0 (MD5)
Esta dissertação apresenta uma ferramenta de apoio à decisão, baseada na Metodologia Multicritérios de Apoio à Decisão - MCDA, através do desenvolvimento de um software denominado Reasoning Maps. O software permite, de maneira integrada, a construção de mapas cognitivos, suas diversas análises topológicas e o cadastramento e análise de alternativas. Aborda um estudo de caso procurando demonstrar os recursos utilizados na criação, inicialmente, de um mapa cognitivo conciso, os diversos tipos de análises topológicas - caminhos, clusters e análise concisa, que corresponde à análise das causalidades entre conceitos do mapa. Evidencia a transformação do mapa conciso em um mapa difuso através da modelização dos graus de influência percebida pelo tomador de decisão. Procede com a entrada de medidores de performance (descritores), utilizados como parâmetro de avaliação de alternativas. Elabora o cadastro e a análise das alternativas utilizando os operadores fuzzy: Máximo, Média Ponderada, Mediana e Agregação Linear como suporte para efetivação dos cálculos. Gera relatórios das análises em tela e impressos. Permite ao decisor conhecer melhor o ambiente decisório e melhorar o nível de avaliação das alternativas. Formula conclusões e faz sugestões visando o aperfeiçoamento do estudo, no encerramento do texto. Um estudo de caso foi empregado para teste do software em uma situação real de apoio à decisão e é também descrito ao longo da dissertação.
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Howarth, Stephanie. "Believe it or not : examining the case for intuitive logic and effortful beliefs." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3322.
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The overall objective of this thesis was to test the Default Interventionist (DI) account of belief-bias in human reasoning using the novel methodology introduced by Handley, Newstead & Trippas (2011). DI accounts focus on how our prior beliefs are the intuitive output that bias our reasoning process (Evans, 2006), whilst judgments based on logical validity require effortful processing. However, recent research has suggested that reasoning on the basis of beliefs may not be as fast and automatic as previous accounts claim. In order to investigate whether belief based judgments are resource demanding we instructed participants to reason on the basis of both the validity and believability of a conclusion whilst simultaneously engaging in a secondary task (Experiment 1 - 5). We used both a within and between subjects design (Experiment 5) examining both simple and complex arguments (Experiment 4 – 9). We also analysed the effect of incorporating additional instructional conditions (Experiment 7 – 9) and tested the relationships between various individual differences (ID) measures under belief and logic instruction (Experiment 4, 5, 7, 8, & 9). In line with Handley et al.’s findings we found that belief based judgments were more prone to error and that the logical structure of a problem interfered with judging the believability of its conclusion, contrary to the DI account of reasoning. However, logical outputs sometimes took longer to complete and were more affected by random number generation (RNG) (Experiment 5). To reconcile these findings we examined the role of Working Memory (WM) and Inhibition in Experiments 7 – 9 and found, contrary to Experiment 5, belief judgments were more demanding of executive resources and correlated with ID measures of WM and inhibition. Given that belief based judgments resulted in more errors and were more impacted on by the validity of an argument the behavioural data does not fit with the DI account of reasoning. Consequently, we propose that there are two routes to a logical solution and present an alternative Parallel Competitive model to explain the data. We conjecture that when instructed to reason on the basis of belief an automatic logical output completes and provides the reasoner with an intuitive logical cue which requires inhibiting in order for the belief based response to be generated. This creates a Type 1/Type 2 conflict, explaining the impact of logic on belief based judgments. When explicitly instructed to reason logically, it takes deliberate Type 2 processing to arrive at the logical solution. The engagement in Type 2 processing in order to produce an explicit logical output is impacted on by demanding secondary tasks (RNG) and any task that interferes with the integration of premise information (Experiments 8 and 9) leading to increased latencies. However the relatively simple nature of the problems means that accuracy is less affected. We conclude that the type of instructions provided along with the complexity of the problem and the inhibitory demands of the task all play key roles in determining the difficulty and time course of logical and belief based responses.
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Guimarães, Francisco José Rosales Santana. "Ontologias com suporte em metadados para interoperabilidade entre arquitetura empresarial e business intelligence." Doctoral thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23561.
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Uma empresa é uma forma de organização que pode ser vista como um sistema, e como tal, passível de ser representada através de um modelo que permita capturar os conceitos que a definem considerando a sua estrutura (e.g. cliente, canal, produto) e semântica (e.g. relação entre cliente e canal). Com base neste modelo torna-se possível conhecer de forma holística a organização, delinear estratégias, implementar sistemas de informação e monitorizar o seu desempenho. A modelação de uma organização ocorre em processos cíclicos, como é o caso de planeamento estratégico, desenho de processos ou desenho de soluções de sistemas de informação. Nestes processos, utilizam-se vários modelos que em conjunto representam o conhecimento sobre a própria organização. Apesar de existirem vários modelos, no contexto da nossa investigação consideramos que a arquitetura empresarial (AE) apresenta um referencial agregador e que permite criar uma visão holística da organização, além de que é suportada por linguagens de notação (e.g. UML, ArchiMate) e pode-se utilizar ferramentas para gestão destes modelos, o que possibilita uma normalização e reutilização de componentes. Para além da utilização numa perspetiva de gestão da organização, a AE pode ser igualmente a base para se detalhar requisitos funcionais e técnicos para implementação em aplicações informáticas no domínio de sistemas de informação. Estas aplicações podem ser operacionais, orientadas a tornar os processos mais eficientes e eficazes, ou informacionais, referidas nesta tese como sistemas de business intelligence (BI), focadas em monitorizar o desempenho através de eventos ocorridos (métricas), analisados em perspetivas de negócio (dimensões). Cada modelo, independentemente da sua visão gráfica, é instanciado sob a forma de dados, mas com definições destes dados representadas em estruturas conhecidas como metadados. Como tal, os metadados são normalmente vistos como dados sobre dados. A importância dos metadados é hoje reconhecida no domínio da AE, data governance e BI. No entanto, um dos problemas está associado à ausência de interoperabilidade entre estes sistemas e seus metadados, visto que é necessária uma transposição entre modelos, desde a definição até ao suporte ao funcionamento da organização ao nível do seu sistema de informação. A falta de interoperabilidade, leva a um desalinhamento entre os conceitos utilizados em AE e a sua implementação em sistemas de informação, com impacto ao nível do esforço para a implementação e manutenção destes sistemas. Em particular, o desalinhamento apresenta maior impacto no caso dos sistemas de BI que utilizam conceitos de negócio sob a forma de dimensões e métricas que devem estar alinhados com os que são utilizados na definição da organização e dos seus objetivos estratégicos, desenhados na AE. Esta tese centra a sua investigação neste problema de interoperabilidade no domínio da representação de conhecimento, considerando uma arquitetura de solução em que os metadados são vistos como uma ontologia organizacional, modelada em AE, enriquecida com outros conceitos (e.g. glossários, definição de bases de dados), reutilizada em sistemas de BI e permitindo a sua utilização em interfaces com utilizador baseada em processamento de língua natural. Reduz-se desta forma o esforço e complexidade de gestão de AE e BI, além de que torna assim possível um melhor alinhamento entre os conceitos utilizados na medição de desempenho e os conceitos definidos na modelação da organização, enquanto contributo para o alinhamento entre o negócio e sistemas de informação. Esta hipótese de solução define assim uma arquitetura e abordagem para suporte à inteligência organizacional; ABSTRACT: A company is a form of organization that can be seen as a system, and as such, capable of being represented through a model that allows to capture the concepts that define it considering its structure (e.g. client, channel, product) and semantics (e.g. relationship between client and channel). Based on this model it becomes possible to know the organization in a holistic way, to delineate strategies, to implement information systems and to monitor its performance. The modelling of an organization occurs in cyclical processes, as is the case of strategic planning, process design or design of information systems solutions. In these processes, several models are used, which together represent knowledge about the organization itself. Although there are several models, in the context of our research we consider that the enterprise architecture (EA) presents an aggregate reference and allows to create a holistic view of the organization, besides being supported by notation languages (e.g. UML, ArchiMate) it can use tools for the management of these models, which enables standardization and reuse of components. In addition to being used in a management perspective of the organization, the EA may also be the basis for detailing functional and technical requirements for implementation in IT applications in the field of information systems. These applications can be operational, oriented to make the processes more efficient and effective, or informational, referred to, in this thesis, as business intelligence (BI) systems, focused on monitoring performance through events that have occurred (metrics), analysed in business perspectives (dimensions). Each model, regardless of its graphical view, is instantiated in the form of data, but with definitions of this data represented in structures known as metadata. As such, metadata is typically viewed as data about data. The importance of metadata is now recognized in the field of EA, data governance and BI. However, one of the problems is associated with the lack of interoperability between these systems and their metadata, since a transposition between models is necessary, from the definition of the organization to the support to the functioning of the organization at the level of its information system. The lack of interoperability leads to misalignment between the concepts used in EA and their implementation in systems and information, with an impact on the level of the effort for the implementation and maintenance of these systems. This misalignment has a greater impact in the case of BI systems that use business concepts in the form of dimensions and metrics that should be aligned with those used in defining the organization and its strategic objectives, drawn in the EA. This thesis focuses its investigation on this problem of interoperability in the field of knowledge representation, considering a solution architecture in which metadata is seen as an organizational ontology, modelled in EA, enriched with other concepts (e.g. glossaries, definition of databases), reused in BI systems and allowing its use in user interfaces based on natural language processing. In this way, the effort and complexity of managing EA and BI is reduced, thus making possible a better alignment between the concepts used in performance measurement and the concepts defined in the modelling of the organization, as a contribution to the alignment between the business and information systems. This solution hypothesis thus defines an architecture and approach to support organizational intelligence.
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Detro, Silvana Pereira. "A Framework for Managing Process Variability Through Process Mining and Semantic Reasoning : An Application in Healthcare." Thesis, Université de Lorraine, 2017. http://www.theses.fr/2017LORR0310/document.
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Les organisations doivent relever le défi d'adapter leurs processus aux changements qui peuvent survenir dans l'environnement dynamique dans lequel elles opèrent. Les adaptations dans le processus aboutissent à plusieurs variantes de processus, c'est-à-dire dans différentes versions du modèle de processus. Les variantes de processus peuvent différer en termes d'activités, de ressources, de flux de contrôle et de données. Ainsi, le concept d'un modèle de processus personnalisable est apparu et il vise à adapter le modèle de processus en fonction des exigences d'un contexte spécifique. Un modèle de processus personnalisable peut représenter toutes les variantes de processus dans un modèle unique dans lequel les parties communes ne sont représentées qu’une seule fois et les spécificités de chaque variante sont préservées. Alors, grâce à des transformations dans le modèle de processus générique, une variante de processus peut en être dérivée. En tant qu'avantages, cette approche permet d'éliminer les redondances, favorise la réutilisation, entre autres. Cependant, la personnalisation des modèles de processus n'est pas une tâche triviale. La personnalisation doit assurer que la variante obtenue est correcte du point de vue structurel et comportemental, c'est-à-dire la variante obtenue ne doit pas présenter d'activités déconnectées, d’interblocages actifs ou d'interblocages, entre autres. En outre, la variante de processus doit satisfaire à toutes les exigences du contexte de l'application, aux réglementations internes et externes, entre autres. De plus, il est nécessaire de fournir à l'utilisateur des directives et des recommandations lors de la personnalisation du processus. Les directives permettent la personnalisation correcte des variantes de processus, en évitant les problèmes de comportement. Les recommandations concernant le contexte de l'entreprise rendent possible l'amélioration du processus et aussi la personnalisation des variantes en fonction des besoins spécifiques. Dans ce contexte, cette recherche propose un cadre pour la personnalisation des variantes de processus en fonction des besoins de l'utilisateur. La personnalisation est réalisée grâce à l'utilisation d'ontologies pour la sélection des variantes. Le cadre est composé de trois étapes. La première correspond à l'identification des variantes à partir d'un journal d'événements au moyen de techniques d'exploration de processus, qui permettent de découvrir des points de variation, c'est-à-dire les parties du processus sujettes à variation, les alternatives disponibles pour chaque point de variation et les règles de sélection des alternatives disponibles. L'identification des variantes de processus et de leurs caractéristiques à partir d'un journal des événements permet de personnaliser un modèle de processus en fonction du contexte de l'application. À partir de ces aspects, la deuxième étape peut être développée. Cette étape concerne le développement d'un questionnaire, dans lequel chaque question est liée à un point de variation et chaque réponse correspond à la sélection d'une variante. Dans la troisième étape, deux ontologies sont proposées. La première formalise les connaissances liées aux réglementations externes et internes et aux connaissances des spécialistes. La deuxième ontologie se réfère aux points de variation, aux alternatives existantes pour chaque point de variation et aux règles liées à la sélection de chaque alternative. Ensuite, ces ontologies sont intégrées dans une nouvelle ontologie, qui contient les connaissances nécessaires pour personnaliser la variante de processus. Ainsi, à travers le questionnaire et le raisonnement sémantique, la variante est sélectionnée et les recommandations concernant le processus d’affaires sont fournies en fonction de la sélection de l'utilisateur lors de la personnalisation du processus. Le cadre proposé est évalué au moyen d'une étude de cas liée au traitement des patients chez qui [...]The efficiency of organizations relies on its ability to adapt their business processes according to changes that may occur in the dynamic environment in which they operate. These adaptations result in new versions of the process model, known as process variants. Thus, several process variants can exist, which aim to represent all the related contexts that may differ in activities, resources, control flow, and data. Thus, has emerged the concept of customizable process model. It aims to adapt the process model according to changes in the business context. A process model can be customized by representing the process family in one single model enabling to derive a process variant through transformations in this single model. As benefits, this approach enables to avoid redundancies, promotes the model reuse and comparison, among others. However, the process variant customization is not a trivial-task. It must be ensured that the variant is correct in a structural and behavioural way (e.g. avoiding disconnected activities or deadlocks), and respecting all the requirements of the application context. Besides, the resulting process variant must respect all requirements related to the application context, internal and external regulations, among others. In addition, recommendations and guidance should be provided during the process customization. Guidance help the user to customize correct process variants, i.e., without behavioural problems. Recommendations about the process context help the user in customizing process variants according specific requirements. Recommendations about the business context refers to providing information about the best practices that can improve the quality of the process. In this context, this research aims to propose a framework for customizing process variants according to the user’s requirements. The customization is achieved by reasoning on ontologies based on the rules for selecting a process variant and in the internal/external regulations and expert knowledge. The framework is composed by three steps. The first step proposes to identify the process variants from an event log through process mining techniques, which enable to discover the variation points, i.e., the parts of the model that are subject to variation, the alternatives for the variation points and the rules to select the alternatives. By identifying the process variants and their characteristics from an event log, the process model can be correctly individualized by meeting the requirements of the context of application. Based on these aspects, the second step can be developed. This step refers to the development of the questionnaire-model approach. In the questionnaire approach each variation point is related to a question, and the alternatives for each question corresponds to the selection of the process variants. The third step corresponds to apply two ontologies for process model customization. One ontology formalizes the knowledge related with the internal and/or external regulations and expert knowledge. The other refers to the variation points, the alternatives for them and the rules for choosing each path. The ontologies then are merged into one new ontology, which contain the necessary knowledge for customize the process variants. Thus, by answering the questionnaire and by reasoning on the ontology, the alternatives related with the business process and the recommendations about the business context are provided for the user. The framework is evaluated through a case study related to the treatment of patients diagnosed with acute ischemic stroke. As result, the proposed framework provides a support decision-making during the process model customization
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Leroy, Sandrine. "Troubles de la généralisation dans les grammaires de construction chez des enfants présentant des troubles spécifiques du langage." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100219/document.
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Les grammaires de construction postulent l’émergence progressive des structures du langage via l’utilisation de processus cognitifs généraux. Les hypothèses théoriques qui en émanent suggèrent que la complexité et la structure des formes morphosyntaxiques ne peuvent s’expliquer que dans une perspective constructiviste, où l’enfant développe ses nouvelles formes en complexifiant et en généralisant ses propres productions antérieures. Ces hypothèses ont été éprouvées auprès de populations présentant un développement typique du langage (DTL) mais ont peu fait l’objet d’une mise en application auprès d’enfants avec troubles spécifiques du langage (TSL). Or, ces théories offrent de nouvelles perspectives théoriques permettant de mieux appréhender leurs difficultés langagières. Ces enfants présentent un manque de productivité syntaxique ainsi qu’une plus grande dépendance à l’input linguistique, allant dans le sens d’un manque de généralisation des schémas de construction. Nous suggérons que, contrairement aux enfants avec DTL, l’abstraction des schémas de construction des enfants avec TSL serait entravée en raison d’un mécanisme de généralisation qui se mettrait en place plus lentement. Ce travail de thèse a pour objectif de tester cette hypothèse chez les enfants avec TSL, en s’intéressant plus particulièrement au rôle du mapping analogique. Les résultats obtenus sont prometteurs et compatibles avec cette hypothèse. Si l’étude du mapping analogique comme facteur à l’origine des difficultés des enfants avec TSL est particulièrement séduisante, de nombreuses pistes restent à explorer pour appuyer davantage notre hypothèseConstruction grammars argue that language structures progressively emerge thanks to the use of general cognitive processes. Theoretical hypotheses suggest that complexity and structure of morphosyntactic forms can only be explained in a constructivist perspective in which children develop their new forms by making more complex and generalizing their own prior utterances. These hypotheses have been already tested with children with typical language development (TLD) but few studies were interested in children with specific language impairment (SLI). These hypotheses give new interesting theoretical perspectives for apprehending their language disorders better. Children with SLI present a lack of syntactic productivity and a more important input dependency. These observations are compatible with the hypothesis of a lack of generalization of construction schemas. Consequently, the children’s abstraction of construction schemas would be slowed down compared to children with TLD’s abstraction. The current doctoral thesis studies the hypothesis of a lack of generalization in children with SLI by analyzing more particularly the role of analogical mapping. The results obtained are promising and in agreement with our hypothesis. If studies about the role of analogical mapping as a factor explaining the disorders in children with SLI are attractive, other considerations have still to be explored for strengthening our hypotheses
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Aguiar, Eliane Vigneron Barreto. "Aprimoramento das habilidades cognitivas de resolução de problemas com o apoio de um agente conversacional." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/49336.
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Uma questão que se apresenta relevante, nesta tese, é que na maioria das vezes, o estudante, principalmente, o novato, demonstra grande dificuldade na aprendizagem baseada na resolução de problemas. Portanto, este precisa de monitoração, isto exige um apoio de entidades ou pessoas mais experientes. Percebe-se que, muitas vezes, por falta de domínio na área do conhecimento tratada, o estudante não analisa minuciosamente os dados do problema para poder conduzir objetivamente cada etapa de solução. Várias habilidades cognitivas são exigidas durante o processo de resolução de problemas, como por exemplo, codificação, comparação e combinação, componentes cognitivos significativos detectados em estudantes talentosos. A aprendizagem por meio do processo de resolução de problemas num ambiente online pode ampliar o pensamento crítico e aprimorar a tomada de decisão. Nesta pesquisa, foi criado um agente conversacional chamado Blaze, com o intuito de apoiar o estudante durante a aprendizagem autorregulada baseada na resolução de problemas. O agente foi desenvolvido com a linguagem de marcação AIML (Artificial Intelligence Markup Language), tendo sua base de conhecimento construída por meio da elicitação e representação dos processos cognitivos dos estudantes talentosos, alunos medalhistas da Olimpíada Brasileira de Matemática das Escolas Públicas. Utilizou-se a técnica de Raciocínio Baseado em Casos para permitir a recuperação e reutilização de experiências passadas dos estudantes talentosos. Foram realizados tantos experimentos com outros estudantes de graus de escolaridades distintos (2ª série do ensino médio, Licenciatura em Ciências e Licenciatura em Matemática) com o objetivo de investigar o engajamento e o aprimoramento das habilidades cognitivas destes durante a resolução dos problemas com a assistência do agente conversacional Blaze. Nestes experimentos, alguns estudantes interagiram com o agente Blaze durante o processo de resolução de problemas matemáticos, enquanto outros trabalharam sozinhos na resolução dos mesmos problemas. Os resultados obtidos nos experimentos permitiram verificar que o apoio do agente conversacional Blaze, no contexto de uma aprendizagem autorregulada durante a resolução de problemas, contribuiu qualitativamente para o aprimoramento de diversas habilidades cognitivas, como por exemplo, pensamento crítico, pensamento criativo, raciocínio lógico, bem como, permitiu o uso da metacognição.A relevant issue raised in this paper is that most times students, especially inexperienced ones, show great difficulty for learning based on problem solving. Therefore, such students need to be monitored, which requires support from entities or more experienced people. Many times we see that due to students’ lack of mastery of the field of knowledge addressed, they fail to thoroughly analyze the problem data so as to objectively handle each stage of the solution. Several cognitive skills are required during the problem-solving process, such as coding, and comparison and combination, significant cognitive components detected in talented students. Learning by means of a problem-solving process in an online environment is capable of expanding critical thinking and improving students’ decision-making skills. In this research, a conversational agent we call Blaze was created in an effort to help students during their self-regulated, problem solving-based learning. The agent was developed via the AIML (Artificial Intelligence Markup Language), and its knowledge base was put together by means of eliciting and representing the cognitive processes of talented students, students who had won medals at the Brazilian Public School Mathematics Olympic Games. We used the Case-Based Reasoning technique to enable us to recover and reuse the talented students’ past experiences. Some other experiments were carried out with other students from various schooling levels (high school sophomores, and Science and Math undergrads) in order to look into those students’ engagement and improvement of their cognitive skills as they solved problems assisted by the Blaze conversational agent. In those experiments, some students interacted with the Blaze agent during the math problem-solving process, while other students worked alone on solving the same problems. The results obtained from the experiments allowed us to find that the support from the Blaze conversational agent, in the context of self-regulated learning during problem-solving, qualitatively helped the students improve their several cognitive skills, such as critical thinking, creative thinking, and logic reasoning, besides enabling the use of meta-cognition.
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Calzolari, Neto Anselmo João. "Construção dialogada da base de conhecimento da ação docente por estudantes de licenciatura em Ciências Biológicas da UFSCar." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2280.
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Previous issue date: 2012-04-20According to current scenery on knowledge production about teachers education, especially on initial formation within courses of degree, this work has intended to defend that there is an opportunity of diversification and deepening of the knowledge basis for the teaching during long duration supervised traineeship determined by Biological Sciences graduation in UFSCar. The research was oriented by the following question: Which elements of the teaching knowledge basis have been constructed by Biological Sciences Graduation students in the end of their initial formation process? From this question, the objective was developed: (1) to identify the dialogical construction of knowledge (that comprises the knowledge base) revealed by students writings and speeches from the dialogical construction process. Lee Shulman (Knowledge Basis) served as Theoretical Reasons, consider the processes of pedagogical reasoning and action. The process of teacher formation includes shared long duration regencies besides traineeship of observation. In order to investigate this process, we required some data generator instruments: (a) interpretation of eighteen participants metaphors and (b) the second year of traineeship closure conversation with seven students. Our study presents the category General Pedagogical Knowledge as the most representative regarding to teaching knowledge basis, when both the self-dialogue and the face to face dialogue were considered. The Content Knowledge and Pedagogical Content Knowledge were categories with lower expressiveness. The dialogically constructed outlines within knowledge basis were: (1) on teaching planning, (2) on elements of teaching-learning and (3) on students and their history.
Partindo do contexto recente da produção de conhecimentos sobre a formação de professores, especificamente sobre a formação inicial em cursos de licenciatura, esta investigação pretendeu defender a tese da possibilidade de construção da base de conhecimento para o ensino desde a sua formação inicial, com condução dialogada baseada na ação-reflexão-ação, nos períodos de estágio supervisionado de longa duração previstos pelo projeto pedagógico do curso de licenciatura em Ciências Biológicas da UFSCar. A seguinte questão orientou a pesquisa: Quais elementos da base de conhecimento para o ensino são construídos por estudantes de licenciatura em Ciências Biológicas ao final de seu processo de formação inicial com condução dialogada, em estágio supervisionado com regência de longa duração? Desdobraram-se desta questão os seguintes objetivos: (1) identificar evidências de conhecimentos construídos por meio dos processos de raciocínio pedagógico, que compõem a base de conhecimento para o Ensino, reveladas pelas mentes de estudantes de licenciatura participantes desta investigação a partir de instrumentos que trazem suas escritas e falas contextualizadas em processo inicial de aprendizagem da docência; especificamente, (2) identificar os processos de raciocínio pedagógicos envolvidos na construção da base inicial de conhecimento para o ensino e (3) considerar as ações de ensinar e de ser professor, que compõem a docência, na construção de conhecimentos das mentes de estudantes de licenciatura. Assumimos nesta investigação como fundamentação teórica estudos de Lee Shulman (base de conhecimento e processo de raciocínio pedagógico). O contexto de formação em estágio previa não apenas estágio de observação, mas também regências compartilhadas de longa duração. Metodologicamente, para a investigação utilizou-se como instrumentos geradores de dados: (a) interpretação de metáforas dos 18 participantes e (b) uma conversa de encerramento do segundo ano de estágio com 7 estudantes, dos 18, que estagiaram num mesmo ano do Ensino Fundamental. Como resultados, considerando a docência e suas ações de Ensinar e de Ser Professor, evidenciou-se a categoria Conhecimentos Pedagógicos Gerais que compõem a base de conhecimento da docência, como a mais representativa, dados os instrumentos de coleta de dados. As outras duas categorias, Conhecimento do Conteúdo Específico e Conhecimento Pedagógico do Conteúdo, foram evidenciadas com menor expressividade. Alguns dos principais elementos construídos nas categorias da base foram conhecimentos (1) sobre planejamento de ensino, (2) sobre elementos constitutivos do processo de ensino e de aprendizagem e (3) sobre os alunos e seu contexto, correspondendo e identificando como centrais os processos do raciocínio pedagógico de transformação, instrução e reflexão.
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Lunt, P. "Perceived causal structure and attributional reasoning." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233521.
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Cao, Qiushi. "Semantic technologies for the modeling of predictive maintenance for a SME network in the framework of industry 4.0 Smart condition monitoring for industry 4.0 manufacturing processes: an ontology-based approach Using rule quality measures for rule base refinement in knowledge-based predictive maintenance systems Combining chronicle mining and semantics for predictive maintenance in manufacturing processes." Thesis, Normandie, 2020. http://www.theses.fr/2020NORMIR04.
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Dans le domaine de la fabrication, la détection d’anomalies telles que les défauts et les défaillances mécaniques permet de lancer des tâches de maintenance prédictive, qui visent à prévoir les défauts, les erreurs et les défaillances futurs et à permettre des actions de maintenance. Avec la tendance de l’industrie 4.0, les tâches de maintenance prédictive bénéficient de technologies avancées telles que les systèmes cyberphysiques (CPS), l’Internet des objets (IoT) et l’informatique dématérialisée (cloud computing). Ces technologies avancées permettent la collecte et le traitement de données de capteurs qui contiennent des mesures de signaux physiques de machines, tels que la température, la tension et les vibrations. Cependant, en raison de la nature hétérogène des données industrielles, les connaissances extraites des données industrielles sont parfois présentées dans une structure complexe. Des méthodes formelles de représentation des connaissances sont donc nécessaires pour faciliter la compréhension et l’exploitation des connaissances. En outre, comme les CPSs sont de plus en plus axées sur la connaissance, une représentation uniforme de la connaissance des ressources physiques et des capacités de raisonnement pour les tâches analytiques est nécessaire pour automatiser les processus de prise de décision dans les CPSs. Ces problèmes constituent des obstacles pour les opérateurs de machines qui doivent effectuer des opérations de maintenance appropriées. Pour relever les défis susmentionnés, nous proposons dans cette thèse une nouvelle approche sémantique pour faciliter les tâches de maintenance prédictive dans les processus de fabrication. En particulier, nous proposons quatre contributions principales: i) un cadre ontologique à trois niveaux qui est l’élément central d’un système de maintenance prédictive basé sur la connaissance; ii) une nouvelle approche sémantique hybride pour automatiser les tâches de prédiction des pannes de machines, qui est basée sur l’utilisation combinée de chroniques (un type plus descriptif de modèles séquentiels) et de technologies sémantiques; iii) a new approach that uses clustering methods with Semantic Web Rule Language (SWRL) rules to assess failures according to their criticality levels; iv) une nouvelle approche d’affinement de la base de règles qui utilise des mesures de qualité des règles comme références pour affiner une base de règles dans un système de maintenance prédictive basé sur la connaissance. Ces approches ont été validées sur des ensembles de données réelles et synthétiquesIn the manufacturing domain, the detection of anomalies such as mechanical faults and failures enables the launching of predictive maintenance tasks, which aim to predict future faults, errors, and failures and also enable maintenance actions. With the trend of Industry 4.0, predictive maintenance tasks are benefiting from advanced technologies such as Cyber-Physical Systems (CPS), the Internet of Things (IoT), and Cloud Computing. These advanced technologies enable the collection and processing of sensor data that contain measurements of physical signals of machinery, such as temperature, voltage, and vibration. However, due to the heterogeneous nature of industrial data, sometimes the knowledge extracted from industrial data is presented in a complex structure. Therefore formal knowledge representation methods are required to facilitate the understanding and exploitation of the knowledge. Furthermore, as the CPSs are becoming more and more knowledge-intensive, uniform knowledge representation of physical resources and reasoning capabilities for analytic tasks are needed to automate the decision-making processes in CPSs. These issues bring obstacles to machine operators to perform appropriate maintenance actions. To address the aforementioned challenges, in this thesis, we propose a novel semantic approach to facilitate predictive maintenance tasks in manufacturing processes. In particular, we propose four main contributions: i) a three-layered ontological framework that is the core component of a knowledge-based predictive maintenance system; ii) a novel hybrid semantic approach to automate machinery failure prediction tasks, which is based on the combined use of chronicles (a more descriptive type of sequential patterns) and semantic technologies; iii) a new approach that uses clustering methods with Semantic Web Rule Language (SWRL) rules to assess failures according to their criticality levels; iv) a novel rule base refinement approach that uses rule quality measures as references to refine a rule base within a knowledge-based predictive maintenance system. These approaches have been validated on both real-world and synthetic data sets
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Larue, Christian. "L'enseignement des mathématiques en anglais langue seconde. Etude didactique de l’articulation des apprentissages linguistiques et mathématiques, à travers l’expérimentation de situations intégrées de type CLIL." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0282/document.
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La thèse met en lumière les conditions d’enseignement et d’apprentissage des mathématiques en langue seconde en étudiant avec précision l’articulation des savoirs mathématiques et des savoirs linguistiques. Elle traite le cas spécifique de l’enseignement des mathématiques en anglais dans un contexte CLIL et les séances expérimentales ont lieu en classes européennes de lycée. Le thème commun à ces séances est celui des preuves visuelles et multimodales. La Théorie des Situations Didactiques (TSD) offre un cadre théorique privilégié – notamment pour la construction des situations expérimentales - cadre qu’il a fallu compléter par des approches théoriques sémiotiques et linguistiques. Ainsi l’approche adoptée s’est révélée en adéquation avec la perspective actionnelle et la phraséodidactique a apporté de nombreux éléments permettant de mettre en relief le rôle de la phraséologie dans un enseignement intégré. Une focalisation particulière a dû être opérée sur les objets mathématiques et les processus d’abstraction mais aussi sur certains faits de langue. Les investigations ont permis d’affiner les descriptions des raisonnements produits tout en conservant une référence aux niveaux de milieux, au sens de la TSD. L’étude a nécessité de développer le concept de représentation et de décliner les représentations produites dans le contexte de la L2. Ce sont ces concepts et celui d’adidacticité, central dans la TSD, qui ont permis d’organiser les séances de manière optimale, en faisant apparaître le rôle essentiel joué par la perception active dans les processus de conceptualisationThe purpose of this thesis is to investigate learning and teaching conditions of mathematics in English as a second language by closely examining how mathematical and language knowledge can fit together. This study deals with the specific case of CLIL teaching and the related experimental situations are performed in European classes in a French high school. The situations have a common topic, namely that of visual and multimodal proof. The theory of Didactical Situations is the central theoretical framework but our study has proven to be compatible with task-based pedagogy. Besides, phraseodidactics provided a useful and adequate auxiliary framework by shedding some light onto the essential role played by4phraseology. We particularly kept focused on mathematical objects and processes of abstraction but also on some specific language features. The concept of representation is central in our research works and thus had to be precisely defined. The success of our experimental situations owes a lot to the use of adidacticity, a central concept in TSD, and our focusing on the crucial part played by active perception during processes of conceptualisation. The purpose of one of the experimental situations (conducted in a second language) was to ensure that pupils divised, by themselves, a visual proof of an arithmetic property previously conjectured, carried out on the very level of schematisation an explicit generalisation and used real cubes to perform another type of proof, thus making the inductive step of the induction explicit
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Heino, Perttu M. "Fluid property reasoning in knowledge-based hazard identification." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/32041.
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The study of serious accidents, which have occurred in the chemical process industry in recent times, highlights the need to understand fluid property related phenomena and the interactions between chemicals under abnormal process conditions or with abnormal fluid compositions. Consideration of these issues should be common practice in professional safety analysis work, and computer programs designed to support this work have to be able to deal with them.
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Bengoetxea, Joxerramon. "The legal reasoning of the European court of justice : towards a European jurisprudence /." Oxford : Clarendon press, 1993. http://catalogue.bnf.fr/ark:/12148/cb373946877.
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