scholarly journals Choice Sequences and Knowledge States: Extending the Notion of Finite Information to Produce a Clearer Foundation for Intuitionistic Analysis, Keele University, UK, 2017. Supervised by Peter Fletcher

2018 ◽  
Vol 24 (2) ◽  
pp. 196-197
Author(s):  
James Firoze Appleby
Keyword(s):  
Knowledge States

Chimpanzees have a theory of mind: Comprehension of others' knowledge states

2004 ◽  
Author(s):  
Megan J. Bulloch ◽  
Ellen E. Furlong ◽  
Klaree J. Boose ◽  
Sarah T. Boysen
Keyword(s):  
Theory Of Mind ◽  
Knowledge States

Do word learners ignore ignorant speakers?

2003 ◽  
Vol 30 (4) ◽  
pp. 905-924 ◽  
Author(s):  
MARK A. SABBAGH ◽  
SYLWIA D. WDOWIAK ◽  
JENNIFER M. OTTAWAY
Keyword(s):  
Word Learning ◽  
Base Line ◽  
The Novel ◽  
Experimental Conditions ◽  
Knowledge States ◽  
Children First ◽  
Line Condition

Thirty-six three- to four-year-old children were tested to assess whether hearing a word-referent link from an ignorant speaker affected children's abilities to subsequently link the same word with an alternative referent offered by another speaker. In the principal experimental conditions, children first heard either an ignorant or a knowledgeable speaker link a novel word with one of three toys. The first speaker's labelling episode was followed by a second in which a different speaker used the same novel label but for a different toy. There was also a Base-line condition which was the same as the experimental condition involving the ignorant speaker except that she did not associate the novel label with a referent. When tested for comprehension of the novel label, children selected the FIRST speaker's toy at high levels when the first speaker was knowledgeable, but selected the SECOND speaker's toy when the first speaker was ignorant. These findings suggest that children's experience with the ignorant speaker did not affect their abilities to learn a subsequently presented alternative word-referent link. These findings are discussed in terms of understanding the mechanisms by which children adapt their word-learning in line with speakers' knowledge states.

A FCA-Based Cognitive Diagnosis Model for CAT

2011 ◽  
pp. 151-170
Author(s):  
Yang Shuqun ◽  
Ding Shuliang
Keyword(s):  
Large Scale ◽  
Matrix Theory ◽  
Estimation Method ◽  
Boolean Lattice ◽  
Cognitive Diagnosis ◽  
Remedial Measure ◽  
Concept Lattices ◽  
Knowledge States ◽  
Attribute Hierarchy ◽  
Developing Area

There is little room for doubt about that cognitive diagnosis has received much attention recently. Computerized adaptive testing (CAT) is adaptive, fair, and efficient, which is suitable to large-scale examination. Traditional cognitive diagnostic test needs quite large number of items, the efficient and tailored CAT could be a remedy for it, so the CAT with cognitive diagnosis (CD-CAT) is prospective. It is more beneficial to the students who live in the developing area without rich source of teaching, and distance education is adopted there. CD is still in its infancy (Leighton at el.2007), and some flaws exist, one of which is that the rows/columns could form a Boolean lattice in Tatsuoka’s Q-matrix theory. Formal Concept Analysis (FCA) is proved to be a useful tool for cognitive science. Based on Rule Space Model (RSM) and the Attribute Hierarchy Method (AHM), FCA is applied into CD-CAT and concept lattices are served as the models of CD. The algorithms of constructing Qr matrice and concept lattices for CAT, and the theory and methods of diagnosing examinees and offering the best remedial measure to examinees are discussed in detail. The technology of item bank construction, item selection strategies in CD-CAT and estimation method are considered to design a systemic CD-CAT, which diagnoses examinees on-line and offers remedial measure for examinees in time. The result of Monte Carlo study shows that examinees’ knowledge states are well diagnosed and the precision in examinees’ abilities estimation is satisfied.

Declarative Planning and Knowledge Representation in an Action Language

2011 ◽  
pp. 192-221 ◽  
Author(s):  
Thomas Eiter ◽  
Wolfgang Faber ◽  
Gerald Pfeifer
Keyword(s):  
Knowledge Representation ◽  
Logic Programming ◽  
Planning System ◽  
Epistemic State ◽  
Action Languages ◽  
Knowledge States ◽  
Action Language ◽  
High Level ◽  
Planning Problems ◽  
Complex Planning

This chapter introduces planning and knowledge representation in the declarative action language K. Rooted in the area of Knowledge Representation & Reasoning, action languages like K allow the formalization of complex planning problems involving non-determinism and incomplete knowledge in a very flexible manner. By giving an overview of existing planning languages and comparing these against our language, we aim on further promoting the applicability and usefulness of high-level action languages in the area of planning. As opposed to previously existing languages for modeling actions and change, K adopts a logic programming view where fluents representing the epistemic state of an agent might be true, false or undefined in each state. We will show that this view of knowledge states can be fruitfully applied to several well-known planning domains from the literature as well as novel planning domains. Remarkably, K often allows to model problems more concisely than previous action languages. All the examples given can be tested in an available implementation, the DLVK planning system.

Tutoring Process in Emotionally Intelligent Tutoring Systems

2016 ◽  
pp. 1094-1110 ◽  
Author(s):  
Sintija Petrovica
Keyword(s):  
Intelligent Tutoring Systems ◽  
Emotional State ◽  
Intelligent Tutoring ◽  
Point Of View ◽  
Research Groups ◽  
Tutoring Systems ◽  
Knowledge States ◽  
Close Relationship ◽  
Emotionally Intelligent ◽  
Selection Of

Research has shown that emotions can influence learning in situations when students have to analyze, reason, make conclusions, apply acquired knowledge, answer questions, solve tasks, and provide explanations. A number of research groups inspired by the close relationship between emotions and learning have been working to develop emotionally intelligent tutoring systems. Despite the research carried out so far, a problem how to adapt tutoring not only to a student's knowledge state but also to his/her emotional state has been disregarded. The paper aims to examine to what extent the tutoring process and tutoring strategies are adapted to students' emotional and knowledge states in these systems. It also presents a study on how to influence student's emotions looking from the pedagogical point of view and provides general guidelines for selection of tutoring strategies to influence and regulate student's emotions.

KNOWLEDGE STATES FOR THE CACHING PROBLEM IN SHARED MEMORY MULTIPROCESSOR SYSTEMS

2009 ◽  
Vol 20 (01) ◽  
pp. 167-183 ◽  
Author(s):  
WOLFGANG BEIN ◽  
LAWRENCE L. LARMORE ◽  
RÜDIGER REISCHUK
Keyword(s):  
Lower Bound ◽  
Shared Memory ◽  
Competitive Analysis ◽  
Online Algorithm ◽  
Data Access ◽  
Global Memory ◽  
Multiprocessor Systems ◽  
Optimal Behavior ◽  
Knowledge States ◽  
Shared Memory Multiprocessor

Multiprocessor systems with a global shared memory provide logically uniform data access. To hide latencies when accessing global memory each processor makes use of a private cache. Several copies of a data item may exist concurrently in the system. To guarantee consistency when updating an item a processor must invalidate copies of the item in other private caches. To exclude the effect of classical paging faults, one assumes that each processor knows its own data access sequence, but does not know the sequence of future invalidations requested by other processors. Performance of a processor with this restriction can be measured against the optimal behavior of a theoretical omniscient processor, using competitive analysis. We present a [Formula: see text]-competitive randomized online algorithm for this problem for cache size of 2, and prove a matching lower bound on the competitiveness. The algorithm is derived with the help of a new concept we call knowledge states. Finally, we show a lower bound of [Formula: see text] on the competitiveness for larger cache sizes.

Metapragmatic appositions in German talk-in-interaction

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Jens Philipp Lanwer
Keyword(s):  
Common Ground ◽  
Current Paper ◽  
Local Management ◽  
Epistemic Stance ◽  
Knowledge States ◽  
Grammatical Construction

AbstractIn German talk-in-interaction it can be observed that so-called loose appositions are frequently used as a grammatical resource for performing selfinitiated self-repairs in the domain of reference. In the current paper, it is argued that this kind of appositional pattern can be described as a grammatical construction which indicates that the incorporated grammatical elements give alternative ‘reference instructions’ for building up compatible conceptualizations of one and the same entity with respect to different epistemic domains. Thereby it offers the possibility to incrementally adjust the design of reference instructions to divergent knowledge states of the interlocutors. The use of appositional constructions is thus frequently linked to aspects of epistemic stance regarding a lack of common ground. Hence, it is argued that aspects of the local management of epistemic asymmetries can be considered part of the pragmatic specifications of the construction. These specifications are sometimes made explicit through the use of lexical markers like also ‘that is’ so that the extended pattern which contains such markers might be called a metapragmatic construction.

Tutoring Process in Emotionally Intelligent Tutoring Systems

2014 ◽  
Vol 4 (1) ◽  
pp. 72-85 ◽  
Author(s):  
Sintija Petrovica
Keyword(s):  
Intelligent Tutoring Systems ◽  
Emotional State ◽  
Intelligent Tutoring ◽  
Point Of View ◽  
Research Groups ◽  
Tutoring Systems ◽  
Knowledge States ◽  
Close Relationship ◽  
Emotionally Intelligent ◽  
Selection Of

Research has shown that emotions can influence learning in situations when students have to analyze, reason, make conclusions, apply acquired knowledge, answer questions, solve tasks, and provide explanations. A number of research groups inspired by the close relationship between emotions and learning have been working to develop emotionally intelligent tutoring systems. Despite the research carried out so far, a problem how to adapt tutoring not only to a student's knowledge state but also to his/her emotional state has been disregarded. The paper aims to examine to what extent the tutoring process and tutoring strategies are adapted to students' emotional and knowledge states in these systems. It also presents a study on how to influence student's emotions looking from the pedagogical point of view and provides general guidelines for selection of tutoring strategies to influence and regulate student's emotions.

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