Special Features of Musical Education in Distant Learning (Training of Intonation Thinking)

The problem of using modern technologies in distant learning of intonation thinking is described in this article. An importance of intonation learning for musician students and the possibilities, provided by World Wide Web and multimedia technologies are the main point of this article.

On the Relationships Among Quantified Autoepistemic Logic, its Kernel, and Quantified Reflective Logic

A Quantified Autoepistemic Logic is axiomatized in a monotonic Modal Quantificational Logic whose modal laws are slightly stronger than S5. This Quantified Autoepistemic Logic obeys all the laws of First Order Logic and its L predicate obeys the laws of S5 Modal Logic in every fixed-point. It is proven that this Logic has a kernel not containing L such that L holds for a sentence if and only if that sentence is in the kernel. This result is important because it shows that L is superfluous thereby allowing the ori ginal equivalence to be simplified by eliminating L from it. It is also shown that the Kernel of Quantified Autoepistemic Logic is a generalization of Quantified Reflective Logic, which coincides with it in the propositional case.

Representing Reflective Logic in Modal Logic

The nonmonotonic logic called Reflective Logic is shown to be representable in a monotonic Modal Quantificational Logic whose modal laws are stronger than S5. Specifically, it is proven that a set of sentences of First Order Logic is a fixed-point of the fixed-point equation of Reflective Logic with an initial set of axioms and defaults if and only if the meaning of that set of sentences is logically equivalent to a particular modal functor of the meanings of that initial set of sentences and of the sentences in those defaults. This result is important because the modal representation allows the use of powerful automatic deduction systems for Modal Logic and because unlike the original Reflective Logic, it is easily generalized to the case where quantified variables may be shared across the scope of the components of the defaults thus allowing such defaults to produce quantified consequences. Furthermore, this generalization properly treats such quantifiers since all the laws of First Order Logic hold and since both the Barcan Formula and its converse hold.

On the Relationship between Quantified Reflective Logic and Quantified Default Logic

Reflective Logic and Default Logic are both generalized so as to allow universally quantified variables to cross modal scopes whereby the Barcan formula and its converse hold. This is done by representing both the fixed-point equation for Reflective Logic and the fixed-point equation for Default both as necessary equivalences in the Modal Quantificational Logic Z. and then inserting universal quantifiers before the defaults. The two resulting systems, called Quantified Reflective Logic and Quantified Default Logic, are then compared by deriving metatheorems of Z that express their relationships. The main result is to show that every solution to the equivalence for Quantified Default Logic is a strongly grounded solution to the equivalence for Quantified Reflective Logic. It is further shown that Quantified Reflective Logic and Quantified Default Logic have exactly the same solutions when no default has an entailment condition.

Basic Principles of Organization of the Medium and Thinking Process of the Human in its Conceptual Presentation

Given in the report conceptual presentation of the main principles of fractal-complexity Ration of the media and thinking processes of the human was formulated on the bases of the cybernetic interpretation of scientific information (basically from neurophysiology and neuropsychology, containing the interpretation giving the best fit to the authors point of view) and plausible hypothesis's, filling the lack of knowledge.

Development of Variational Thinking Skills in Programming Teaching

The paper presents an example of methodological approach to the development of variational thinking skills in teaching programming. Various ways in solving a given task are implemented for the purpose. One of the forms, through which the variational thinking is manifested, is related to trail practical actions. In the process of comprehension of the properties thus acquired, students are doing their own (correct or incorrect) conclusions for other, hidden properties and at the same time they discover possibilities for new ways of action and acquiring of new effects. The variability and the generalizing function of thinking are in a close interrelation, and their interaction to a great extend determines the dynamics of the cognitive activity of the student.

Developing Students’ Mathematical Thinking and Algorithmic Culture in IT Classes

Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2012