An Abstract Second Kind Fredholm Integral Equation with Degenerated Kernel

Mathematics Subject Classification: 44A40, 45B05

Polysemy advantage with abstract but not concrete words

Peer reviewed

Polysemy advantage with abstract but not concrete words

Peer reviewed

Concrete and abstract concepts in school age children

The aim of this study is to highlight what kind of information distinguishes abstract and concrete conceptual knowledge in different aged children. A familiarity-rating task has shown that 8-year-olds judged concrete concepts as very familiar while abstract concepts were judged as much less familiar with ratings increasing substantially from age 10 to age 12, according to literature showing that abstract terms are not mastered until adolescence (Schwanenflugel, 1991). The types of relation elicited by abstract and concrete concepts during development were investigated in an association production task. At all considered age levels, concrete concepts mainly activated attributive and thematic relations as well as, to a much lesser extent, taxonomic relations and stereotypes. Abstract concepts, instead, elicited mainly thematic relations and, to a much lesser extent, examples and taxonomic relations. The patterns of relations elicited were already differentiated by age 8, becoming more specific in abstract concepts with age.

Different domains in abstract concepts

This study is a first attempt to unravel the almost unexplored domain of abstract conceptual knowledge. Four kinds of abstract concepts (nominal kinds, states of the self, cognitive processes, and emotion concepts) were investigated in two experiments. Emotion concepts displayed a specific pattern in both concreteness/abstractness and imagery ratings (cf. Altarriba et al., 1999), as did the other considered domains of abstract knowledge (Experiment 1). In Experiment 2 we highlighted the specific pattern of information (taxonomic, thematic, attributive, etc) these different abstract domains elicited in a definition production task.

The acquisition of abstract words by young infants.

Young infants' learning of words for abstract concepts like 'all gone' and 'eat,' in contrast to their learning of more concrete words like 'apple' and 'shoe,' may follow a relatively protracted developmental course. We examined whether infants know such abstract words. Parents named one of two events shown in side-by-side videos while their 6-16-month-old infants (n=98) watched. On average, infants successfully looked at the named video by 10 months, but not earlier, and infants' looking at the named referent increased robustly at around 14 months. Six-month-olds already understand concrete words in this task (Bergelson & Swingley, 2012). A video-corpus analysis of unscripted mother-infant interaction showed that mothers used the tested abstract words less often in the presence of their referent events than they used concrete words in the presence of their referent objects. We suggest that referential uncertainty in abstract words' teaching conditions may explain the later acquisition of abstract than concrete words, and we discuss the possible role of changes in social-cognitive abilities over the 6-14 month period.

Building autonomous sensitive artificial listeners (Extended abstract)

This paper describes a substantial effort to build a real-time interactive multimodal dialogue system with a focus on emotional and non-verbal interaction capabilities. The work is motivated by the aim to provide technology with competences in perceiving and producing the emotional and non-verbal behaviours required to sustain a conversational dialogue. We present the Sensitive Artificial Listener (SAL) scenario as a setting which seems particularly suited for the study of emotional and non-verbal behaviour, since it requires only very limited verbal understanding on the part of the machine. This scenario allows us to concentrate on non-verbal capabilities without having to address at the same time the challenges of spoken language understanding, task modeling etc. We first summarise three prototype versions of the SAL scenario, in which the behaviour of the Sensitive Artificial Listener characters was determined by a human operator. These prototypes served the purpose of verifying the effectiveness of the SAL scenario and allowed us to collect data required for building system components for analysing and synthesising the respective behaviours. We then describe the fully autonomous integrated real-time system we created, which combines incremental analysis of user behaviour, dialogue management, and synthesis of speaker and listener behaviour of a SAL character displayed as a virtual agent. We discuss principles that should underlie the evaluation of SAL-type systems. Since the system is designed for modularity and reuse, and since it is publicly available, the SAL system has potential as a joint research tool in the affective computing research community.

Room for Writing: How to write an abstract

An introductory exercise for writing abstracts Includes background, references and further reading

Room for Writing: moving from abstract to extended abstract

An developmental exercise to help grow the superstructure of a report. A paper by Repko discussing common ground is included, you are also advised to look at the set text, Chapter 11, Page 271

WEBS6203 Feedback on Abstract

Spreadsheet of abstracts with comments plus note of general comments applying to whole set. You have to download the spreadsheet to be able to read its contents. Only visible with university login

From Kandinsky to Java (The Use of 20th Century Abstract Art in Learning Programming)

At the University of Worcester we are continually striving to find new approaches to the learning and teaching of programming, to improve the quality of learning and the student experience. Over the past three years we have used the contexts of robotics, computer games, and most recently a study of Abstract Art to this end. This paper discusses our motivation for using Abstract Art as a context, details our principles and methodology, and reports on an evaluation of the student experience. Our basic tenet is that one can view the works of artists such as Kandinsky, Klee and Malevich as Object-Oriented (OO) constructions. Discussion of these works can therefore be used to introduce OO principles, to explore the meaning of classes, methods and attributes and finally to synthesize new works of art through Java code. This research has been conducted during delivery of an “Advanced OOP (Java)” programming module at final-year Undergraduate level, and during a Masters’ OO-Programming (Java) module. This allows a comparative evaluation of novice and experienced programmers’ learning. In this paper, we identify several instructional factors which emerge from our approach, and reflect upon the associated pedagogy. A Catalogue of ArtApplets is provided at the associated web-site.

Behavioral equivalence of hidden k-logics: an abstract algebraic approach

This work advances a research agenda which has as its main aim the application of Abstract Algebraic Logic (AAL) methods and tools to the specification and verification of software systems. It uses a generalization of the notion of an abstract deductive system to handle multi-sorted deductive systems which differentiate visible and hidden sorts. Two main results of the paper are obtained by generalizing properties of the Leibniz congruence — the central notion in AAL. In this paper we discuss a question we posed in [1] about the relationship between the behavioral equivalences of equivalent hidden logics. We also present a necessary and sufficient intrinsic condition for two hidden logics to be equivalent.