Geometry, plane, solid, and spherical, in six books. To which is added, in an appendix, the theory of projection.

Mode of access: Internet.

The ascent through Christ : a study of the doctrine of redemption in the light of the theory of evolution /

Mode of access: Internet.

An attempt to exhibit the true theory of Christianity as a consistent and practical system.

Mode of access: Internet.

A treatise on the theory of algebraical equations.

Mathematical pamphlets, v.6, no.3.

The limits of evolution : and other essays illustrating the metaphysical theory of personal idealism /

Includes bibliographical references and index.

Fichte's science of knowledge : a critical exposition /

Includes bibliographical references.

A study of origins : or, The problems of knowledge, of being, and of duty /

Mode of access: Internet.

Theory of mind and relational complexity

Cognitive complexity and control theory and relational complexity theory attribute developmental changes in theory of mind (TOM) to complexity. In 3 studies, 3-, 4-, and 5-year-olds performed TOM tasks (false belief, appearance-reality), less complex connections (Level 1 perspective-taking) tasks, and transformations tasks (understanding the effects of location changes and colored filters) with content similar to TOM. There were also predictor tasks at binary-relational and ternary-relational complexity levels, with different content. Consistent with complexity theories: (a) connections and transformations were easier and mastered earlier than TOM; (b) predictor tasks accounted for more than 80% of age-related variance in TOM; and (c) ternary-relational items accounted for TOM variance, before and after controlling for age and binary-relational items. Prediction did not require hierarchically structured predictor tasks.

Mental playmates: Siblings, executive functioning and theory of mind

This study assessed the theory of mind (ToM) and executive functioning (EF) abilities of 124 typically developing preschool children aged 3 to 5 years in relation to whether or not they had a child-aged sibling (i.e. a child aged 1 to 12 years) at home with whom to play and converse. On a ToM battery that included tests of false belief, appearance-reality (AR) and pretend representation, children who had at least 1 child-aged sibling scored significantly higher than both only children and those whose only siblings were infants or adults. The numbers of child-aged siblings in preschoolers' families positively predicted their scores on both a ToM battery (4 tasks) and an EF battery (2 tasks), and these associations remained significant with language ability partialled out. Results of a hierarchical multiple regression analysis revealed that independent contributions to individual differences in ToM were made by language ability, EF skill and having a child-aged sibling. However, even though some conditions for mediation were met, there was no statistically reliable evidence that EF skills mediated the advantage of presence of child-aged siblings for ToM performance. While consistent with the theory that distinctively childish interaction among siblings accelerates the growth of both TOM and EF capacities, alternative evidence and alternative theoretical interpretations for the findings were also considered.

The theory of on-line learning: a statistical physics approach

In this paper we review recent theoretical approaches for analysing the dynamics of on-line learning in multilayer neural networks using methods adopted from statistical physics. The analysis is based on monitoring a set of macroscopic variables from which the generalisation error can be calculated. A closed set of dynamical equations for the macroscopic variables is derived analytically and solved numerically. The theoretical framework is then employed for defining optimal learning parameters and for analysing the incorporation of second order information into the learning process using natural gradient descent and matrix-momentum based methods. We will also briefly explain an extension of the original framework for analysing the case where training examples are sampled with repetition.

Using the Dempster-Shafer theory of evidence to resolve ABox inconsistencies

Automated ontology population using information extraction algorithms can produce inconsistent knowledge bases. Confidence values assigned by the extraction algorithms may serve as evidence in helping to repair inconsistencies. The Dempster-Shafer theory of evidence is a formalism, which allows appropriate interpretation of extractors’ confidence values. This chapter presents an algorithm for translating the subontologies containing conflicts into belief propagation networks and repairing conflicts based on the Dempster-Shafer plausibility.

TEST:a tropic, embodied, and situated theory of cognition

TEST is a novel taxonomy of knowledge representations based on three distinct hierarchically organized representational features: Tropism, Embodiment, and Situatedness. Tropic representational features reflect constraints of the physical world on the agent's ability to form, reactivate, and enrich embodied (i.e., resulting from the agent's bodily constraints) conceptual representations embedded in situated contexts. The proposed hierarchy entails that representations can, in principle, have tropic features without necessarily having situated and/or embodied features. On the other hand, representations that are situated and/or embodied are likely to be simultaneously tropic. Hence, although we propose tropism as the most general term, the hierarchical relationship between embodiment and situatedness is more on a par, such that the dominance of one component over the other relies on the distinction between offline storage versus online generation as well as on representation-specific properties. © 2013 Cognitive Science Society, Inc.

Complex Adaptive On-line Learning System “Theory of Automatic Control"

The controlled from distance teaching (DT) in the system of technical education has a row of features: complication of informative content, necessity of development of simulation models and trainers for conducting of practical and laboratory employments, conducting of knowledge diagnostics on the basis of mathematical-based algorithms, organization of execution collective projects of the applied setting. For development of the process of teaching bases of fundamental discipline control system Theory of automatic control (TAC) the combined approach of optimum combination of existent programmatic instruments of support was chosen DT and own developments. The system DT TAC included: controlled from distance course (DC) of TAC, site of virtual laboratory practical works in LAB.TAC and students knowledge remote diagnostic system d-tester.