By Alan F. Blackwell (auth.), Alan F. Blackwell (eds.)
This booklet offers an introductory evaluation of the speedy development in interdisciplinary learn into considering with Diagrams. Diagrammatic representations have gotten extra universal in daily human event, but they provide certain demanding situations to cognitive technology examine. Neither linguistic nor perceptual theories are adequate to fully clarify their merits and functions. those examine demanding situations will be a part of reasons why such a lot of diagrams are badly designed or badly used. this can be ironic while the person interfaces of software program and the global internet have gotten so thoroughly ruled by way of graphical and diagrammatic representations. This e-book contains chapters commissioned from major researchers within the significant disciplines serious about diagrams learn. They assessment the philosophical prestige of diagrams, the cognitive tactics all in favour of their program, and various expert fields within which diagrams are crucial, together with schooling, architectural layout and visible programming languages. the result's instantly appropriate to researchers in cognitive technological know-how and synthetic intelligence, in addition to in utilized expertise parts similar to human-computer interplay and knowledge design.
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1996). It is a moot point whether the individual differences observed in these studies of real teaching are differences in internal mental representations. Characterisation of the strategies of proof indicates that the students who would be characterised as 'visualisers' on conventional psychological approaches (they respond well to diagrammatic teaching) do not differ from the 'verbalisers' (who respond well to sentential teaching) in virtue of a preference for the graphical modality. The evidence is rather that they are adept at strategically choosing when to translate between modalities (from sentential to graphical or from graphical to sentential).
Pears & B. F. McGuinness. London: Routledge & Kegan Paul. Artificial Intelligence Review 15: 29-62, 2001. © 2001 Kluwer Academic Publishers. 29 Aligning Logical and Psychological Perspectives on Diagrammatic Reasoning KEITH STENNING 1 and OLIVER LEMON 2 1Human Communication Research Centre, Edinburgh University; 2 Center for the Study of Language and Information, Stanford University Abstract. We advance a theoretical framework which combines recent insights of research in logic, psychology, and formal semantics, on the nature of diagrammatic representation and reasoning.
For example, finite state languages have no abstract syntax. Their concatenation relation is directly semantically interpreted, usually in PERSPECTIVES ON DIAGRAMMATIC REASONING 33 terms of some sort of temporal relation. So a sentence 'abc' means that a happened before b before c. More generally, wherever two symbols X and Y are in the relation of "Y is concatenated to the right of X", that means that the event which Y stands for happened after the event which X stands for. In contrast, in a phrase structure grammar generated language, which does have an abstract syntax, immediate concatenation between symbols has no uniform semantic interpretation.