Wyniki wyszukiwania - Biblioteka Nauki

1

Multistrategy Operators for Relational Learning and Their Cooperation

100%

Esposito F. , Fanizzi N. , Ferilli S. , Basile T. M. A. , Di Mauro N.

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2006

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tom Vol. 69, nr 4

389-409

EN

Traditional Machine Learning approaches based on single inference mechanisms have reached their limits. This causes the need for a framework that integrates approaches based on abduction and abstraction capabilities in the inductive learning paradigm, in the light of Michalski's Inferential Theory of Learning (ITL). This work is intended as a survey of the most significant contributions that are present in the literature, concerning single reasoning strategies and practical ways for bringing them together and making them cooperate in order to improve the effectiveness and efficiency of the learning process. The elicited role of an abductive proof procedure is tackling the problem of incomplete relevance in the incoming examples. Moreover, the employment of abstraction operators based on (direct and inverse) resolution to reduce the complexity of the learning problem is discussed. Lastly, a case study that implements the combined framework into a real multistrategy learning system is briefly presented.

2

Slicing Abstractions

100%

Brückner I. , Dräger K. , Finkbeiner B. , Wehrheim H.

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2008

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tom Vol. 89, nr 4

369-392

EN

Abstraction and slicing are both techniques for reducing the size of the state space to be inspected during verification. In this paper, we present a new model checking procedure for infinite-state concurrent systems that interleaves automatic abstraction refinement, which splits states according to new predicates obtained by Craig interpolation, with slicing, which removes irrelevant states and transitions from the abstraction. The effects of abstraction and slicing complement each other. As the refinement progresses, the increasing accuracy of the abstract model allows for a more precise slice; the resulting smaller representation gives room for additional predicates in the abstraction. The procedure terminates when an error path in the abstraction can be concretized, which proves that the system is erroneous, or when the slice becomes empty, which proves that the system is correct.

3

Beyond the realism of mainstream economic theory. Phenomenology in economics

88%

Galbács P.

Economics and Business Review

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2016

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tom 2(16)

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nr 4

3-24

EN

In this paper some special features of phenomenology which enable them to be a possible ground for a research program in economics, complementing previous mainstream results, are reviewed. The potential fruits and their importance will also be highlighted. The direct purpose is to study what scientific problems have been hidden beyond the territory of mainstream economics and what scientific methods are available for economists to scrutinize an area mainly ignored, that is, the unquestioned aspects of our socio-economic reality. Along these lines we can get to findings that can complement the traditional research directions of mainstream economics. In this paper some special features of phenomenology which enable them to be a possible ground for a research program in economics, complementing previous mainstream results, are reviewed. The potential fruits and their importance will also be highlighted. The direct purpose is to study what scientific problems have been hidden beyond the territory of mainstream economics and what scientific methods are available for economists to scrutinize an area mainly ignored, that is, the unquestioned aspects of our socio-economic reality. Along these lines we can get to findings that can complement the traditional research directions of mainstream economics.

4

K filozofickým předpokladům hledání výchovy k autenticitě. Úvaha o antinomiích a abstrakcích v pedagogickém myšlení

75%

Strouhal M.

Studia paedagogica

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2013

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nr 2-3

11-29

EN

The paper examines the problematic nature of making generalisation ambivalent or, in other words, abstraction in pedagogical consequences. The paper adds to the discussion of good and evil in education by answering two questions. The fi rst question stems from the antinomous nature of educational aims (i.e. education is to servethe society but also to develop an individual): can educational antinomies be eliminated or is education an antinomous activity and hence it is necessary to take into account its ambivalence? The second question inquires to which extent do we understand what it means to be an authentic personality and the degree to which we can educate for authenticity. The paper proposes Kierkegaard’s and Blondel’s motive of authenticity as a partial way out of contradictions which result from the mentioned antinomies. The paper also shows that looking for education for authenticity is complicated by attempts at formulating a generally acceptable principle of education and that education suffers the most when it forgets about its antinomous nature. For its attempts to avoid contradictions lead to unacceptable abstractions and formalism. The paper then introduces the problem of making generalisation ambivalent in relation to educational competencies and concludes with describing the irrevocable yet restorative nature of antinomies.

5

Counterpoint in Explanation of Originative Apprehension

75%

Ewbank M.

Studia Gilsoniana

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2016

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tom 5

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nr 3

465-489

EN

Originative apprehension often has been examined in recent decades in light of Aquinas’ reflections. Yet there has not always been agreement in regard to what constitutes such, often due to different emphases given by interpreters to aspects of St. Thomas’ analyses articulated in different contexts. Arguably, it is possible to reconcile certain seemingly divergent important interpretations by reflecting on an important, yet somewhat recessive, theme that Thomas adverted to sparingly throughout his career in utilizing analyses of predecessors to forge his own synthesis to explain cognition in terms of being that is centered on the reciprocal priorities of judging and concomitant incomplex abstracting.

6

MUSIC AND MORALITY: Towards modern kalokagathia

75%

Lipka K.

Miscellanea Anthropologica et Sociologica

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2015

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tom 16(3)

162-170

EN

The ethical problems of music should be divided into two layers. The outer layer of musicethics (1) concerns interdisciplinary aspects and, more specifically, relations between musicand other areas of culture and civilization. This complex layer may be explored in orderto find answers to questions regarding the problem of the negative ethical content of contemporaryculture influencing the realm of music. Regarding the commonly understoodcharacteristic tendencies in social life, this category of problems does not, in fact, relateto music. Contrary, the inner layer of music ethics (2) concerns the autonomous music:this is a kind of music which has no contact with non-musical content. It seems that theemotional response which occurs much more often in music listeners than in people experiencingother forms of art suggests the presence of ethical elements in the very core ofautonomic music. Will, the practical force which according to Schopenhauer is directlyrepresented in music, may be considered while analyzing this yet unexplored problem.The unique ethical status of music intrigued a number of twentieth-century philosophers,including T.W. Adorno, E. Bloch, E. Cioran, N. Hartmann, and K.R. Popper. Their numerouscomments may be regarded as a call for the Platonic reuniting of music with beauty,good, and truth.

7

Psychologická vzdálenost v kontextu vzdělávání

75%

Kundrát J. , Cakirpaloglu P.

E-psychologie (E-psychology)

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2016

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tom 10

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nr 3

40-50

EN

The construal level theory is a broadly accepted theory in social psychology, investigated by many researchers in recent years. Today the theory provides a research frame for variety of topics from the marketing and customer behaviour to cognitive functions, coping strategies or morality (Moss, 2016). In the heart of the theory there is the understanding of the mechanisms of construing mental representations and how those representations influence our thinking together with a context. In the following article we present an introduction to the construal level theory and many studies applying the findings into various fields of the psychological research. The key terms are abstractness / concreteness and the relationship of this dimension to the construct of psychological distance. Abstract and concrete mental representations are an important topic for understanding difficulties in learning and processing a school curriculum. Therefore we understand the construal level theory as an important approach that is applicable in a pedagogical psychology research. We offer our own point of view of the application of this theory in education, namely in the attitude research and abstract knowledge processing.

CS

Teorie úrovně interpretace (construal level theory) je všeobecně přijímanou a v posledních letech intenzivně zkoumanou teorií, původně v oblasti sociální psychologie. Dnes teorie úrovně interpretace poskytuje výzkumný rámec řadě zkoumaných témat v oblastech od marketingu a jednání spotřebitelů po výzkum kognitivních funkcí, copingových strategií nebo morálky (Moss, 2016). Podstatou teorie úrovně interpretace je porozumění mechanismu utváření mentálních reprezentací a způsobu, jakým mentální reprezentace a jejich kontext ovlivňuje naše myšlení. V předkládaném textu nabízíme úvod do teorie úrovně interpretace a seznamujeme čtenáře s řadou studií, které teorii úrovně interpretace aplikují na různé oblasti psychologického výzkumu. Klíčovými pojmy jsou rozměr abstraktnost / konkrétnost a vztah této dimenze na konstrukt tzv. psychologické vzdálenosti. Abstraktní a konkrétní mentální reprezentace jsou v oblasti vzdělávání důležitým tématem pro porozumění obtíží při zpracovávání látky. Chápeme proto teorii úrovně interpretace jako nosný přístup, aplikovatelný při výzkumu v pedagogické psychologii. Nabízíme vlastní pohled na využití této teorie pro potřeby vzdělávání, především v oblasti zkoumání postojů žáků a porozumění obtíží při práci s abstraktními poznatky.

8

MUZYKA I MORALNOŚĆ: W stronę nowoczesnej kalokagatii

75%

Lipka K.

Miscellanea Anthropologica et Sociologica

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2015

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tom 16(3)

162-170

PL

Etyczne zagadnienia muzyki należy podzielić na dwie warstwy. Warstwa zewnętrzna etykimuzycznej (1) dotyczyć będzie spraw interdyscyplinarnych, czyli związków między muzykąa innymi dziedzinami kultury i cywilizacji. W tej bogatej warstwie można znaleźć odpowiedźna pytanie o przesiąkanie treści etycznie negatywnych dzisiejszej rzeczywistości nateren muzyki; jednak ten kompleks zagadnień dotyczy w gruncie rzeczy typowych tendencjiszeroko pojętego życia społecznego, jest zatem dla czystej muzyki nieswoisty. Warstwa wewnętrznaetyki muzycznej (2) odnosić się natomiast będzie do tej muzyki, która nie ma kontaktuz pozamuzycznymi treściami, do muzyki autonomicznej. Wydaje się, że wzruszenie,które dzieła muzyczne wywołują u słuchaczy w stopniu przerastającym analogiczne zjawiskow wypadku innych sztuk, świadczy o obecności pierwiastków etycznych w samym jądrzemuzyki autonomicznej. Wola, siła praktyczna, której muzyka jest – według Schopenhauera– bezpośrednim przedstawieniem, mogłaby przyczynić się do rozważenia tego wciąż niezbadanegoproblemu. Niepowtarzalny status etyczny muzyki wielokrotnie skłaniał do zastanowieniasię nad nim wielu filozofów XX wieku, w tym T.W. Adorna, E. Blocha, E. Ciorana,N. Hartmanna, K.R. Poppera. Te liczne wypowiedzi trzeba odczytać jako nawoływanie dozwrotu w stronę ponownego platońskiego połączenia muzyki z pięknem, dobrem i prawdą.

9

Structured Occurrence Nets: A Formalism for Aiding System Failure Prevention and Analysis Techniques

63%

Koutny M. , Randell B.

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2009

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tom Vol. 97, nr 1/2

41-91

EN

This paper introduces the concept of a "structured occurrence net", which as its name indicates is based on that of an "occurrence net", a well-established formalism for an abstract record that represents causality and concurrency information concerning a single execution of a system. Structured occurrence nets consist of multiple occurrence nets, associated together by means of various types of relationship, and are intended for recording or predicting, either the actual behaviour of complex systems as they communicate and evolve, or evidence that is being gathered and analysed concerning their alleged past behaviour. We provide a formal basis for the new formalism and show how it can be used to gain better understanding of complex fault-error-failure chains (i) among co-existing communicating systems, (ii) between systems and their sub-systems, and (iii) involving systems that are controlling, creating ormodifying other systems. We then go on to discuss how, with appropriate tools support, perhaps using extended versions of existing tools, structured occurrence nets could form a basis for improved techniques of system failure prevention and analysis.

10

Abstraction Based Connectionist Analogy Processor

63%

Yasui A.

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2000

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tom Vol. 10, no 4

791-812

EN

The Abstraction Based Connectionist Analogy Processor (AB-CAP) is a trainable neural network for analogical learning/inference. An internal abstraction model, which extracts the underlying relational isomorphism and expresses predicate-argument bindings at the abstract level, is induced structurally as a result of the backpropagation training coupled with a structure- pruning mechanism. AB-CAP also develops dynamically abstraction and de- abstraction mappings for the role-filler matching. Thus, the propositions including both known and inferred ones can be expressed by, induced as, stored in and retrieved from the internal structural patterns. As such, there is no need for AB-CAP to use rule-based symbolic processing such as hypothesis making and constraint satisfaction or pattern completion checking. In this paper, AB-CAP is evaluated by using some examples. In particular, incremental analogical learning by AB-CAP shows that the internal abstraction model acquired from previous analogical learning acts as a potent attracter to bind a new set of isomorphic data, manifesting the analogical memory access/retrieval characteristics of AB-CAP.

11

MARITAIN AND AQUINAS ON OUR DISCOVERY OF BEING

63%

Wippel J. F.

Studia Gilsoniana

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2014

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tom 3

415-443

EN

The author presents and compares Maritain’s and Aquinas’s accounts of our discovery (1) of being as existing; and (2) of being as being (ens inquantum ens or the subject of metaphysics). He finds that especially in his final discussion of how one discovers being as being, Maritain’s account suffers greatly from the absence of any appeal to Aquinas’s negative judgment of separation and also from the omission of reference to the role of judgments of existence in one’s discovery of a premetaphysical notion of being. Wippel finds no evidence in Aquinas’s texts for Maritain’s defense of an intuition of being or of existence.

12

Redpath on the Nature of Philosophy

44%

Delfino R. A.

Studia Gilsoniana

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2016

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tom 5

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nr 1

33-53

EN

In this article the author discusses Peter A. Redpath’s understanding of the nature of philosophy and his account of how erroneous understandings of philosophy have led to the decline of the West and to the separation of philosophy from modern science and modern science from wisdom. Following Aristotle and St. Thomas Aquinas, Redpath argues that philosophy is a sense realism because it begins in wonder about real things known through the senses. Philosophy presupposes pre-philosophical knowledge, common sense, which consists of principles rooted in sensation that make human experience, sense wonder, and philosophy possible. Philosophy is certain knowledge demonstrated through causes and thus philosophy is the same as science. Redpath understands science as a habit that we acquire through repeated practice. More precisely, a scientific habit is a simple quality of the intellect that enables us to demonstrate (prove) the necessary properties of a genus through their causes or principles. In this way, science is the study of the one and the many. Redpath argues that metaphysics is the final cause of the arts and sciences, providing the foundation for all of the arts and sciences and justifying their principles. Finally, he argues that with modernity’s loss of belief in God and its rejection of metaphysics as a science, utopian socialism has become an historical/political substitute for metaphysics.