subject:(Logical reasoning)

Universidade do Rio Grande do Sul

1. Rosa, Leandro Viana da. Jogos lógicos no Ensino Fundamental.

Degree: 2016, Universidade do Rio Grande do Sul

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Esta pesquisa se dedicou à introdução dos jogos lógicos na sala de aula, em específico, ela busca a investigação das dificuldades encontradas pelos alunos com… (more)

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Esta pesquisa se dedicou à introdução dos jogos lógicos na sala de aula, em específico, ela busca a investigação das dificuldades encontradas pelos alunos com os diferentes estilos de jogos apresentados e quais são os raciocínios lógicos utilizados para a resolução dos problemas propostos. Buscamos os benefícios que estes jogos podem trazer para o ensino e a aprendizagem na sala de aula. Aliado a isso também trabalhamos a parte geométrica dos tabuleiros, e com isso os alunos utilizaram como ferramentas a régua e o compasso para a construção dos tabuleiros apresentados.. Para tanto, a metodologia de pesquisa escolhida foi o Estudo de Caso, de acordo com Fiorentini e Lorenzato (2006), Ventura (2007) e Gil (2002). O referencial teórico é baseado nos trabalhos de Macedo (2007), Grando (2011), Skovsmose (2000), Huizinga (2000), Kishimoto (2006), Zuin (2001), bem como os PCNs e outros artigos/livros relacionados aos jogos lógicos e as construções geométricas com a régua e o compasso. As atividades foram desenvolvidas com uma turma do 9º ano do Ensino Fundamental de em uma Escola Municipal de Porto Alegre, no ano de 2015. Em especial sugerimos que é possível a inserção desses materiais a fim de serem usados como ferramentas de auxílio no ensino aprendizagem de matemática contribuindo positivamente para a formação dos alunos. Os registros coletados no estudo de caso possibilitaram a validação da proposta.

The present research has focused on the introduction of the logical games in the class. It aims to pin point difficulties presented by the students on the different styles of games proposed and a logical ratiocination is required to solve the tasks proposed. The benefits of the games along with the teaching and learning in the classroom was the goal. Additionally, the geometric segment of board games have been investigated and students used tools as ruler and compass to the construction of the boards presented. Therefore, the chosen researching methodology was the Case Study, according to Fiorentini e Lorenzato (2006), Ventura (2007) e Gil (2002). The theoretical referential is based on Works from Macedo (2007), Grando (2011), Skovsmose (2000), Huizinga (2000), Kishimoto (2006), Zuin (2001), along with the PCNs and others articles/books related to logical games and geometric constructions with a ruler and a compass. The activities were performed by a 9th grade group of the Elementary School in a Municipal School in Porto Alegre, in 2015. We showed in particular that is possible the insertion of these materials in order to be used as a sustenance tool on Mathematics Learning contributing positively to students formation. The data collected in the case study enabled the authentication of the proposal.

Advisors/Committee Members: Sant'Ana, Marilaine de Fraga.

Subjects/Keywords: Logical games; Jogos lógicos; Raciocínio lógico; Logical reasoning; Ruler and compass; Geometry; Case study

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rosa, L. V. d. (2016). Jogos lógicos no Ensino Fundamental. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/157534

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rosa, Leandro Viana da. “Jogos lógicos no Ensino Fundamental.” 2016. Thesis, Universidade do Rio Grande do Sul. Accessed February 28, 2020. http://hdl.handle.net/10183/157534.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rosa, Leandro Viana da. “Jogos lógicos no Ensino Fundamental.” 2016. Web. 28 Feb 2020.

Vancouver:

Rosa LVd. Jogos lógicos no Ensino Fundamental. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2016. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10183/157534.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rosa LVd. Jogos lógicos no Ensino Fundamental. [Thesis]. Universidade do Rio Grande do Sul; 2016. Available from: http://hdl.handle.net/10183/157534

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Manchester

2. Howarth, Elizabeth. New rationality principles in pure inductive logic.

Degree: PhD, 2015, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/new-rationality-principles-in-pure-inductive-logic(e23d028f-c3e9-47b1-a5a0-289027f4d97f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664572

► We propose and investigate several new principles of rational reasoning within the framework of Pure Inductive Logic, PIL, where probability functions defined on the sentences… (more)

▼ We propose and investigate several new principles of rational reasoning within the framework of Pure Inductive Logic, PIL, where probability functions defined on the sentences of a first-order language are used to model an agent's beliefs. The Elephant Principle is concerned with how learning, modelled by conditioning, may be uniquely `remembered'. The Perspective Principle requires that, from a given prior, conditioning on statistically similar experiences should result in similar assignments, and is found to be a necessary condition for Reichenbach's Axiom to hold. The Abductive Inference Principle and some variations are proposed as possible formulations of a restriction of C.S. Peirce's notion of hypothesis in the context of PIL, though characterization results obtained for these principles suggest that they may be too strong. The Finite Values Property holds when a probability function takes only finitely many values when restricted to sentences containing only constant symbols from some fixed finite set. This is shown to entail a certain systematic method of assigning probabilities in terms of possible worlds, and it is considered in this light as a possible principle of inductive reasoning. Classification results are given, stating which members of certain established families of probability functions satisfy each of these new principles. Additionally, we define the theory of a principle P of PIL to be the set of those sentences which are assigned probability 1 by every probability function which satisfies P. We investigate the theory of the established principle of Spectrum Exchangeability by finding separately the theories of heterogeneous and homogeneous functions. The theory of Spectrum Exchangeability is found to be equal to the theory of finite structures. The theory of Johnson's Sufficientness Postulate is also found. Consequently, we find that Spectrum Exchangeability, Johnson's Sufficientness Postulate and the Finite Values Property are all inconsistent with the principle of Super-Regularity: that any consistent sentence should be assigned non-zero probability.

Subjects/Keywords: 519.2; Inductive Logic; Logical Probability; Rationality; Uncertain Reasoning; Spectrum Exchangeability

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Howarth, E. (2015). New rationality principles in pure inductive logic. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/new-rationality-principles-in-pure-inductive-logic(e23d028f-c3e9-47b1-a5a0-289027f4d97f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664572

Chicago Manual of Style (16^th Edition):

Howarth, Elizabeth. “New rationality principles in pure inductive logic.” 2015. Doctoral Dissertation, University of Manchester. Accessed February 28, 2020. https://www.research.manchester.ac.uk/portal/en/theses/new-rationality-principles-in-pure-inductive-logic(e23d028f-c3e9-47b1-a5a0-289027f4d97f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664572.

MLA Handbook (7^th Edition):

Howarth, Elizabeth. “New rationality principles in pure inductive logic.” 2015. Web. 28 Feb 2020.

Vancouver:

Howarth E. New rationality principles in pure inductive logic. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Feb 28]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/new-rationality-principles-in-pure-inductive-logic(e23d028f-c3e9-47b1-a5a0-289027f4d97f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664572.

Council of Science Editors:

Howarth E. New rationality principles in pure inductive logic. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/new-rationality-principles-in-pure-inductive-logic(e23d028f-c3e9-47b1-a5a0-289027f4d97f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664572

University of Manchester

3. Howarth, Elizabeth. New Rationality Principles in Pure Inductive Logic.

Degree: 2015, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268325

► We propose and investigate several new principles of rational reasoning within the framework of Pure Inductive Logic, PIL, where probability functions defined on the sentences… (more)

▼ We propose and investigate several new principles of rational reasoning within the framework of Pure Inductive Logic, PIL, where probability functions defined on the sentences of a first-order language are used to model an agent's beliefs. The Elephant Principle is concerned with how learning, modelled by conditioning, may be uniquely `remembered'. The Perspective Principle requires that, from a given prior, conditioning on statistically similar experiences should result in similar assignments, and is found to be a necessary condition for Reichenbach's Axiom to hold. The Abductive Inference Principle and some variations are proposed as possible formulations of a restriction of C.S. Peirce's notion of hypothesis in the context of PIL, though characterization results obtained for these principles suggest that they may be too strong. The Finite Values Property holds when a probability function takes only finitely many values when restricted to sentences containing only constant symbols from some fixed finite set. This is shown to entail a certain systematic method of assigning probabilities in terms of possible worlds, and it is considered in this light as a possible principle of inductive reasoning. Classification results are given, stating which members of certain established families of probability functions satisfy each of these new principles. Additionally, we define the theory of a principle P of PIL to be the set of those sentences which are assigned probability 1 by every probability function which satisfies P. We investigate the theory of the established principle of Spectrum Exchangeability by finding separately the theories of heterogeneous and homogeneous functions. The theory of Spectrum Exchangeability is found to be equal to the theory of finite structures. The theory of Johnson's Sufficientness Postulate is also found. Consequently, we find that Spectrum Exchangeability, Johnson's Sufficientness Postulate and the Finite Values Property are all inconsistent with the principle of Super-Regularity: that any consistent sentence should be assigned non-zero probability. Advisors/Committee Members: VENCOVSKA, ALENA A, Paris, Jeffrey, Vencovska, Alena.

Subjects/Keywords: Inductive Logic; Logical Probability; Rationality; Uncertain Reasoning; Spectrum Exchangeability

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Howarth, E. (2015). New Rationality Principles in Pure Inductive Logic. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268325

Chicago Manual of Style (16^th Edition):

Howarth, Elizabeth. “New Rationality Principles in Pure Inductive Logic.” 2015. Doctoral Dissertation, University of Manchester. Accessed February 28, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268325.

MLA Handbook (7^th Edition):

Howarth, Elizabeth. “New Rationality Principles in Pure Inductive Logic.” 2015. Web. 28 Feb 2020.

Vancouver:

Howarth E. New Rationality Principles in Pure Inductive Logic. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Feb 28]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268325.

Council of Science Editors:

Howarth E. New Rationality Principles in Pure Inductive Logic. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:268325

University of Oxford

4. Gottardis, L. Deaf primary school children's achievement in mathematics.

Degree: PhD, 2014, University of Oxford

URL: http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604544

► The present research aims to evaluate the extent of deaf children’s delay in mathematics, identifying the moderators of this delay and determine the longitudinal predictors… (more)

▼ The present research aims to evaluate the extent of deaf children’s delay in mathematics, identifying the moderators of this delay and determine the longitudinal predictors of their mathematical achievement. For five decades, studies have reported that deaf children lag behind their hearing peers in mathematics (Gottardis, Nunes and Lunt, 2011). Background factors such as age, degree of hearing loss, presence of cochlear implant and types of educational provision were previously hypothesised to be moderators of the extent of this delay but, up to now, they have not been tested. Pagliaro (2010) argued that number knowledge, working memory and degree of hearing loss could be possible causes of deaf children’s difficulties in mathematics but no clear conclusions were reached. The present investigation aims to provide insight into the causes of deaf children’s delay in mathematics. The survey study addressed the first aim of the present study. The maths test of the Performance Indicators for Primary School (PIPS) was used as outcome measure. Factors related to deaf children (degree of hearing loss, age, years in education, presence of cochlear implant, gender, causes of deafness) and background factors (highest maternal education, language used at home, type of educational provision) were assessed as possible predictors and moderators of the extent of deaf children’s delay in mathematics. The overall extent of deaf children’s delay in mathematics was of -1.76 SDs. The older the children get and the more years they spend in special schools for the deaf or in units for hearing impaired, the wider is their gap in mathematics achievement compared with their hearing peers. It is, therefore, necessary to intervene in their mathematical learning in the early years of schooling in order to create pathways for improvement. The second aim of the present study was addressed through a longitudinal design. Logical-mathematical reasoning, working memory and counting ability were chosen as predictors of deaf children’s mathematical attainment on the basis of theoretical framework, evidence from longitudinal studies and from the analysis of the difficulties that deaf children have in these factors compared with hearing peers. Hierarchical regression analyses were used to assess the independence of the contributions of logical-mathematical reasoning, working memory and counting ability to the prediction of deaf children’s mathematical achievement measured through the PIPS. Age, years in education, type of educational provision and non-verbal intelligence were used as controls. Counting ability and working memory did make independent contributions to the prediction of deaf children’s mathematical success but logical mathematical reasoning was by far the strongest predictor. When the predictors were entered in the model, none of the control variables predicted significantly deaf children’s mathematical achievement. This study makes several empirical contributions. First, it established age, years in education and types of educational…

Subjects/Keywords: 371.91282; Early and Child learning; mathematics; deaf; working memory; achievement; logical reasoning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Gottardis, L. (2014). Deaf primary school children's achievement in mathematics. (Doctoral Dissertation). University of Oxford. Retrieved from http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604544

Chicago Manual of Style (16^th Edition):

Gottardis, L. “Deaf primary school children's achievement in mathematics.” 2014. Doctoral Dissertation, University of Oxford. Accessed February 28, 2020. http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604544.

MLA Handbook (7^th Edition):

Gottardis, L. “Deaf primary school children's achievement in mathematics.” 2014. Web. 28 Feb 2020.

Vancouver:

Gottardis L. Deaf primary school children's achievement in mathematics. [Internet] [Doctoral dissertation]. University of Oxford; 2014. [cited 2020 Feb 28]. Available from: http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604544.

Council of Science Editors:

Gottardis L. Deaf primary school children's achievement in mathematics. [Doctoral Dissertation]. University of Oxford; 2014. Available from: http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604544

University of New South Wales

5. Ji, Chengyu Krystian. Conditionals for representing implicational and causal knowledge.

Degree: Computer Science & Engineering, 2010, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/45357 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8652/SOURCE02?view=true

► This thesis proposes a model-theoretic approach to address two foundational issues: the semantic conception of indicative conditionals, and that of causation. For many years both… (more)

▼ This thesis proposes a model-theoretic approach to address two foundational issues: the semantic conception of indicative conditionals, and that of causation. For many years both issues have remained a tangled series of open problems that attracted great efforts and heated debates among logicians and analytic philosophers, and it is no surprise that these open problems are very fundamental challenges for Artificial Intelligence. The solution proposed in this thesis includes two formal theories introduced in separate chapters. The first theory presents a logic that has a type of conditional for which the exact truth condition is defined, and we argue that using such conditionals enables the appropriate representation of indicative conditionals, or, more assertively, they are indicative conditionals. The second theory is an extension of the first one, where another type of conditional is defined to capture a unified notion of both general causation and specific actual causation.Both theories provide the semantic constructions that realise the desirable properties for representing and reasoning with implicational and causal knowledge without the traditional dilemma of sacrificing some other desirable properties for a formal logic. The Tarskian notion of entailment is preserved in the model theory. Some of these properties are expressed as theorems with proofs provided; other properties are shown by using the semantics to model a series of scenarios in the benchmark examples where we analyse how the difficulties for traditional approaches are resolved in this approach.The logical tools and fundamental claims resulting from this pair of semantic theories may bring a fresh viewpoint or even a general solution to the open problems mentioned above, and contribute to laying a better foundation for the formalisation of commonsense reasoning. Advisors/Committee Members: Wobcke, Wayne, Computer Science & Engineering, Faculty of Engineering, UNSW, Foo, Norman, Computer Science & Engineering, Faculty of Engineering, UNSW.

Subjects/Keywords: Indicative Conditionals; Model Theory; Logical Foundation for Artificial Intelligence; Causation; Commonsense Reasoning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ji, C. K. (2010). Conditionals for representing implicational and causal knowledge. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/45357 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8652/SOURCE02?view=true

Chicago Manual of Style (16^th Edition):

Ji, Chengyu Krystian. “Conditionals for representing implicational and causal knowledge.” 2010. Doctoral Dissertation, University of New South Wales. Accessed February 28, 2020. http://handle.unsw.edu.au/1959.4/45357 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8652/SOURCE02?view=true.

MLA Handbook (7^th Edition):

Ji, Chengyu Krystian. “Conditionals for representing implicational and causal knowledge.” 2010. Web. 28 Feb 2020.

Vancouver:

Ji CK. Conditionals for representing implicational and causal knowledge. [Internet] [Doctoral dissertation]. University of New South Wales; 2010. [cited 2020 Feb 28]. Available from: http://handle.unsw.edu.au/1959.4/45357 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8652/SOURCE02?view=true.

Council of Science Editors:

Ji CK. Conditionals for representing implicational and causal knowledge. [Doctoral Dissertation]. University of New South Wales; 2010. Available from: http://handle.unsw.edu.au/1959.4/45357 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:8652/SOURCE02?view=true

6. Nizamani, Abdul Rahim. Reasoning with Bounded Cognitive Resources.

Degree: 2015, University of Gothenburg / Göteborgs Universitet

URL: http://hdl.handle.net/2077/40579

► Reasoning is an essential element of intelligence. Automated reasoning in formal and symbolic systems is a major topic in computer science and artificial intelligence (AI).… (more)

▼ Reasoning is an essential element of intelligence. Automated reasoning in formal and symbolic systems is a major topic in computer science and artificial intelligence (AI). Programs for computer-assisted and automated theorem proving are being constructed and used by mathematicians and logicians. Recently, there has been a surge in research in inductive reasoning systems. Inductive programming is an example of applying induction to symbolic systems. Most of the reasoning systems in AI are narrow and specialized to particular tasks and domains. Research work in artificial general intelligence (AGI) aims at producing models of AI that are fully or partially independent of task types. AGI systems are ideally able to learn new knowledge and rules that were not intended during their construction. Automatic reasoning systems are traditionally developed by using heuristics to limit the computational resources. This thesis aims to produce models of easoning that use bounded cognitive resources. Since reasoning is a cognitive function, and human cognitive resources (such as working memory) are severely restricted, one possible method of reducing the computational complexity of reasoning systems is to introduce cognitive resources in the system and put limits on them similar to human cognitive limits. Another important aim of this thesis is to unite the deductive and inductive reasoning in symbolic systems, by using Occam's razor as a guiding principle for induction. The thesis uses an exploratory approach to search for a unified model of reasoning in arbitrary domains. This thesis is a collection of published scientific papers, each contributing iteratively to the construction of a larger and domain-independent model of reasoning in symbolic domains. The first two papers present proof formalisms for first-order logic and description logic that produce comprehensible proofs. The second part comprises of five papers, each extending a model of inductive reasoning that can learn axioms of any arbitrary symbolic domain from random examples. Some of the models in the thesis were able to outstrip human performance in arithmetic, logic and number series problems. This is an interdisciplinary thesis that contributes to a number of scientific areas, mainly formal logic and AGI. Further research in this area can potentially lead to a universal reasoner that is able to learn and reason in more complex symbolic systems such as higher order logics and computer programming.

Subjects/Keywords: Artificial general intelligence; logical reasoning; inductive learning; proof systems; bounded cognitive resources; cognitive modeling

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nizamani, A. R. (2015). Reasoning with Bounded Cognitive Resources. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/40579

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nizamani, Abdul Rahim. “Reasoning with Bounded Cognitive Resources.” 2015. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed February 28, 2020. http://hdl.handle.net/2077/40579.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nizamani, Abdul Rahim. “Reasoning with Bounded Cognitive Resources.” 2015. Web. 28 Feb 2020.

Vancouver:

Nizamani AR. Reasoning with Bounded Cognitive Resources. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2015. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/2077/40579.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nizamani AR. Reasoning with Bounded Cognitive Resources. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2015. Available from: http://hdl.handle.net/2077/40579

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Joelma Guimarães. Matemática escolar, raciocínio lógico e a construção do "bom aluno" em matemática.

Degree: 2009, Universidade do Vale do Rio do Sinos

URL: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1196

►

A dissertação tem por objetivo problematizar como professoras de uma escola estadual do município de Esteio, situado na região metropolitana da capital do Estado do… (more)

▼

A dissertação tem por objetivo problematizar como professoras de uma escola estadual do município de Esteio, situado na região metropolitana da capital do Estado do Rio Grande do Sul, descrevem a aprendizagem da matemática escolar e, em particular, o raciocínio lógico de seus alunos. Os aportes teóricos vinculam-se ao pensamento pós-estruturalista, especialmente a algumas formulações do filósofo Michel Foucault e a ideias presentes na obra Discurso do Método, de René Descartes, principalmente aquelas ligadas à ordenação do pensamento. O material de pesquisa está constituído por documentos avaliativos da escola, em especial por 58 pareceres descritivos elaborados por cinco professoras dos anos iniciais do Ensino Fundamental da instituição estudada, e por entrevistas que com elas foram realizadas. As entrevistas foram gravadas e posteriormente transcritas. A análise do material de pesquisa possibilitou: mostrar as ressonâncias das ideias cartesianas como condutoras das condutas dos sujeitos escolares na contemporaneidade; refletir sobre as relações existentes entre a Matemática como fundamento da racionalização e suas marcas deixadas na constituição dos sujeitos escolares, identificando-os como sujeitos aprendentes ou não-aprendentes nessa área do conhecimento; entender a subjetivação desses indivíduos a partir de narrativas que os posicionam hierarquicamente, com base em níveis do desenvolvimento infantil, construindo posições de sujeito ao caracterizar como deve ser o aluno que possui um bom raciocínio lógico.

This dissertation aims at problematizing how teachers from a state school in Esteio, a town located in the metropolitan region surrounding the capital of Rio Grande do Sul, describe the learning of school mathematics, particularly their students logical reasoning. The theoretical bases of this investigation have been linked to the poststructuralist thought, following some formulations of Michel Foucault, and ideas from Discourse on Method, by René Descartes, mainly those linked to thought ordering. Evaluation documents of the school studied, especially 58 descriptive evaluations written by five teachers of elementary school, as well as interviews with these teachers have constituted the research material. The interviews were recorded and later transcribed. The analysis of the research material has allowed for: showing the resonances of Cartesian ideas as conducting the conducts of school subjects in contemporaneity; reflecting upon relationships between Mathematics as a foundation of reasoning and its marks on the constitution of school subjects, identifying them as learners or non-learners in this area of knowledge; understanding subjectivation of those individuals from narratives that position them hierarchically, according to levels of children development, thus constructing subject positions while characterizing how a student with good logical reasoning should be.

Advisors/Committee Members: Gelsa Knijnik.

Subjects/Keywords: EDUCACAO; pareceres descritivos; educação matemática; método cartesiano; raciocínio lógico; descriptive evaluations; mathematical education; cartesian method; logical reasoning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Guimarães, J. (2009). Matemática escolar, raciocínio lógico e a construção do "bom aluno" em matemática. (Thesis). Universidade do Vale do Rio do Sinos. Retrieved from http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Guimarães, Joelma. “Matemática escolar, raciocínio lógico e a construção do "bom aluno" em matemática.” 2009. Thesis, Universidade do Vale do Rio do Sinos. Accessed February 28, 2020. http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Guimarães, Joelma. “Matemática escolar, raciocínio lógico e a construção do "bom aluno" em matemática.” 2009. Web. 28 Feb 2020.

Vancouver:

Guimarães J. Matemática escolar, raciocínio lógico e a construção do "bom aluno" em matemática. [Internet] [Thesis]. Universidade do Vale do Rio do Sinos; 2009. [cited 2020 Feb 28]. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1196.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Guimarães J. Matemática escolar, raciocínio lógico e a construção do "bom aluno" em matemática. [Thesis]. Universidade do Vale do Rio do Sinos; 2009. Available from: http://bdtd.unisinos.br/tde_busca/arquivo.php?codArquivo=1196

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Pontifícia Universidade Católica de São Paulo

8. Cilene Tineli. Desenvolvimento do raciocínio lógico e educação: um estudo com crianças de quatro a seis anos.

Degree: 2006, Pontifícia Universidade Católica de São Paulo

URL: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=2823

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Os pressupostos teóricos que embasam o presente estudo abordam o pensamento lógico como um dos processos mais importantes que ocorrem na formação da consciência. A… (more)

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Os pressupostos teóricos que embasam o presente estudo abordam o pensamento lógico como um dos processos mais importantes que ocorrem na formação da consciência. A escola é vista como um dos principais meios de transmissão da cultura historicamente construída pela humanidade. O estudo analisou como se apresenta o raciocínio lógico em quarenta e duas crianças provenientes de famílias de renda média e média-alta, com idades entre quatro, cinco e seis anos, que freqüentam uma pré-escola com projeto pedagógico de qualidade. Como instrumento, foram utilizadas provas silogísticas de aplicação individual. As respostas foram anotadas atribuindo-se pontos e as justificativas dadas às respostas consideradas corretas foram analisadas qualitativamente. Os resultados mostraram aumento na freqüência de acertos e de justificativas consideradas teóricas, acompanhando a faixa etária e a conseqüente progressão de série escolar da criança. A escolarização desempenha papel importante no desenvolvimento de formas lógicas de pensamento que dificilmente se desenvolveriam sem a cultura escolar

The theory, which the present study is, based broaches the logical thought as one of the most important process that occurs in the conscience formation. The school is seen as one of the main means of culture transmission historically built by humanity. The study analyses the way of the logical reasoning is reported in 42 children from middle and middle-high income, with ages between four, five and six years old that used to go to a pre school with a quality pedagogical project. By instrument were used syllogistics tests of individual application. The answers were noted down. Points were given to them and the justifies for the answers considered corrects were quality analyses. The results show increase of rights and teorical justifies frequency following the ages and the consequent school series progression of the child. The schooldays are seen with an important place for the logical forms of thought development that hardly would happen without the school culture

Advisors/Committee Members: Maria Regina Maluf.

Subjects/Keywords: Logical reasoning; Psicologia da crianca; Desenvolvimento infantil; Raciocinio em criancas; PSICOLOGIA EDUCACIONAL; Educação infantil; Children education; Raciocínio lógico

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tineli, C. (2006). Desenvolvimento do raciocínio lógico e educação: um estudo com crianças de quatro a seis anos. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=2823

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tineli, Cilene. “Desenvolvimento do raciocínio lógico e educação: um estudo com crianças de quatro a seis anos.” 2006. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed February 28, 2020. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=2823.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tineli, Cilene. “Desenvolvimento do raciocínio lógico e educação: um estudo com crianças de quatro a seis anos.” 2006. Web. 28 Feb 2020.

Vancouver:

Tineli C. Desenvolvimento do raciocínio lógico e educação: um estudo com crianças de quatro a seis anos. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2006. [cited 2020 Feb 28]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=2823.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tineli C. Desenvolvimento do raciocínio lógico e educação: um estudo com crianças de quatro a seis anos. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2006. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=2823

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Technical University of Lisbon

9. Rodrigues, Joana Filomena da Madalena. Raciocínio lógico-matemático : um estudo de caso com uma criança com Trissomia 21.

Degree: 2015, Technical University of Lisbon

URL: http://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/8621

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Mestrado em Educação Especial

O desenvolvimento de competências matemáticas é essencial para o desenvolvimento da nossa autonomia. Este estudo pretendeu explorar o raciocínio lógico-matemático de… (more)

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Mestrado em Educação Especial

O desenvolvimento de competências matemáticas é essencial para o desenvolvimento da nossa autonomia. Este estudo pretendeu explorar o raciocínio lógico-matemático de uma criança com Trissomia 21 (T21), durante o seu primeiro ano escolar do primeiro ciclo do ensino básico. Esta criança é do sexo feminino, tem sete anos de idade e tem acompanhamento técnico ao nível da reabilitação e ensino especial desde os 15 dias de idade. Este estudo de caso é essencialmente exploratório e descritivo, acompanhando a evolução cognitiva das competências lógico-matemáticas da criança através da gravação em vídeo de sessões de ensino-aprendizagem, nas quais a criança realizou um conjunto de baterias de exercícios, elaborados de acordo com os conteúdos programáticos propostos para este nível de ensino e verbalizando os seus raciocínios ao longo destas sessões. Foram aplicadas três baterias de exercícios, desenvolvidas de acordo com o nível cognitivo da criança em estudo, tendo a primeira sido utilizada mais duas vezes, como teste de retenção, no fim do ano letivo e após três meses do fim do estudo investigativo. O estudo realizou-se durante onze meses e ao longo das sessões de apoio de reabilitação e ensino especial, em contexto domiciliário, com frequência semanal. Houve, igualmente, a realização de entrevistas à mãe da criança, à professora do ensino regular e à técnica que acompanhou o processo investigativo, de forma a recolher informação sobre o desenvolvimento cognitivo da criança em vários contextos da sua vida diária. Este estudo decorreu fora do contexto de sala de aula, mas as conclusões apresentadas são generalizadas e direcionadas a todos os contextos onde haja desenvolvimento do raciocínio lógico-matemático da criança. O estabelecimento de regras, através da memorização e do acompanhamento visuo-espacial dos conteúdos, assim como a atitude do elemento educativo perante a criança, com elevadas expectativas e tentando não limitar a evolução da mesma, são duas estratégias determinantes para uma evolução cognitiva consolidada. Ao nível da matemática, a repetição e estruturação das sequências de resolução de exercícios é essencial para a memorização da regra. Ao adquirir esta capacidade, a criança é então capaz de a aplicar, sempre que necessário, e também adaptar-se a diferentes cenários, mesmo quando a questão colocada não é exatamente a mesma. Esta capacidade poderá potenciar o desenvolvimento de futuras competências profissionais, autonomizando-a e permitindo a sua participação plena na sociedade.

The acquisition of mathematical skills is essential for the development of our autonomy. This study aims to explore the logical-mathematical reasoning of a child with Down syndrome, during the first school year of primary education. The child that participated in the study is female, has seven years old and has technical support in terms of rehabilitation and special education since she was 15 days old. This case study is essentially exploratory and descriptive and followed the child’s cognitive…

Advisors/Committee Members: Morato, Pedro Jorge Moreira de Parrot.

Subjects/Keywords: Autonomia; Desenvolvimento cognitivo; Memorização; Raciocínio lógico-matemático; Trissomia 21; Cognitive development; Down syndrome; Logical-mathematical reasoning; Memorization

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Rodrigues, J. F. d. M. (2015). Raciocínio lógico-matemático : um estudo de caso com uma criança com Trissomia 21. (Thesis). Technical University of Lisbon. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/8621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rodrigues, Joana Filomena da Madalena. “Raciocínio lógico-matemático : um estudo de caso com uma criança com Trissomia 21.” 2015. Thesis, Technical University of Lisbon. Accessed February 28, 2020. http://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/8621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rodrigues, Joana Filomena da Madalena. “Raciocínio lógico-matemático : um estudo de caso com uma criança com Trissomia 21.” 2015. Web. 28 Feb 2020.

Vancouver:

Rodrigues JFdM. Raciocínio lógico-matemático : um estudo de caso com uma criança com Trissomia 21. [Internet] [Thesis]. Technical University of Lisbon; 2015. [cited 2020 Feb 28]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/8621.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodrigues JFdM. Raciocínio lógico-matemático : um estudo de caso com uma criança com Trissomia 21. [Thesis]. Technical University of Lisbon; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/8621

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade do Rio Grande do Sul

10. Vaitses, Vivian Denise Cazerta. Processos cognitivos e desempenho escolar em adolescentes : desempenho matemático, executivo central da memória de trabalho e raciocínio lógicomatemático.

Degree: 2011, Universidade do Rio Grande do Sul

URL: http://hdl.handle.net/10183/35345

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Esta pesquisa investiga processos cognitivos envolvidos na aprendizagem. Para isso, compara-se o desempenho acadêmico, o desempenho matemático, o executivo central da memória de trabalho e… (more)

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Esta pesquisa investiga processos cognitivos envolvidos na aprendizagem. Para isso, compara-se o desempenho acadêmico, o desempenho matemático, o executivo central da memória de trabalho e o raciocínio lógico-matemático em trinta e cinco adolescentes do primeiro ano do Ensino Médio do Colégio Júlio de Castilhos. O desempenho acadêmico é representado pela média obtida por cada um de 35 alunos, no primeiro trimestre do ano letivo de 2010 nas disciplinas que compõem o programa, excetuando-se a matemática. O desempenho matemático é representado pela nota final na disciplina no mesmo trimestre. O executivo central da memória de trabalho é avaliado por meio de dois subtestes selecionados da Bateria de Avaliação da Memória de Trabalho da Universidade Federal de Minas Gerais. O raciocínio lógico-matemático é avaliado com a tarefa piagetiana o equilíbrio da balança. Os dados obtidos através dos testes para avaliação do executivo central da memória de trabalho são estudados com análise estatística inferencial. Os dados obtidos com o método clínico piagetiano na aplicação da tarefa o equilíbrio da balança são estudados por meio de análise descritiva, além de serem transformados em escores a fim de serem incluídos na análise estatística inferencial. Encontrou-se correlação entre as quatro funções estudadas através do teste de correlação de Pearson. Os alunos são agrupados conforme o desempenho acadêmico, em alunos com desempenho alto, intermediário e baixo e, com esta categorização, é realizada a comparação entre grupos quanto ao desempenho matemático, o executivo central da memória de trabalho e o raciocínio lógico-matemático, por Análise de Variância. Encontrou-se que as funções diferem nos três grupos na maioria das comparações. Conclui-se que o executivo central da memória de trabalho e o raciocínio lógico-matemático têm um papel importante no desempenho acadêmico do aluno adolescente.

This research investigates the cognitive processes involved in learning. For this purpose, it compares academic performance, mathematical performance, the central executive of working memory and logical-mathematical reasoning in thirty-five teenagers in their first year of High School in a public school. Academic performance for each student is assessed through the average grade obtained in the first quarter of the 2010 academic year, in the subjects that comprise the program, except mathematics. The mathematical performance is represented by the final grade in the subject in the same quarter. The central executive of working memory is assessed by two subtests selected from the Working Memory Assessment Battery from the Federal University of Minas Gerais. The logical-mathematical reasoning abilities are assessed by the Piagetian task called the balance equilibrium. The data obtained through tests to assess the central executive of working memory are interpreted by means of inferential statistical analysis. The data obtained by the clinical method of application of the Piagetian task the balance equilibrium are studied through descriptive…

Advisors/Committee Members: Golbert, Clarissa Seligman.

Subjects/Keywords: Cognitive processes; Processo cognitivo; Learning; Raciocínio lógico; Matemática; Academic performance; Mathematics achievement; The central executive; Logical-mathematical reasoning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Vaitses, V. D. C. (2011). Processos cognitivos e desempenho escolar em adolescentes : desempenho matemático, executivo central da memória de trabalho e raciocínio lógicomatemático. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/35345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vaitses, Vivian Denise Cazerta. “Processos cognitivos e desempenho escolar em adolescentes : desempenho matemático, executivo central da memória de trabalho e raciocínio lógicomatemático.” 2011. Thesis, Universidade do Rio Grande do Sul. Accessed February 28, 2020. http://hdl.handle.net/10183/35345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vaitses, Vivian Denise Cazerta. “Processos cognitivos e desempenho escolar em adolescentes : desempenho matemático, executivo central da memória de trabalho e raciocínio lógicomatemático.” 2011. Web. 28 Feb 2020.

Vancouver:

Vaitses VDC. Processos cognitivos e desempenho escolar em adolescentes : desempenho matemático, executivo central da memória de trabalho e raciocínio lógicomatemático. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2011. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10183/35345.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vaitses VDC. Processos cognitivos e desempenho escolar em adolescentes : desempenho matemático, executivo central da memória de trabalho e raciocínio lógicomatemático. [Thesis]. Universidade do Rio Grande do Sul; 2011. Available from: http://hdl.handle.net/10183/35345

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Ottawa

11. Battell, Chelsea. The Logic of Hereditary Harrop Formulas as a Specification Logic for Hybrid .

Degree: 2016, University of Ottawa

URL: http://hdl.handle.net/10393/35264

► Hybrid is a two-level logical framework that supports higher-order abstract syntax (HOAS), where a specification logic (SL) extends the class of object logics (OLs) we… (more)

Subjects/Keywords: cut admissibility; structural rules; interactive theorem proving; inductive reasoning; Coq; logical frameworks; higher-order abstract syntax

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Battell, C. (2016). The Logic of Hereditary Harrop Formulas as a Specification Logic for Hybrid . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Battell, Chelsea. “The Logic of Hereditary Harrop Formulas as a Specification Logic for Hybrid .” 2016. Thesis, University of Ottawa. Accessed February 28, 2020. http://hdl.handle.net/10393/35264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Battell, Chelsea. “The Logic of Hereditary Harrop Formulas as a Specification Logic for Hybrid .” 2016. Web. 28 Feb 2020.

Vancouver:

Battell C. The Logic of Hereditary Harrop Formulas as a Specification Logic for Hybrid . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10393/35264.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Battell C. The Logic of Hereditary Harrop Formulas as a Specification Logic for Hybrid . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/35264

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Miami

12. Arhami, Negin. The Efficiency of Automated Theorem Proving by Translation to Less Expressive Logics.

Degree: MS, Computer Science (Arts and Sciences), 2014, University of Miami

URL: https://scholarlyrepository.miami.edu/oa_theses/519

► Many Automated Theorem Prover (ATP) systems for different logical forms, and translators for translating different logical forms from one to another, have been developed… (more)

Subjects/Keywords: Automated Theorem Proving; Description Logic; Logic Translation; Conjunctive Normal Form (CNF); Logical Form; Automated Reasoning; Saffron DL Translator

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Arhami, N. (2014). The Efficiency of Automated Theorem Proving by Translation to Less Expressive Logics. (Thesis). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_theses/519

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Arhami, Negin. “The Efficiency of Automated Theorem Proving by Translation to Less Expressive Logics.” 2014. Thesis, University of Miami. Accessed February 28, 2020. https://scholarlyrepository.miami.edu/oa_theses/519.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Arhami, Negin. “The Efficiency of Automated Theorem Proving by Translation to Less Expressive Logics.” 2014. Web. 28 Feb 2020.

Vancouver:

Arhami N. The Efficiency of Automated Theorem Proving by Translation to Less Expressive Logics. [Internet] [Thesis]. University of Miami; 2014. [cited 2020 Feb 28]. Available from: https://scholarlyrepository.miami.edu/oa_theses/519.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arhami N. The Efficiency of Automated Theorem Proving by Translation to Less Expressive Logics. [Thesis]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_theses/519

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Grimaud, Christel. Logical modelling of reasoning and learning : a bio-inspired approach : Modélisation logique du raisonnement et de l’apprentissage : une approche bio-inspirée.

Degree: Docteur es, Philosophie, 2016, Lille 3

URL: http://www.theses.fr/2016LIL30026

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Dans ce mémoire, on s’inspire des sciences cognitives pour aborder la question de la modélisation logique du raisonnement et de l’apprentissage. Notre principale conviction est… (more)

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Dans ce mémoire, on s’inspire des sciences cognitives pour aborder la question de la modélisation logique du raisonnement et de l’apprentissage. Notre principale conviction est qu’il faudrait, pour traiter ce problème, prendre modèle sur la manière dont les agents naturels (c’est à dire les humains et les animaux) procèdent lorsqu’ils raisonnent ou apprennent. Considérant que le raisonnement fait appel à un grand nombre de facultés cognitives distinctes, et qu’il ne serait donc pas raisonnable d’espérer modéliser d’un seul coup l’ensemble du raisonnement humain, on se concentre ici sur un type d’inférences très simples dont on soutient qu’elles constituent le coeur du raisonnement chez tous les animaux à cerveau. On identifie un processus sous-jacent plausible pour ces inférences, d’abord au niveau mental de description, puis au niveau neuronal, et on développe une famille de modèles logiques permettant de le simuler. On s’attache ensuite à produire un ensemble de règles d’inférence caractérisant les relations d’inférence induites par ces modèles. Ces règles résultent du processus suggéré, et doivent donc être vues comme des règles qui, d’après le modèle, émergent fonctionnement des cerveaux. Enfin, on analyse les processus d’apprentissage attachés aux inférences considérées, et on montre comment le formalisme proposé permet de les modéliser. Pour conclure on évoque brièvement les possibles développements futurs du modèle, et notamment on donne quelques indications quant à la manière dont la modélisation d’un certain nombre de facultés additionnelles pourrait être envisagée.

In this dissertation, we take inspiration in cognitive sciences to address the issue of the logical modelling of reasoning and learning. Our main thrust is that to address these issues one should take inspiration in the way natural agents (i.e., humans and animals) actually proceed when they draw inferences and learn. Considering that reasoning incorporates a wide range of cognitive abilities, and that it would thus be unreasonable to hope to model the whole of human’s reasoning all at once, we focus here on a very basic kind of inferences that, we argue, can be considered as the primary core of reasoning in all brained animals. We identify a plausible underlying process for these inferences, first at the mental level of description and then at the neural level, and we develop a family of logical models that allow to simulate it. Then we tackle the issue of providing sets of rules to characterise the inference relations induced by these models. These rules are a by-product of the posited process, and should thus be seen as rules that, according to the model, result from the very functioning of brains. Finally we examine the learning processes attached to the considered inferences, and we show how to they can be modelled within our framework. To conclude we briefly discuss possible further developments of the framework, and in particular we give indications about how the modelling of some other…

Advisors/Committee Members: Rahman, Shahid (thesis director).

Subjects/Keywords: Modélisation logique; Logique non-Monotone; Raisonnement; Apprentissage; Sciences cognitives; Logical modelling; Non-Monotonic Logic; Reasoning; Learning; Cognitive sciences

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Grimaud, C. (2016). Logical modelling of reasoning and learning : a bio-inspired approach : Modélisation logique du raisonnement et de l’apprentissage : une approche bio-inspirée. (Doctoral Dissertation). Lille 3. Retrieved from http://www.theses.fr/2016LIL30026

Chicago Manual of Style (16^th Edition):

Grimaud, Christel. “Logical modelling of reasoning and learning : a bio-inspired approach : Modélisation logique du raisonnement et de l’apprentissage : une approche bio-inspirée.” 2016. Doctoral Dissertation, Lille 3. Accessed February 28, 2020. http://www.theses.fr/2016LIL30026.

MLA Handbook (7^th Edition):

Grimaud, Christel. “Logical modelling of reasoning and learning : a bio-inspired approach : Modélisation logique du raisonnement et de l’apprentissage : une approche bio-inspirée.” 2016. Web. 28 Feb 2020.

Vancouver:

Grimaud C. Logical modelling of reasoning and learning : a bio-inspired approach : Modélisation logique du raisonnement et de l’apprentissage : une approche bio-inspirée. [Internet] [Doctoral dissertation]. Lille 3; 2016. [cited 2020 Feb 28]. Available from: http://www.theses.fr/2016LIL30026.

Council of Science Editors:

Grimaud C. Logical modelling of reasoning and learning : a bio-inspired approach : Modélisation logique du raisonnement et de l’apprentissage : une approche bio-inspirée. [Doctoral Dissertation]. Lille 3; 2016. Available from: http://www.theses.fr/2016LIL30026

14. Silva, Nilton Miguel da. Motivação para aprendizagem Matemática: uma experiência inspiradora.

Degree: 2018, Universidade Federal do Amazonas

URL: https://tede.ufam.edu.br/handle/tede/6300

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D’Ambrósio (1996, p.29) aponta que “os programas de Matemática consistem em coisas acabadas, mortas e absolutamente fora do contexto e com isso, torna-se casa vez… (more)

Subjects/Keywords: Matemática - Motivação; Resolução de Problemas; Raciocínio Lógico; Logical reasoning; Troubleshooting; CIENCIAS EXATAS E DA TERRA: MATEMATICA

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Silva, N. M. d. (2018). Motivação para aprendizagem Matemática: uma experiência inspiradora. (Masters Thesis). Universidade Federal do Amazonas. Retrieved from https://tede.ufam.edu.br/handle/tede/6300

Chicago Manual of Style (16^th Edition):

Silva, Nilton Miguel da. “Motivação para aprendizagem Matemática: uma experiência inspiradora.” 2018. Masters Thesis, Universidade Federal do Amazonas. Accessed February 28, 2020. https://tede.ufam.edu.br/handle/tede/6300.

MLA Handbook (7^th Edition):

Silva, Nilton Miguel da. “Motivação para aprendizagem Matemática: uma experiência inspiradora.” 2018. Web. 28 Feb 2020.

Vancouver:

Silva NMd. Motivação para aprendizagem Matemática: uma experiência inspiradora. [Internet] [Masters thesis]. Universidade Federal do Amazonas; 2018. [cited 2020 Feb 28]. Available from: https://tede.ufam.edu.br/handle/tede/6300.

Council of Science Editors:

Silva NMd. Motivação para aprendizagem Matemática: uma experiência inspiradora. [Masters Thesis]. Universidade Federal do Amazonas; 2018. Available from: https://tede.ufam.edu.br/handle/tede/6300

15. MAISCH, Ricardo Nogueira. O raciocínio lógico-matemático em correlação com a atividade musical na adolescência: Estudo contextualizado na perspectiva de construção de instrumento psicológico .

Degree: 2015, Universidade Federal de Pernambuco

URL: https://repositorio.ufpe.br/handle/123456789/15523

► A relação entre música e matemática perpassa pela história desde Pitágoras até os dias de hoje, entretanto tal proximidade perdeu força ao longo do tempo… (more)

▼ A relação entre música e matemática perpassa pela história desde Pitágoras até os dias de hoje, entretanto tal proximidade perdeu força ao longo do tempo com diferentes acontecimentos na filosofia, educação, artes, política e etc. O presente estudo tem como objetivo o estudo correlacional entre os aspectos cognitivos do raciocínio lógico-matemático e da atividade musical instrumental em adolescentes, utilizando-se do Teste de Avaliação Psicológica das Matrizes do Raciocínio Lógico-Matemático para Adolescentes (TRMa). O TRMa foi construído especificamente nesta investigação cuja fundamentação teórica está na psicogenética piagetiana. Participaram, do primeiro estudo, 41 adolescentes de 14 a 18 anos de idade. Do segundo estudo participaram da amostra 39 adolescentes entre 14 e 18 anos de idade devidamente matriculados na escola regular e em escolas de músicas. Nesta faixa etária são requisitados dos adolescentes, na escola regular, a capacidade de resolução de problemas que mobilizam estruturas cognitivas típica do estágio das operações formais, estágio em que, cognitivamente, ocorre o ápice da capacidade de abstração e maturação do raciocínio hipotético dedutivo. Foram analisados os resultados da prova de Raciocínio Abstrato (RA) da Bateria de Provas de Raciocínio (BPR-5), do teste de Raciocínio Auditivo (RAu) e do Teste de Avaliação Psicológica das Matrizes do Raciocínio Lógico-Matemático para Adolescentes (TRMa). O TRMa foi inspirado na estrutura de avaliação da Olimpíada Brasileira de Matemática de diversas edições com os três eixos principais: a aritmética, a geometria e a análise combinatória. Foram utilizados, na primeira parte, estudo de validade e resultados de análises oriundos Teoria de Resposta ao Item (TRI) no estudo das propriedades psicométricas. Na segunda parte foi utilizado estudo de validade incremental, controlando-se a Inteligência Fluida na correlação entre o raciocínio matemático e a atividade musical instrumental. Os resultados apontaram para a viabilidade da construção de um instrumento de avaliação psicológica específico do raciocínio matemático, foi apresentado um índice de precisão pelo Coeficiente de Kuder-Richardson (fórmula 20) em 0,677 e foi apresentada adequação dos itens diante da habilidade dos adolescentes pela TRI. Na análise incremental verificou-se uma correlação positiva (0,421) e significativa (p <0,01) entre o raciocínio matemático e a atividade musical, contudo não foram apresentadas evidências seguras quanto a capacidade de previsibilidade entre os aspectos cognitivos destas atividades quando se controla a Inteligência Fluida. Estes resultados apresentam bons indícios para o aprofundamento da temática em estudos futuros aumentando-se o tamanho da amostra e incluindo-se outros instrumentos de avaliação psicológica que contemplem os mesmos fatores. Advisors/Committee Members: BUENO, José Mauricio Haas (advisor).

Subjects/Keywords: Psicologia cognitiva; Raciocínio (Psicologia) - Testes; Música - Instrução e estudo; Adolescentes - Testes psicológicos; logical mathematical reasoning; musical activity; teenagers; cognition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

MAISCH, R. N. (2015). O raciocínio lógico-matemático em correlação com a atividade musical na adolescência: Estudo contextualizado na perspectiva de construção de instrumento psicológico . (Masters Thesis). Universidade Federal de Pernambuco. Retrieved from https://repositorio.ufpe.br/handle/123456789/15523

Chicago Manual of Style (16^th Edition):

MAISCH, Ricardo Nogueira. “O raciocínio lógico-matemático em correlação com a atividade musical na adolescência: Estudo contextualizado na perspectiva de construção de instrumento psicológico .” 2015. Masters Thesis, Universidade Federal de Pernambuco. Accessed February 28, 2020. https://repositorio.ufpe.br/handle/123456789/15523.

MLA Handbook (7^th Edition):

MAISCH, Ricardo Nogueira. “O raciocínio lógico-matemático em correlação com a atividade musical na adolescência: Estudo contextualizado na perspectiva de construção de instrumento psicológico .” 2015. Web. 28 Feb 2020.

Vancouver:

MAISCH RN. O raciocínio lógico-matemático em correlação com a atividade musical na adolescência: Estudo contextualizado na perspectiva de construção de instrumento psicológico . [Internet] [Masters thesis]. Universidade Federal de Pernambuco; 2015. [cited 2020 Feb 28]. Available from: https://repositorio.ufpe.br/handle/123456789/15523.

Council of Science Editors:

MAISCH RN. O raciocínio lógico-matemático em correlação com a atividade musical na adolescência: Estudo contextualizado na perspectiva de construção de instrumento psicológico . [Masters Thesis]. Universidade Federal de Pernambuco; 2015. Available from: https://repositorio.ufpe.br/handle/123456789/15523

16. Rafael Montoito Teixeira. Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense.

Degree: 2007, Universidade Federal do Rio Grande do Norte

URL: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=1511

►

Exímio professor de matemática, Lewis Carroll, pseudônimo de Charles Lutwidge Dodgson (18321898), fez da mistura da matemática com a literatura um ambiente lúdico para a… (more)

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Exímio professor de matemática, Lewis Carroll, pseudônimo de Charles Lutwidge Dodgson (18321898), fez da mistura da matemática com a literatura um ambiente lúdico para a aprendizagem dessa disciplina. Autor dos conhecidos Alice no país das Maravilhas e Alice através do espelho, acabou criando um universo real e complexo no qual se utiliza do que chamamos lógica do nonsense como elemento para motivar o desenvolvimento do pensamento matemática do leitor, levando-o, assim, a aprender, estabelecendo uma ligação entre o concreto (matemática) e o imaginário (seu universo). Com o objetivo de investigar e discutir as potencialidades didáticas de suas obras e de elencar alguns elementos que possam contribuir para uma educação matemática descentralizada da tradicional metodologia de seguir os modelos e decorar fórmulas, visitamos suas obras tendo por base os estudos sobre arqueologia do saber (FOUCAULT, 2007), o pensamento racional e o pensamento simbólico (VERGANI, 2003) e sobre a importância das histórias e narrativas para o desenvolvimento da cognição humana (FARIAS, 2006). Por meio de um estudo descritivo-analítico, utilizamos a construção literária, apresentamos parte de nosso estudo na forma de um romance matemático, visando conferir à matemática escolar um encanto particular, sem privar-lhe de suas propriedades básicas enquanto disciplina e conteúdo. Nosso estudo mostrou o quanto as obras de Carroll possuem uma forte vertente didática que pode se desdobrar nas mais variadas atividades de estudo e ensino para as aulas de matemática

Notable mathematics teacher, Lewis Carroll, pseudonym of Charles Lutwidge Dodgson (1832-1898), made the mixture of mathematics with literature a ludic environment for learning that discipline. Author of Alices Adventures In Wonderland and its sequel Alice Through The Looking Glass, he eventually created a real and complex universe which uses what we call the logic of the nonsense as an element to motivate the development of mathematical thinking of the reader, taking it as well, learn by establishing a link between the concrete (mathematics) and the imaginary (their universe). In order to investigate and discuss the educational potential of their works and state some elements that can contribute to a decentralized math education from the traditional method of following the models and decorate formulas, we visited his works based on the studies of archeology of knowledge (FOUCAULT, 2007), the rational thought and symbolic thinking (VERGANI, 2003) and about the importance of stories and narratives to the development of human cognition (FARIAS, 2006). Through a descriptive, analytical study, we used the literary construction and presented part of our study in form of a mathematical novel, to give the mathematical school a particular charm, without depriving it of its basics properties as discipline and content. Our study showed how the works of Carroll have a strong didactic element that can deploy in various activities of study and teaching for mathematics classes

Advisors/Committee Members: Maria da Conceição Xavier de Almeida, Iran Abreu Mendes, John Andrew Fossa, Ligia Arantes Sad.

Subjects/Keywords: Lewis Carroll; Lógica do nonsense; Romances matemáticos; Educação; Educação matemática; Raciocínio lógico-matemático; EDUCACAO; Lewis Carroll; Logic of nonsense; Mathematics romances; Education; Mathematics education; Reasoning logical-mathematical

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Teixeira, R. M. (2007). Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=1511

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Teixeira, Rafael Montoito. “Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense.” 2007. Thesis, Universidade Federal do Rio Grande do Norte. Accessed February 28, 2020. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=1511.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Teixeira, Rafael Montoito. “Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense.” 2007. Web. 28 Feb 2020.

Vancouver:

Teixeira RM. Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2007. [cited 2020 Feb 28]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=1511.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Teixeira RM. Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense. [Thesis]. Universidade Federal do Rio Grande do Norte; 2007. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=1511

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade do Rio Grande do Norte

17. Teixeira, Rafael Montoito. Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense .

Degree: 2007, Universidade do Rio Grande do Norte

URL: http://repositorio.ufrn.br/handle/123456789/14189

► Notable mathematics teacher, Lewis Carroll, pseudonym of Charles Lutwidge Dodgson (1832-1898), made the mixture of mathematics with literature a ludic environment for learning that discipline.… (more)

Subjects/Keywords: Lewis Carroll; Lógica do nonsense; Romances matemáticos; Educação; Educação matemática; Raciocínio lógico-matemático; Lewis Carroll; Logic of nonsense; Mathematics romances; Education; Mathematics education; Reasoning logical-mathematical

Record Details Similar Records Cite « Share

❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Teixeira, R. M. (2007). Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/14189

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Teixeira, Rafael Montoito. “Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense .” 2007. Thesis, Universidade do Rio Grande do Norte. Accessed February 28, 2020. http://repositorio.ufrn.br/handle/123456789/14189.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Teixeira, Rafael Montoito. “Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense .” 2007. Web. 28 Feb 2020.

Vancouver:

Teixeira RM. Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2007. [cited 2020 Feb 28]. Available from: http://repositorio.ufrn.br/handle/123456789/14189.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Teixeira RM. Uma visita ao universo matemático de Lewis Carrol e o (re)encontro com sua lógica do nonsense . [Thesis]. Universidade do Rio Grande do Norte; 2007. Available from: http://repositorio.ufrn.br/handle/123456789/14189

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

18. Dias, Cátia Filipa Madaleno. Resolução de problemas de dedução lógica na promoção da comunicação matemática na oralidade.

Degree: 2016, Instituto Politécnico de Castelo Branco

URL: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/5395

►

Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de… (more)

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Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.

No âmbito da Prática de Ensino Supervisionada (PES) desenvolveu-se o presente relatório de estágio, inserido no plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este destina-se à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, da Escola Superior de Educação do Instituto Politécnico de Castelo Branco. O presente relatório está dividido em três partes: PES em Educação Pré-Escolar, PES no 1º Ciclo do Ensino Básico e a realização de uma investigação implementada na área da Matemática sobre resolução de problemas de dedução lógica. O nosso trabalho baseou-se no programa de Matemática do Ensino Básico que refere três grandes finalidades do ensino da disciplina: a estruturação do pensamento, a análise do mundo natural e a interpretação da sociedade. A investigação foi desenvolvida com 10 alunos do 1º ano de escolaridade do 1º Ciclo de Ensino Básico da Escola Quinta da Granja em Castelo Branco, com idades compreendidas entre os 5 e os 6 anos. O objetivo deste estudo é analisar, comparativamente, a Comunicação Oral de alunos com níveis de desempenho diferentes. Para a implementação do estudo foram aplicados três problemas que tinham que ser resolvidos, de forma individual, para poderem evidenciar o raciocínio lógico matemático envolvido na sua resolução. Na elaboração deste trabalho os problemas propostos foram orientados no sentido de se resolverem através da dedução lógica inerente às premissas dadas. Esta ideia do Pensar Alto foi incentivar os alunos a falar para si mesmo, de forma audível, no intuito de expressar as suas ideias de como resolver os problemas. Em termos metodológicos, optámos por uma abordagem de tipo investigação-ação, com recurso a várias técnicas e instrumentos para recolha de dados. Para avaliar os resultados obtidos foi utilizada a Escala Holística Focada adaptada e assim ser possível classificá-los com o objetivo de avaliar a sua evolução. A análise de dados demonstrou uma melhoria na capacidade de Comunicação Oral Matemática em alguns alunos, nomeadamente no grupo A. Esses alunos têm mais autoconfiança e autoestima que os do grupo B. O grupo A também se carateriza por ter alunos com melhor preparação para este novo ciclo de estudo, realizando os trabalhos para casa e por vezes até trabalhos autónomos. Isto demonstra responsabilidade na própria aprendizagem. Uma das maiores caraterísticas que os diferencia do grupo B é que emocionalmente são mais estáveis. Concluímos, ainda, que lançar o desafio de os alunos terem que explicar oralmente o raciocínio feito para dar uma resposta não é tarefa fácil, pois a comunicação oral é mais complexa e requer uma maior destreza ao nível do próprio raciocínio.

Under the Supervised Teaching Practice (PES) developed this training…

Advisors/Committee Members: Afonso, Paulo José Martins.

Subjects/Keywords: Comunicação oral matemática; Raciocínio lógico; Resolução de problemas; Pensar alto; Oral communication mathematics; Logical reasoning; Troubleshooting; Think high; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dias, C. F. M. (2016). Resolução de problemas de dedução lógica na promoção da comunicação matemática na oralidade. (Thesis). Instituto Politécnico de Castelo Branco. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/5395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dias, Cátia Filipa Madaleno. “Resolução de problemas de dedução lógica na promoção da comunicação matemática na oralidade.” 2016. Thesis, Instituto Politécnico de Castelo Branco. Accessed February 28, 2020. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/5395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dias, Cátia Filipa Madaleno. “Resolução de problemas de dedução lógica na promoção da comunicação matemática na oralidade.” 2016. Web. 28 Feb 2020.

Vancouver:

Dias CFM. Resolução de problemas de dedução lógica na promoção da comunicação matemática na oralidade. [Internet] [Thesis]. Instituto Politécnico de Castelo Branco; 2016. [cited 2020 Feb 28]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/5395.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dias CFM. Resolução de problemas de dedução lógica na promoção da comunicação matemática na oralidade. [Thesis]. Instituto Politécnico de Castelo Branco; 2016. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipcb.pt:10400.11/5395

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Sluder, Jeanne Atwell. The importance of cultivating the art of logical reasoning for empowerment and advancement: The successful female leader.

Degree: PhD, Rhetoric, 2007, Texas Woman's University

URL: http://hdl.handle.net/11274/458

► The impetus for this study evolved out of my scholarship in the areas of rhetoric and business management. In spite of the overall good feeling… (more)

▼ The impetus for this study evolved out of my scholarship in the areas of rhetoric and business management. In spite of the overall good feeling that in the twenty-first century women are working and procuring jobs in management, the 2005 Catalyst Census of Women Corporate Officers and Top Earners of the Fortune 500 revealed that women held only 16.5 percent of the Fortune 500 corporate officer positions. Of additional concern to me was that this gender inequity in top leadership positions was not just confined to the Fortune 500 corporate arena. In The Classic Touch: Lessons in Leadership from Homer to Hemingway, John K. Clemens and Douglas F. Mayer assert the source for "timeless and time-tested advice" on leadership is the classics. I agreed with these authors. I returned to Aristotle to uncover the real barrier as to why more women are not holding positions in top management. Aristotle valued logos as the most critical artistic appeal to effect persuasion. This study began by establishing that there is a rhetorical system of logical reasoning historically embedded with the male sphere of top management. Then, this study designed and assembled a case study on Condoleezza Rice, the 66th Secretary of State and number one on Forbes 2004list of"The World's Most Powerful Women." My contention was that Condoleezza Rice had been socialized, educated, and mentored in the art of logical reasoning in high contrast to the emotional type of reasoning stereotypically associated with the female persona. I took Condoleezza Rice out of the margins and placed her front and center as a strong female leader in the predominantly male sphere of top management. I demonstrated that Condoleezza Rice has reasoning capabilities that are viewed by the polis as having the same power and authority as that found in men. The end goal of this dissertation was to remap rhetorical history by locating the cultivation of the art oflogical reasoning into the female praxis for empowerment and advancement as leaders in the workplace. Advisors/Committee Members: Burns, Hugh (Committee Chair), Marsh, Kay (committee member), Hughes, Paula (committee member).

Subjects/Keywords: Social sciences; Language, literature, and linguistics; Advancement; Empowerment; Leader; Logical reasoning; Women leaders

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Sluder, J. A. (2007). The importance of cultivating the art of logical reasoning for empowerment and advancement: The successful female leader. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/458

Chicago Manual of Style (16^th Edition):

Sluder, Jeanne Atwell. “The importance of cultivating the art of logical reasoning for empowerment and advancement: The successful female leader.” 2007. Doctoral Dissertation, Texas Woman's University. Accessed February 28, 2020. http://hdl.handle.net/11274/458.

MLA Handbook (7^th Edition):

Sluder, Jeanne Atwell. “The importance of cultivating the art of logical reasoning for empowerment and advancement: The successful female leader.” 2007. Web. 28 Feb 2020.

Vancouver:

Sluder JA. The importance of cultivating the art of logical reasoning for empowerment and advancement: The successful female leader. [Internet] [Doctoral dissertation]. Texas Woman's University; 2007. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/11274/458.

Council of Science Editors:

Sluder JA. The importance of cultivating the art of logical reasoning for empowerment and advancement: The successful female leader. [Doctoral Dissertation]. Texas Woman's University; 2007. Available from: http://hdl.handle.net/11274/458

Université de Lorraine

20. Kherroubi, Souad. Un cadre formel pour l'intégration de connaissances du domaine dans la conception des systèmes : application au formalisme Event-B : A formal framework to integrate domain knowledge into system design : Application to Event-B formalism.

Degree: Docteur es, Informatique, 2018, Université de Lorraine

URL: http://www.theses.fr/2018LORR0230

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Cette thèse vise à définir des techniques pour mieux exploiter les connaissances du domaine dans l’objectif de rendre compte de la réalité de systèmes qualifiés… (more)

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Cette thèse vise à définir des techniques pour mieux exploiter les connaissances du domaine dans l’objectif de rendre compte de la réalité de systèmes qualifiés de complexes et critiques. La modélisation est une étape indispensable pour effectuer des vérifications et exprimer des propriétés qu’un système doit satisfaire. La modélisation est une représentation simplificatrice, mais réductionniste de la réalité d’un système. Or, un système complexe ne peut se réduire à un modèle. Un modèle doit s’intégrer dans sa théorie observationnelle pour rendre compte des anomalies qu’il peut y contenir. Notre étude montre clairement que le contexte est la première problématique à traiter car principale source de conflits dans le processus de conception d’un système. L’approche retenue dans cette thèse est celle d’intégrer des connaissances du domaine en associant le système à concevoir à des formalismes déclaratifs qualifiés de descriptifs appelés ontologies. Notre attention est portée au formalisme Event-B dont l’approche correct-par-construction appelée raffinement est le principal mécanisme dans ce formalisme qui permet de faire des preuves sur des représentations abstraites de systèmes pour exprimer/vérifier des propriétés de sûreté et d’invariance. Le premier problème traité concerne la représentation et la modélisation des connaissances du contexte en V&V de modèles. Suite à l’étude des sources de conflits, nous avons établi de nouvelles règles pour une extraction de connaissances liées au contexte par raffinement pour la V&V. Une étude des formalismes de représentation et d’interprétation logiques du contexte a permis de définir un nouveau mécanisme pour mieux structurer les modèles Event-B. Une deuxième étude concerne l’apport des connaissances du domaine pour la V&V. Nous définissons une logique pour le formalisme Event-B avec contraintes du domaine fondées sur les logiques de description, établissons des règles à exploiter pour l’intégration de ces connaissances à des fins de V&V. L’évaluation des propositions faites portent sur des études de cas très complexes telles que les systèmes de vote dont des patrons de conception sont aussi développés dans cette thèse. Nous soulevons des problématiques fondamentales sur la complémentarité que peut avoir l’intégration par raffinement des connaissances du domaine à des modèles en exploitant les raisonnements ontologiques, proposons de définir de nouvelles structures pour une extraction partiellement automatisée

This thesis aims at defining techniques to better exploit the knowledge provided from the domain in order to account for the reality of systems described as complex and critical. Modeling is an essential step in performing verifications and expressing properties that a system must satisfy according to the needs and requirements established in the specifications. Modeling is a representation that simplifies the reality of a system. However, a complex system can not be reduced to a model. A model that represents a system must always fit into its observational theory to…

Advisors/Committee Members: Méry, Dominique (thesis director).

Subjects/Keywords: Méthodes formelles; Preuve; Modélisation; Représentation des connaissances; Raisonnement ontologique; Formalismes logiques; Event-B; Raffinement; Formal Methods; Proof; Systems Design; Knowledge Representation; Ontological Reasoning; Logical Formalisms; Event-B; Refinement; 004.21

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kherroubi, S. (2018). Un cadre formel pour l'intégration de connaissances du domaine dans la conception des systèmes : application au formalisme Event-B : A formal framework to integrate domain knowledge into system design : Application to Event-B formalism. (Doctoral Dissertation). Université de Lorraine. Retrieved from http://www.theses.fr/2018LORR0230

Chicago Manual of Style (16^th Edition):

Kherroubi, Souad. “Un cadre formel pour l'intégration de connaissances du domaine dans la conception des systèmes : application au formalisme Event-B : A formal framework to integrate domain knowledge into system design : Application to Event-B formalism.” 2018. Doctoral Dissertation, Université de Lorraine. Accessed February 28, 2020. http://www.theses.fr/2018LORR0230.

MLA Handbook (7^th Edition):

Kherroubi, Souad. “Un cadre formel pour l'intégration de connaissances du domaine dans la conception des systèmes : application au formalisme Event-B : A formal framework to integrate domain knowledge into system design : Application to Event-B formalism.” 2018. Web. 28 Feb 2020.

Vancouver:

Kherroubi S. Un cadre formel pour l'intégration de connaissances du domaine dans la conception des systèmes : application au formalisme Event-B : A formal framework to integrate domain knowledge into system design : Application to Event-B formalism. [Internet] [Doctoral dissertation]. Université de Lorraine; 2018. [cited 2020 Feb 28]. Available from: http://www.theses.fr/2018LORR0230.

Council of Science Editors:

Kherroubi S. Un cadre formel pour l'intégration de connaissances du domaine dans la conception des systèmes : application au formalisme Event-B : A formal framework to integrate domain knowledge into system design : Application to Event-B formalism. [Doctoral Dissertation]. Université de Lorraine; 2018. Available from: http://www.theses.fr/2018LORR0230

21. Chen, Jieying. Knowledge Extraction from Description Logic Terminologies : Extraction de connaissances à partir de terminologies en logique de description.

Degree: Docteur es, Informatique, 2018, Université Paris-Saclay (ComUE)

URL: http://www.theses.fr/2018SACLS531

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Un nombre croissant d'ontologies de grandes tailles ont été développées et mises à disposition dans des référentiels tels que le NCBO Bioportal. L'accès aux connaissances… (more)

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Un nombre croissant d'ontologies de grandes tailles ont été développées et mises à disposition dans des référentiels tels que le NCBO Bioportal. L'accès aux connaissances les plus pertinentes contenues dans les grandes ontologies a été identifié comme un défi important. À cette fin, nous proposons dans cette thèse trois notions différentes : modules d’ontologie minimale (sous-ontologies conservant toutes les implications sur un vocabulaire donné), meilleurs extraits ontologiques (certains petits nombres d’axiomes qui capturent le mieux les connaissances sur le vocabulaire permettant un degré de perte sémantique) et un module de projection (sous-ontologies d'une ontologie cible qui impliquent la subsomption, les requêtes d'instance et les requêtes conjonctives issues d'une ontologie de référence). Pour calculer le module minimal et le meilleur extrait, nous introduisons la notion de justification de subsomption en tant qu'extension de la justification (ensemble minimal d'axiomes nécessaires pour conserver une conséquence logique) pour capturer la connaissance de subsomption entre un terme et tous les autres termes du vocabulaire. De même, nous introduisons la notion de justifications de projection qui impliquent une conséquence pour trois requêtes différentes afin de calculer le module de projection. Enfin, nous évaluons nos approches en appliquant une implémentation prototype sur de grandes ontologies.

An increasing number of ontologies of large sizes have been developed and made available in repositories such as the NCBO Bioportal. Ensuring access to the most relevant knowledge contained in large ontologies has been identified as an important challenge. To this end, in this thesis, we propose three different notions: minimal ontology modules (sub-ontologies that preserve all entailments over a given vocabulary), best ontology excerpts (certain, small number of axioms that best capture the knowledge regarding the vocabulary by allowing for a degree of semantic loss) and projection module (sub-ontologies of a target ontology that entail subsumption, instance and conjunctive queries that follow from a reference ontology). For computing minimal module and best excerpt, we introduce the notion of subsumption justification as an extension of justification (a minimal set of axioms needed to preserve a logical consequence) to capture the subsumption knowledge between a term and all other terms in the vocabulary. Similarly, we introduce the notion of projection justifications that entail consequence for three different queries in order to computing projection module. Finally, we evaluate our approaches by applying a prototype implementation on large ontologies.

Advisors/Committee Members: Dague, Philippe (thesis director).

Subjects/Keywords: Modularité d'ontologies; Logique de description; Représentation et raisonnement des connaissances; Web sémantique; Différence logique; Ontology modularity; Description logics; Knowledge representation and reasoning; Semantic web; Logical difference

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chen, J. (2018). Knowledge Extraction from Description Logic Terminologies : Extraction de connaissances à partir de terminologies en logique de description. (Doctoral Dissertation). Université Paris-Saclay (ComUE). Retrieved from http://www.theses.fr/2018SACLS531

Chicago Manual of Style (16^th Edition):

Chen, Jieying. “Knowledge Extraction from Description Logic Terminologies : Extraction de connaissances à partir de terminologies en logique de description.” 2018. Doctoral Dissertation, Université Paris-Saclay (ComUE). Accessed February 28, 2020. http://www.theses.fr/2018SACLS531.

MLA Handbook (7^th Edition):

Chen, Jieying. “Knowledge Extraction from Description Logic Terminologies : Extraction de connaissances à partir de terminologies en logique de description.” 2018. Web. 28 Feb 2020.

Vancouver:

Chen J. Knowledge Extraction from Description Logic Terminologies : Extraction de connaissances à partir de terminologies en logique de description. [Internet] [Doctoral dissertation]. Université Paris-Saclay (ComUE); 2018. [cited 2020 Feb 28]. Available from: http://www.theses.fr/2018SACLS531.

Council of Science Editors:

Chen J. Knowledge Extraction from Description Logic Terminologies : Extraction de connaissances à partir de terminologies en logique de description. [Doctoral Dissertation]. Université Paris-Saclay (ComUE); 2018. Available from: http://www.theses.fr/2018SACLS531

University of Florida

22. Vanderbilt, Amy K. C. S., 1975-. Common derivations in locally determined nonmonotonic rule systems and their complexity.

Degree: 2000, University of Florida

URL: http://ufdc.ufl.edu/AA00020422

Subjects/Keywords: Atoms; Logic; Logic programming; Logical proofs; Logical theorems; Mathematics; Model theory; Nonmonotonic logic; Polynomials; Reasoning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Vanderbilt, Amy K. C. S., 1. (2000). Common derivations in locally determined nonmonotonic rule systems and their complexity. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00020422

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vanderbilt, Amy K. C. S., 1975-. “Common derivations in locally determined nonmonotonic rule systems and their complexity.” 2000. Thesis, University of Florida. Accessed February 28, 2020. http://ufdc.ufl.edu/AA00020422.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vanderbilt, Amy K. C. S., 1975-. “Common derivations in locally determined nonmonotonic rule systems and their complexity.” 2000. Web. 28 Feb 2020.

Vancouver:

Vanderbilt, Amy K. C. S. 1. Common derivations in locally determined nonmonotonic rule systems and their complexity. [Internet] [Thesis]. University of Florida; 2000. [cited 2020 Feb 28]. Available from: http://ufdc.ufl.edu/AA00020422.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vanderbilt, Amy K. C. S. 1. Common derivations in locally determined nonmonotonic rule systems and their complexity. [Thesis]. University of Florida; 2000. Available from: http://ufdc.ufl.edu/AA00020422

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Florida

23. Marek-Lovejoy, Joan Pamela. The effect of reducing cognitive complexity on a hypothetico-deductive reasoning task.

Degree: PhD, Psychology, 1998, University of Florida

URL: http://ufdc.ufl.edu/AA00022687

Subjects/Keywords: Boxes; Circles; Classified information; Cognitive psychology; Deductive reasoning; Experiment design; Experimental psychology; Logical givens; Meats; Reasoning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Marek-Lovejoy, J. P. (1998). The effect of reducing cognitive complexity on a hypothetico-deductive reasoning task. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00022687

Chicago Manual of Style (16^th Edition):

Marek-Lovejoy, Joan Pamela. “The effect of reducing cognitive complexity on a hypothetico-deductive reasoning task.” 1998. Doctoral Dissertation, University of Florida. Accessed February 28, 2020. http://ufdc.ufl.edu/AA00022687.

MLA Handbook (7^th Edition):

Marek-Lovejoy, Joan Pamela. “The effect of reducing cognitive complexity on a hypothetico-deductive reasoning task.” 1998. Web. 28 Feb 2020.

Vancouver:

Marek-Lovejoy JP. The effect of reducing cognitive complexity on a hypothetico-deductive reasoning task. [Internet] [Doctoral dissertation]. University of Florida; 1998. [cited 2020 Feb 28]. Available from: http://ufdc.ufl.edu/AA00022687.

Council of Science Editors:

Marek-Lovejoy JP. The effect of reducing cognitive complexity on a hypothetico-deductive reasoning task. [Doctoral Dissertation]. University of Florida; 1998. Available from: http://ufdc.ufl.edu/AA00022687

24. Ryan, Patrice M. (Patrice Marie). Revision of the Logical Reasoning Subtest of the California Test of Mental Maturity.

Degree: 1986, North Texas State University

URL: https://digital.library.unt.edu/ark:/67531/metadc501061/

► The purpose of the study was to develop a revision of the logical reasoning section of the California Test of Mental Maturity which increases its… (more)

Subjects/Keywords: California Test of Mental Maturity; logical reasoning; California Test of Mental Maturity.; Reasoning (Psychology) – Testing.

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APA (6^th Edition):

Ryan, P. M. (. M. (1986). Revision of the Logical Reasoning Subtest of the California Test of Mental Maturity. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc501061/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ryan, Patrice M (Patrice Marie). “Revision of the Logical Reasoning Subtest of the California Test of Mental Maturity.” 1986. Thesis, North Texas State University. Accessed February 28, 2020. https://digital.library.unt.edu/ark:/67531/metadc501061/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ryan, Patrice M (Patrice Marie). “Revision of the Logical Reasoning Subtest of the California Test of Mental Maturity.” 1986. Web. 28 Feb 2020.

Vancouver:

Ryan PM(M. Revision of the Logical Reasoning Subtest of the California Test of Mental Maturity. [Internet] [Thesis]. North Texas State University; 1986. [cited 2020 Feb 28]. Available from: https://digital.library.unt.edu/ark:/67531/metadc501061/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ryan PM(M. Revision of the Logical Reasoning Subtest of the California Test of Mental Maturity. [Thesis]. North Texas State University; 1986. Available from: https://digital.library.unt.edu/ark:/67531/metadc501061/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Vidigal, Mário Fernando Ramalhete. Os desvios de raciocínio por efeito da forma e do conteúdo e a complementaridade explicativa das teorias cognitivas e sociais.

Degree: 1997, ISPA

URL: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/1016

Dissertação de Mestrado em Psicologia Educacional Advisors/Committee Members: Matta, Isabel.

Subjects/Keywords: Psicologia educacional; Raciocínio; Teoria cognitiva; Pensamento lógico; Desenvolvimento cognitivo; Instrumentos; Raciocínio dedutivo; Educational psychology; Reasoning; Cognitive theory; Logical thinking; Cognitive development; Deductive reasoning

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APA (6^th Edition):

Vidigal, M. F. R. (1997). Os desvios de raciocínio por efeito da forma e do conteúdo e a complementaridade explicativa das teorias cognitivas e sociais. (Thesis). ISPA. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/1016

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Vidigal, Mário Fernando Ramalhete. “Os desvios de raciocínio por efeito da forma e do conteúdo e a complementaridade explicativa das teorias cognitivas e sociais.” 1997. Thesis, ISPA. Accessed February 28, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/1016.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Vidigal, Mário Fernando Ramalhete. “Os desvios de raciocínio por efeito da forma e do conteúdo e a complementaridade explicativa das teorias cognitivas e sociais.” 1997. Web. 28 Feb 2020.

Vancouver:

Vidigal MFR. Os desvios de raciocínio por efeito da forma e do conteúdo e a complementaridade explicativa das teorias cognitivas e sociais. [Internet] [Thesis]. ISPA; 1997. [cited 2020 Feb 28]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/1016.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vidigal MFR. Os desvios de raciocínio por efeito da forma e do conteúdo e a complementaridade explicativa das teorias cognitivas e sociais. [Thesis]. ISPA; 1997. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/1016

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

INP Toulouse

26. Chazara, Philippe. Outils d'élaboration de stratégie de recyclage basée sur la gestion des connaissances : application au domaine du génie des procédés : Tools of elaboration of strategy of waste recycling based on knowledge management : application on process engineering.

Degree: Docteur es, Automatique, signal, productique, robotique, 2015, INP Toulouse

URL: http://www.theses.fr/2015INPT0141

► Dans ce travail, une étude est réalisée sur le développement d'une méthodologie permettant la génération et l'évaluation de nouvelles trajectoires de valorisation pour des déchets.… (more)

▼ Dans ce travail, une étude est réalisée sur le développement d'une méthodologie permettant la génération et l'évaluation de nouvelles trajectoires de valorisation pour des déchets. Ainsi, pour répondre à cette problématique, trois sous problèmes ont été identifiés. Le premier concerne un cadre de modélisation permettant la représentation structurée et homogène de chaque trajectoire, ainsi que les indicateurs choisis pour l'évaluation de ces dernières, permettant une sélection ultérieure. Le deuxième se concentre sur le développement d'une méthodologie puis la réalisation d'un outil permettant la génération de nouvelles trajectoires en s'appuyant sur d'autres connues. Enfin, le dernier sous problème concerne le développement d'un second outil développé pour modéliser et estimer les trajectoires générées. La partie de création d'un cadre de modélisation cherche à concevoir des structures globales qui permettent la catégorisation des opérations unitaires sous plusieurs niveaux. Trois niveaux de décomposition ont été identifiés. La Configuration générique de plus haut niveau, qui décrit la trajectoire sous de grandes étapes de modélisation. Le second niveau, Traitement générique propose des ensembles de structures génériques de traitement qui apparaissent régulièrement dans les trajectoires de valorisation. Enfin, le plus bas niveau se focalise sur la modélisation des opérations unitaires. Un second cadre a été créé, plus conceptuel et comportant deux éléments : les blocs et les systèmes. Ces cadres sont ensuite accompagnés par un ensemble d'indicateurs choisis à cet effet. Dans une volonté d'approche de développement durable, un indicateur est sélectionné pour chacune de des composantes : économique, environnemental et social. Dans notre étude, l'impact social se limite à l'estimation du nombre d'emplois créés. Afin de calculer cet indicateur, une nouvelle approche se basant sur les résultats économiques d'une entreprise a été proposée et validée.L'outil de génération de nouvelles trajectoires s'appuie sur l'utilisation de la connaissance en utilisant un système de raisonnement à partir de cas (RàPC). Pour être adapté à notre problématique, la mise en œuvre de ce dernier a impliqué la levée de plusieurs points délicats. Tout d'abord, la structuration des données et plus largement la génération de cas sources sont réalisées par un système basé sur des réseaux sémantiques et l'utilisation de mécanismes d'inférences. Le développement d'une nouvelle méthode de mesure de similarité est réalisé en introduisant la notion de définition commune qui permet de lier les états, qui sont des descriptions de situations, à des états représentant des définitions générales d'un ensemble d'états. Ces définitions communes permettent la création d'ensembles d'états sous différents niveaux d'abstraction et de conceptualisation. Enfin, un processus de décompositions des trajectoires est réalisé afin de résoudre un problème grâce à la résolution de ses sous-problèmes associés. Cette décomposition facilite l'adaptation des trajectoires et… Advisors/Committee Members: Negny, Stéphane (thesis director).

Subjects/Keywords: Traitement des déchets; Valorisation; Raisonnement à partir de cas; Programmation logique; Méta-programmation; Inférences; Programmation par contraintes; Analyse du cycle de vie; Waste treatment; Recovery process; Case-based reasoning; Logical programming; Meta-programming; Inferences; Constraint programming; Life cycle assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chazara, P. (2015). Outils d'élaboration de stratégie de recyclage basée sur la gestion des connaissances : application au domaine du génie des procédés : Tools of elaboration of strategy of waste recycling based on knowledge management : application on process engineering. (Doctoral Dissertation). INP Toulouse. Retrieved from http://www.theses.fr/2015INPT0141

Chicago Manual of Style (16^th Edition):

Chazara, Philippe. “Outils d'élaboration de stratégie de recyclage basée sur la gestion des connaissances : application au domaine du génie des procédés : Tools of elaboration of strategy of waste recycling based on knowledge management : application on process engineering.” 2015. Doctoral Dissertation, INP Toulouse. Accessed February 28, 2020. http://www.theses.fr/2015INPT0141.

MLA Handbook (7^th Edition):

Chazara, Philippe. “Outils d'élaboration de stratégie de recyclage basée sur la gestion des connaissances : application au domaine du génie des procédés : Tools of elaboration of strategy of waste recycling based on knowledge management : application on process engineering.” 2015. Web. 28 Feb 2020.

Vancouver:

Chazara P. Outils d'élaboration de stratégie de recyclage basée sur la gestion des connaissances : application au domaine du génie des procédés : Tools of elaboration of strategy of waste recycling based on knowledge management : application on process engineering. [Internet] [Doctoral dissertation]. INP Toulouse; 2015. [cited 2020 Feb 28]. Available from: http://www.theses.fr/2015INPT0141.

Council of Science Editors:

Chazara P. Outils d'élaboration de stratégie de recyclage basée sur la gestion des connaissances : application au domaine du génie des procédés : Tools of elaboration of strategy of waste recycling based on knowledge management : application on process engineering. [Doctoral Dissertation]. INP Toulouse; 2015. Available from: http://www.theses.fr/2015INPT0141

Texas A&M University

27. Anderson, Andrew. Connecting Reasoning and Spatial Abilities to Academic Performance in Construction Surveying Coursework.

Degree: MS, Construction Management, 2017, Texas A&M University

URL: http://hdl.handle.net/1969.1/173124

► Cognitive tests measuring reasoning ability have been well established as a means of predicting academic success in STEM (Science, Technology, Engineering, and Math) coursework. Cognitive… (more)

▼ Cognitive tests measuring reasoning ability have been well established as a means of predicting academic success in STEM (Science, Technology, Engineering, and Math) coursework. Cognitive tests measuring spatial ability have garnered recent attention and have also been established as predictors of academic success in the “traditional sciences” (i.e., Chemistry, Biology, Physics, etc.). Instructors may use these cognitive tests as a means of predicting student achievement or adapting instruction. This study examined the relationship between scores on the Test of Logical Thinking (TOLT); a spatial test battery consisting of the Paper Folding Test (PFT), Hidden Patterns Test (HPT), Mental Rotations Test (MRT), and Purdue Visualization of Rotations Test (ROT); and multiple academic achievement measures (Lab Points, View Points, Exam Points, and Total Grade Points) in an upper-level undergraduate construction surveying course. The TOLT and the spatial test battery were administered to 277 construction science students. The scores on the TOLT and scores on all spatial battery tests were found to be significantly correlated. Additionally, significant differences utilizing an Analysis of Variance (ANOVA) were found between the TOLT groups and exam points. Further, significant differences were discovered, using an ANOVA, between all the spatial ability test battery groups and achievement points in exams, and a significant difference was also discovered between the ROT groups and view points. Based on these findings, educators and researchers in construction science would benefit by using these cognitive tests to assess student reasoning and spatial abilities. These tools would assist them in better understanding their students’ logical thinking and spatial visualization skills, which should encourage instructors to modify instructional strategies and curriculum design to match or enhance their students’ cognitive abilities. Advisors/Committee Members: Williamson, III, Kenneth C. (advisor), Bigelow, Ben F. (committee member), Williamson, Vickie M. (committee member).

Subjects/Keywords: Construction Science; Construction Surveying; Reasoning Ability; Test of Logical Thinking (TOLT); Spatial Abilities; Hidden Patterns Test (HPT); Purdue visualization of rotations test (ROT); Paper Folding Test (PFT); Mental Rotation Test (MRT)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Anderson, A. (2017). Connecting Reasoning and Spatial Abilities to Academic Performance in Construction Surveying Coursework. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173124

Chicago Manual of Style (16^th Edition):

Anderson, Andrew. “Connecting Reasoning and Spatial Abilities to Academic Performance in Construction Surveying Coursework.” 2017. Masters Thesis, Texas A&M University. Accessed February 28, 2020. http://hdl.handle.net/1969.1/173124.

MLA Handbook (7^th Edition):

Anderson, Andrew. “Connecting Reasoning and Spatial Abilities to Academic Performance in Construction Surveying Coursework.” 2017. Web. 28 Feb 2020.

Vancouver:

Anderson A. Connecting Reasoning and Spatial Abilities to Academic Performance in Construction Surveying Coursework. [Internet] [Masters thesis]. Texas A&M University; 2017. [cited 2020 Feb 28]. Available from: http://hdl.handle.net/1969.1/173124.

Council of Science Editors:

Anderson A. Connecting Reasoning and Spatial Abilities to Academic Performance in Construction Surveying Coursework. [Masters Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/173124

28. Ayadi, Ali. Semantic approaches for the meta-optimization of complex biomolecular networks : Approches sémantiques pour la méta-optimisation des réseaux biomoléculaires complexes.

Degree: Docteur es, Informatique, 2018, Strasbourg; Institut supérieur de gestion (Tunis)

URL: http://www.theses.fr/2018STRAD035

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Les modèles de la biologie des systèmes visent à comprendre le comportement d’une cellule à travers un réseau biomoléculaire complexe. Dans a littérature, la plupart… (more)

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Les modèles de la biologie des systèmes visent à comprendre le comportement d’une cellule à travers un réseau biomoléculaire complexe. Dans a littérature, la plupart des études ne se sont intéressés qu’à la modélisation des parties isolées du réseau biomoléculaire com les réseaux métaboliques, etc. Cependant, pour bien comprendre le comportement d’une cellule, nous devons modéliser et analyser le réseau biomoléculaire dans son ensemble. Les approches existantes ne répondent pas suffisamment à ces exigences. Dans ce projet de recherche,nous proposons une plate-forme qui permet aux biologistes de simuler les changements d’état des réseaux biomoléculaires dans le but de piloter leurs comportements et de les faire évoluer d’un état non désiré vers un état souhaitable. Cette plate-forme utilise des règles, des connaissances et de l’expérience, un peu comme celles que pourrait en tirer un biologiste expert. La plate-forme comprend quatre modules : un module de modélisation logique, un module de modélisation sémantique, un module de simulation qualitative à événements discrets etun module d’optimisation. Dans ce but, nous présentons d’abord une approche logique pour la modélisation des réseaux biomoléculaires complexes, incluant leurs aspects structurels, fonctionnels et comportementaux. Ensuite, nous proposons une approche sémantique basée sur quatre ontologies pour fournir une description riche des réseaux biomoléculaires et de leurs changements d’état. Ensuite, nous présentons une méthode de simulation qualitative à événements discrets pour simuler le comportement du réseau biomoléculaire dans le temps. Enfin, nous proposons une méthode d’optimisation multi-objectifs pour optimiser la transitabilité des réseaux biomoléculaires complexes dans laquelle nous prenons en compte différents critères tels que la minimisation du nombre de stimuli externes, la minimisation du coût de ces stimuli, la minimisation du nombre de noeuds cibles et la minimisation de l’inconfort du patient. En se fondant sur ces quatre contributions, un prototype appelé CBN-Simulateur a été développé. Nous décrivons nos approches et montrons leurs applications sur des études de cas réels, le bactériophage T4 gene 32, le phage lambda et le réseau de signalisation p53. Les résultats montrent que ces approches fournissent les éléments nécessaires pour modéliser, raisonner et analyser le comportement dynamique et les états de transition des réseaux biomoléculaires complexes.

Systems biology models aim to understand the behaviour of a cell trough a complex biomolecular network. In the literature, most research focuses on modelling isolated parts of this network, such as metabolic networks.However, to fully understand the cell’s behaviour we should analyze the biomolecular network as a whole. Avail-able approaches do not address these requirements sufficiently. In this context, we aim at developing a platform that enables biologists to simulate the state changes of biomolecular networks with the goal of steering their be-haviours. The platform employs…

Advisors/Committee Members: Zanni-Merk, Cecilia (thesis director), Krichen, Saoussen (thesis director).

Subjects/Keywords: Transittabilité; Modélisation logique; Raisonnement sémantique; Comportement dynamique des réseaux biomoléculaires complexes; Simulation qualitative à événements discrets; Transittability; Logical-based modelling; Semantic reasoning; Qualitative discrete-event simulation; Dynamic behaviour of complex biomolecular networks; 005.4

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ayadi, A. (2018). Semantic approaches for the meta-optimization of complex biomolecular networks : Approches sémantiques pour la méta-optimisation des réseaux biomoléculaires complexes. (Doctoral Dissertation). Strasbourg; Institut supérieur de gestion (Tunis). Retrieved from http://www.theses.fr/2018STRAD035

Chicago Manual of Style (16^th Edition):

Ayadi, Ali. “Semantic approaches for the meta-optimization of complex biomolecular networks : Approches sémantiques pour la méta-optimisation des réseaux biomoléculaires complexes.” 2018. Doctoral Dissertation, Strasbourg; Institut supérieur de gestion (Tunis). Accessed February 28, 2020. http://www.theses.fr/2018STRAD035.

MLA Handbook (7^th Edition):

Ayadi, Ali. “Semantic approaches for the meta-optimization of complex biomolecular networks : Approches sémantiques pour la méta-optimisation des réseaux biomoléculaires complexes.” 2018. Web. 28 Feb 2020.

Vancouver:

Ayadi A. Semantic approaches for the meta-optimization of complex biomolecular networks : Approches sémantiques pour la méta-optimisation des réseaux biomoléculaires complexes. [Internet] [Doctoral dissertation]. Strasbourg; Institut supérieur de gestion (Tunis); 2018. [cited 2020 Feb 28]. Available from: http://www.theses.fr/2018STRAD035.

Council of Science Editors:

Ayadi A. Semantic approaches for the meta-optimization of complex biomolecular networks : Approches sémantiques pour la méta-optimisation des réseaux biomoléculaires complexes. [Doctoral Dissertation]. Strasbourg; Institut supérieur de gestion (Tunis); 2018. Available from: http://www.theses.fr/2018STRAD035

29. Arslan, Guelten. Dimensionalitätsvergleich der Reasoning-Tests "Figurale Analogien", "Family-Relation-Reasoning-Test" und "Gleichungen".

Degree: 2018, University of Vienna

URL: http://othes.univie.ac.at/51296/

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Die Eindimensionalität des Family-Relation-Reasoning-Tests (FRRT), ein sich in Entwicklung befindendes Verfahren, sowie seine Konformität mit dem Rasch-Modell wurde überprüft. Der FRRT soll logisch-schlussfolgerndes Denken (Reasoning)… (more)

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Die Eindimensionalität des Family-Relation-Reasoning-Tests (FRRT), ein sich in Entwicklung befindendes Verfahren, sowie seine Konformität mit dem Rasch-Modell wurde überprüft. Der FRRT soll logisch-schlussfolgerndes Denken (Reasoning) im Bereich kristallisierter Intelligenz mit Hilfe von lexikalischem Material messen. Die Untersuchung fand als Gruppentestung mit insgesamt 283 Kursteilnehmerinnen und Kursteilnehmern in BFI-Kursen im 10. Wiener Bezirk und mit Schülerinnen und Schülern der KAV Schulen in Wien statt. Die Altersspanne lag zwischen 17 und 52 Jahren. Es wurden 29 Items des Verfahrens berücksichtigt. Bei der Itemanalyse wurden Kriterien verwendet. Die Items 53 und 56 wurden zu Beginn der Itemanalyse ausgeschlossen, da sie jeweils in zumindest einer der Subgruppen nie gelöst wurden. Weitere vier Items wurden auf Grund des Teilungskriteriums Ausbildung (zwei Items) und auf Grund des Teilungskriteriums FRRT-Score (zwei Items) ausgeschlossen. Aposteriori kann Modellgültigkeit für die verbleibenden 23 Items angenommen werden. Es wurden die Rangkorrelationskoeffizienten nach Spearman zwischen FRRT und zwei weiteren Verfahren zur Erfassung von Reasoning im kristallisierten Bereich (Gleichungen, numerisch; Figurale Analogien, figural) berechnet. Die Korrelationskoeffizienten zwischen Familiy-Relation-Reasoning-Test und Figurale Analogien betrugen rs = 0,190; zwischen Familiy-Relation-Reasoning-Test und Gleichungen rs = 0, 409 und zwischen Figurale Analogien und Gleichungen rs = 0,324. Die niedrigen Korrelationskoeffizienten legen entgegen der Literatur keine konvergenten Validitäten nahe. Für die niedrigen Korrelationen könnte die Verwendung des unterschiedlichen Materials (figural, numerisch und lexikal) verantwortlich sein. Weitere theoretische und praktische Implikationen werden diskutiert.

The unidimensionality of the Family-Relations-Reasoning-Test (FRRT), a test in development, as well as it`s conformity with the Rasch model has been reviewed. The FRRT is intended to measure reasoning in the aspect of crystallized intelligence using lexical material. The study took place as a group test with a total of 283 course participants in BFI courses in the 10th district of Vienna and with students of the KAV schools in Vienna. The age range was between 17 and 52 years. 29 items of the test were considered. Criteria were used in item analysis. The items 53 and 56 were excluded at the beginning of the item analysis, because they were never solved in at least one of the subgroups. Other four items were excluded based on the split criteria Ausbildung (two items) and FRRT-Score (two items). A posteriori, conformity with the model can be assumed for the remaining 23 items. The Spearman rank correlations-coefficients between FRRT and other two crystallized reasoning tests (Gleichungen, numeric, Figurale Analogien, figural) have been computed. The correlations between the Family-Relation-Reasoning-Test and Figurale Analogien were rs = 0,190, between Family-Relation-Reasoning-Test and Gleichungen were rs = 0,409 and…

Subjects/Keywords: 77.08 Psychologische Diagnostik; Logisch-schlussfolgerndes Denken / kristallisierte Intelligenz / Reasoning / Raschmodell / konvergente Validität / Gleichungen / Figurale Analogien / Family-Relation-Reasoning-Test / FRRT; logical-reasoning thinking / crystallized intelligence / reasoning / Rasch model / convergent validity / Gleichungen / Figurale Analogien / Family-Relation-Reasoning-Test / FRRT

…13 1.1.Logisch-schlussfolgerndes Denken (Reasoning)… …Weiter gilt es, das Verfahren Family-Relation-Reasoning-Test (Kubinger, Pointstingl… …Reasoning) zugrunde liegen. Außerdem werden Aspekte der Testtheorie beleuchtet, mit denen die… …Verfahren (Figurale Analogien, Gleichungen und Family-Relation-Reasoning-Test) werden… …das Konstrukt des logisch-schlussfolgernden Denkens (Reasoning) im Abschnitt 1.1…

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Arslan, G. (2018). Dimensionalitätsvergleich der Reasoning-Tests "Figurale Analogien", "Family-Relation-Reasoning-Test" und "Gleichungen". (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/51296/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Arslan, Guelten. “Dimensionalitätsvergleich der Reasoning-Tests "Figurale Analogien", "Family-Relation-Reasoning-Test" und "Gleichungen".” 2018. Thesis, University of Vienna. Accessed February 28, 2020. http://othes.univie.ac.at/51296/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Arslan, Guelten. “Dimensionalitätsvergleich der Reasoning-Tests "Figurale Analogien", "Family-Relation-Reasoning-Test" und "Gleichungen".” 2018. Web. 28 Feb 2020.

Vancouver:

Arslan G. Dimensionalitätsvergleich der Reasoning-Tests "Figurale Analogien", "Family-Relation-Reasoning-Test" und "Gleichungen". [Internet] [Thesis]. University of Vienna; 2018. [cited 2020 Feb 28]. Available from: http://othes.univie.ac.at/51296/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arslan G. Dimensionalitätsvergleich der Reasoning-Tests "Figurale Analogien", "Family-Relation-Reasoning-Test" und "Gleichungen". [Thesis]. University of Vienna; 2018. Available from: http://othes.univie.ac.at/51296/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Otago

30. Islam, Syrus (Mahbubul). Design Appropriateness of Strategy Map Frameworks, Relations Underlying Early-stage Business Models, and Narrative Tests .

Degree: University of Otago

URL: http://hdl.handle.net/10523/6953

► The objectives of this research are threefold: i) assessing the design appropriateness of a strategy map framework, considering an organization’s unique strategic context, ii) identifying… (more)

▼ The objectives of this research are threefold: i) assessing the design appropriateness of a strategy map framework, considering an organization’s unique strategic context, ii) identifying the types of relations existing in early-stage business models – those that are developed or have gone through a major modification recently, and iii) understanding the technique(s) that might be used to perform an effective narrative test of an early-stage business model. By using the constructive research approach (CRA) – a strong form of interventionist or action research, this study was conducted in a large energy and environmental services provider in New Zealand. The management control systems (MCSs) literature has long recognized the importance of the appropriate design of MCS. Contingency-based research suggests that MCS design should be tailored to the organization’s unique strategic context. Although the strategy map is one of the most recommended management tools to execute strategy and can offer numerous benefits to organizations, little empirical research has been done in the area of assessing the design appropriateness of a strategy map framework, considering an organization’s unique strategic context. The current study develops 14 principles for developing a customized strategy map framework. These design principles are mainly guided by the strategy map literature, general accounting, management, and psychology literature, and this study’s field observations. To understand the appropriateness of the case organization’s strategy map framework, it was assessed against these 14 principles. The assessment revealed several problematic areas, which were also acknowledged by the company members. Further, the findings of this study challenge the conventional notion that cause-and-effect relations are a necessary element of every business model. Rather, this study finds finality and logical relations as a substitute for cause-and-effect relations in the case organization’s business model. The current study argues that this phenomenon is likely to be common in other business models, especially in service-oriented organizations, and that managers build these types of finality and logical relation-based business models intentionally. The findings also suggest that abductive reasoning is a useful technique to perform an effective narrative test of an early-stage business model to ensure that the underlying story in the business model has narrative coherence right from the beginning. Overall, this research adds our understanding of and extends the literature on assessing the appropriateness of a strategy map framework, considering an organization’s unique strategic context and different types of relations that might exist in an early-stage business model and the technique that might be used to perform an effective narrative test of an early-stage business model. This thesis concludes discussing the main insights that the findings and analyses bring to the existing literature and suggesting future research avenues. Advisors/Committee Members: Adler, Ralph (advisor).

Subjects/Keywords: Strategy maps; Design principles; Early-stage business models; Narrative tests; Performance measurement; Cause-and-effect relations; Finality and logical relations; Abductive reasoning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Islam, S. (. (n.d.). Design Appropriateness of Strategy Map Frameworks, Relations Underlying Early-stage Business Models, and Narrative Tests . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/6953

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16^th Edition):

Islam, Syrus (Mahbubul). “Design Appropriateness of Strategy Map Frameworks, Relations Underlying Early-stage Business Models, and Narrative Tests .” Doctoral Dissertation, University of Otago. Accessed February 28, 2020. http://hdl.handle.net/10523/6953.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7^th Edition):

Islam, Syrus (Mahbubul). “Design Appropriateness of Strategy Map Frameworks, Relations Underlying Early-stage Business Models, and Narrative Tests .” Web. 28 Feb 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Islam S(. Design Appropriateness of Strategy Map Frameworks, Relations Underlying Early-stage Business Models, and Narrative Tests . [Internet] [Doctoral dissertation]. University of Otago; [cited 2020 Feb 28]. Available from: http://hdl.handle.net/10523/6953.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Islam S(. Design Appropriateness of Strategy Map Frameworks, Relations Underlying Early-stage Business Models, and Narrative Tests . [Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/6953

Note: this citation may be lacking information needed for this citation format:
No year of publication.

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