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Sandro Sozzo - One of the best experts on this subject based on the ideXlab platform.
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Generalizing prototype Theory: A formal quantum framework
Frontiers in psychology, 2016Co-Authors: Diederik Aerts, Jean Broekaert, Liane Gabora, Sandro SozzoAbstract:Theories of natural language and Concepts have been unable to model the flexibility, creativity, context-dependence, and emergence, exhibited by words, Concepts and their combinations. The mathematical formalism of quantum Theory has instead been successful in capturing these phenomena such as graded membership, situational meaning, composition of categories, and also more complex decision making situations, which cannot be modeled in traditional probabilistic approaches. We show how a formal quantum approach to Concepts and their combinations can provide a powerful extension of prototype Theory. We explain how prototypes can interfere in Conceptual combinations as a consequence of their contextual interactions, and provide an illustration of this using an intuitive wave-like diagram. This quantum-Conceptual approach gives new life to original prototype Theory, without however making it a privileged Concept Theory, as we explain at the end of our paper.
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The Pet-Fish problem on the World-Wide Web
arXiv: Artificial Intelligence, 2010Co-Authors: Diederik Aerts, Marek Czachor, Bart D'hooghe, Sandro SozzoAbstract:We identify the presence of Pet-Fish problem situations and the corresponding Guppy effect of Concept Theory on the World-Wide Web. For this purpose, we introduce absolute weights for words expressing Concepts and relative weights between words expressing Concepts, and the notion of 'meaning bound' between two words expressing Concepts, making explicit use of the Conceptual structure of the World-Wide Web. The Pet-Fish problem occurs whenever there are exemplars - in the case of Pet and Fish these can be Guppy or Goldfish - for which the meaning bound with respect to the conjunction is stronger than the meaning bounds with respect to the individual Concepts.
Diederik Aerts - One of the best experts on this subject based on the ideXlab platform.
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Generalizing prototype Theory: A formal quantum framework
Frontiers in psychology, 2016Co-Authors: Diederik Aerts, Jean Broekaert, Liane Gabora, Sandro SozzoAbstract:Theories of natural language and Concepts have been unable to model the flexibility, creativity, context-dependence, and emergence, exhibited by words, Concepts and their combinations. The mathematical formalism of quantum Theory has instead been successful in capturing these phenomena such as graded membership, situational meaning, composition of categories, and also more complex decision making situations, which cannot be modeled in traditional probabilistic approaches. We show how a formal quantum approach to Concepts and their combinations can provide a powerful extension of prototype Theory. We explain how prototypes can interfere in Conceptual combinations as a consequence of their contextual interactions, and provide an illustration of this using an intuitive wave-like diagram. This quantum-Conceptual approach gives new life to original prototype Theory, without however making it a privileged Concept Theory, as we explain at the end of our paper.
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The Pet-Fish problem on the World-Wide Web
arXiv: Artificial Intelligence, 2010Co-Authors: Diederik Aerts, Marek Czachor, Bart D'hooghe, Sandro SozzoAbstract:We identify the presence of Pet-Fish problem situations and the corresponding Guppy effect of Concept Theory on the World-Wide Web. For this purpose, we introduce absolute weights for words expressing Concepts and relative weights between words expressing Concepts, and the notion of 'meaning bound' between two words expressing Concepts, making explicit use of the Conceptual structure of the World-Wide Web. The Pet-Fish problem occurs whenever there are exemplars - in the case of Pet and Fish these can be Guppy or Goldfish - for which the meaning bound with respect to the conjunction is stronger than the meaning bounds with respect to the individual Concepts.
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QI - Classical Logical Versus Quantum Conceptual Thought: Examples in Economics, Decision Theory and Concept Theory
Quantum Interaction, 2009Co-Authors: Diederik Aerts, Bart D'hoogheAbstract:Inspired by a quantum mechanical formalism to model Concepts and their disjunctions and conjunctions, we put forward in this paper a specific hypothesis. Namely that within human thought two superposed layers can be distinguished: (i) a layer given form by an underlying classical deterministic process, incorporating essentially logical thought and its indeterministic version modeled by classical probability Theory; (ii) a layer given form under influence of the totality of the surrounding Conceptual landscape, where the different Concepts figure as individual entities rather than (logical) combinations of others, with measurable quantities such as `typicality', `membership', `representativeness', `similarity', `applicability', `preference' or `utility' carrying the influences. We call the process in this second layer `quantum Conceptual thought', which is indeterministic in essence, and contains holistic aspects, but is equally well, although very differently, organized than logical thought. A substantial part of the `quantum Conceptual thought process' can be modeled by quantum mechanical probabilistic and mathematical structures. We consider examples of three specific domains of research where the effects of the presence of quantum Conceptual thought and its deviations from classical logical thought have been noticed and studied, i.e. economics, decision Theory, and Concept theories and which provide experimental evidence for our hypothesis.
Sylvia L. Edwards - One of the best experts on this subject based on the ideXlab platform.
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Learning portals : analyzing threshold Concept Theory for LIS education
Science & Engineering Faculty, 2014Co-Authors: Virginia M. Tucker, Judith Weedman, Christine S. Bruce, Sylvia L. EdwardsAbstract:This paper explores the theoretical framework of threshold Concepts and its potential for LIS education. Threshold Concepts are key ideas, often troublesome and counter-intuitive, that are critical to profound understanding of a domain. Once understood, they allow mastery of significant aspects of the domain, opening up new, previously inaccessible ways of thinking. The paper is developed in three parts. First, threshold Concept Theory is introduced and studies of its use in higher education are described, including emergent work related to LIS. Second, results of a recent study on learning experiences integral to learning to search are presented along with their implications for search expertise and search education, forming a case illustration of what threshold Concept Theory may contribute to this and other areas of LIS education. Third, the potential of threshold Concept Theory for LIS education is discussed. The paper concludes that threshold Concept Theory has much to offer LIS education, particularly for researching critical Concepts and competencies, and considerations for a research agenda are put forth.
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Learning Portals: Analyzing Threshold Concept Theory for LIS Education.
Journal of Education for Library and Information Science, 2014Co-Authors: Virginia M. Tucker, Judith Weedman, Christine S. Bruce, Sylvia L. EdwardsAbstract:IntroductionThreshold Concept Theory is a relatively new framework (Meyer & Land, 2003) that deepens our understanding of critical learning experiences. The Theory provides a framework of characteristics for identifying crucial Conceptual knowledge that represents learning portals within a subject area or discipline. These learning portals are considered to be threshold Concepts as their mastery involves learning to see some aspect of the world in a totally new, transformative, and often counter-intuitive manner. Following such transformed understanding, continued and profound learning associated with the Concept becomes possible. This article argues that much may be gained by viewing core curricula, learning objectives and LIS competencies through such a theoretical lens.As LIS educators, we are often confronted with the question of what is required to make learning possible, a question given center stage by Marton and Booth (1997), who framed it broadly and epistemologically: "How do we gain knowledge about the world?" (p.l). They described epistemology itself as presenting an inherent paradox between the knowledge gained and the "truth value of the knowledge gained," explaining that "education has norms-norms of what those undergoing education should be learning" (p. 2). Threshold Concept Theory represents an approach to identifying necessary learning outcomes, the Concepts critical to deep understanding-a high truth value of knowledge-for a domain or discipline. Other early research includes the work of Donald Schon (1983; 1987) who wrote about deep disciplinary understandings when describing a stark contrast between knowledge acquisition and learning at a level he called 'professional artistry'. Schon stated thatArtistry is an exercise of intelligence, a kind of knowing, though different in crucial respects from our standard model of professional knowledge. It is not inherently mysterious; it is rigorous in its own terms; and we can learn a great deal about it-within what limits, we should treat as an open question by carefully studying the performance of unusually competent performers. (1987, p. 13)As educators, our responses to questions about what makes learning possible are shaped by the learning theories we adopt. Cognitivists may establish the kinds of mental models they would like learners to adopt; behaviorists may identify the knowledge, skills and attitudes necessary to curricula; constructivists may frame the learning experiences desirable to foster particular outcomes (Bruner, 1960). Adopters of the variation Theory of learning (Marton & Booth, 1997) would respond in terms of seeking to understand learners' different ways of seeing key constructs and bringing about awareness of these ways of seeing. For example, Edwards (2006) adopted the variation Theory of learning (in practice) in her research that resulted in the Net Lenses model for describing variation in the ways university students experience web-based searching. Theoretical models such as these have formed an important part of the repertoire of tools available to LIS educators. Threshold Concept Theory gives us a new lens through which to consider fundamental aspects of our discipline, as well as education for that discipline and its associated professions. The transformative properties of threshold Concepts resonate with Marton and Booth's characterization of the learning experience as seeking meaning and involving "changing as a person" (1997, p. 38) and with Schon's depiction of professional artistry (1987).The Theory of threshold Concepts is introduced next and studies relevant to how it is being used in higher education are described. Following this, new research, into learning experiences integral to leamingto-search, forms a case illustration of what threshold Concept Theory may contribute to LIS education. The leaming-to-search research is presented, followed by its implications for search expertise and search education specifically. …
Alison Ward - One of the best experts on this subject based on the ideXlab platform.
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Self-Concept Theory: applications in advertising
Journal of Marketing Communications, 1996Co-Authors: George M. Zinkhan, Diana L. Haytko, Alison WardAbstract:The notion of self-Concept has been proven to be useful for thinking about a wide variety of marketing phenomena. Here, self-Concept Theory is applied to the issue of advertising effectiveness. Two frameworks are developed: one from an academic perspective (relying upon published literature) and the other from a managerial perspective (relying upon interviews with advertising managers). An attempt is made to bring these two approaches (academic versus practitioner) closer together.
Liane Gabora - One of the best experts on this subject based on the ideXlab platform.
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Generalizing prototype Theory: A formal quantum framework
Frontiers in psychology, 2016Co-Authors: Diederik Aerts, Jean Broekaert, Liane Gabora, Sandro SozzoAbstract:Theories of natural language and Concepts have been unable to model the flexibility, creativity, context-dependence, and emergence, exhibited by words, Concepts and their combinations. The mathematical formalism of quantum Theory has instead been successful in capturing these phenomena such as graded membership, situational meaning, composition of categories, and also more complex decision making situations, which cannot be modeled in traditional probabilistic approaches. We show how a formal quantum approach to Concepts and their combinations can provide a powerful extension of prototype Theory. We explain how prototypes can interfere in Conceptual combinations as a consequence of their contextual interactions, and provide an illustration of this using an intuitive wave-like diagram. This quantum-Conceptual approach gives new life to original prototype Theory, without however making it a privileged Concept Theory, as we explain at the end of our paper.