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Rudolf Wille - One of the best experts on this subject based on the ideXlab platform.

  • Formal Concept Analysis - Conceptual Knowledge processing in the field of economics
    Formal Concept Analysis, 2020
    Co-Authors: Rudolf Wille
    Abstract:

    Conceptual Knowledge Processing is obliged to a pragmatic understanding of Knowledge according to which human Knowledge is obtained and supported in a process of human thinking, reasoning, and communicating. It is based on a mathematical theory of concepts directed toward an interaction of formal and material thoughts. How this theoretical conception enables effects in the economic practice is explained in this paper, guided by the key processes of the organizational Knowledge management. These key processes are Knowledge identification, Knowledge acquisition, Knowledge development, Knowledge distribution and sharing, Knowledge usage, and Knowledge preservation. For each key process, an example demonstrates the use of specific methods of Conceptual Knowledge Processing. Finally, objectives and evaluation of Knowledge management are included into the discussion.

  • KONT/KPP - Conceptual Knowledge processing: theory and practice
    Lecture Notes in Computer Science, 2007
    Co-Authors: Rudolf Wille
    Abstract:

    Conceptual Knowledge Processing is understood as the general scientific discipline which activitates acts of thinking such as representing, reasoning, acquiring, and communicating Conceptual Knowledge. In this contribution, first a short introduction to the foundation of Conceptual Knowledge Processing is presented. Then the theoretical background based on Formal Concept Analysis is sketched. The main content of this contribution is a discussion of the practice of Conceptual Knowledge Processing which demonstrates for twelve selected general acts of thinking how they can be successfully applied by using different methods of Conceptual Knowledge Processing.

  • ICFCA - Semantology as basis for Conceptual Knowledge processing
    Formal Concept Analysis, 2007
    Co-Authors: Peter Eklund, Rudolf Wille
    Abstract:

    Semantology has been introduced as the theory of semantic structures and their connections which, in particular, covers the methodology of activating semantic structures for representing Conceptual Knowledge. It is the main aim of this paper to explain and demonstrate that semantic structures are in fact basic for Conceptual Knowledge processing which comprises activities such as representing, infering, acquiring, and communicating Conceptual Knowledge.

  • ICFCA - Methods of Conceptual Knowledge processing
    Formal Concept Analysis, 2006
    Co-Authors: Rudolf Wille
    Abstract:

    The offered methods of Conceptual Knowledge Processing are procedures which are well-planed to mean and purpose and therewith lead to skills for solving practical tasks. The used means and skills have been mainly created as translations of mathematical means and skills of Formal Concept Analysis. Those transdisciplinary translations may be understood as transformations from mathematical thinking, dealing with potential realities, to logical thinking, dealing with actual realities. Each of the 38 presented methods is discussed in a general language of logical nature, while citations give links to the underlying mathematical background. Applications of the methods are demonstrated by concrete examples mostly taken from the literature to which explicit references are given.

  • methods of Conceptual Knowledge processing
    Lecture Notes in Computer Science, 2006
    Co-Authors: Rudolf Wille
    Abstract:

    The offered methods of Conceptual Knowledge Processing are procedures which are well-planed to mean and purpose and therewith lead to skills for solving practical tasks. The used means and skills have been mainly created as translations of mathematical means and skills of Formal Concept Analysis. Those transdisciplinary translations may be understood as transformations from mathematical thinking, dealing with potential realities, to logical thinking, dealing with actual realities. Each of the 38 presented methods is discussed in a general language of logical nature, while citations give links to the underlying mathematical background. Applications of the methods are demonstrated by concrete examples mostly taken from the literature to which explicit references are given.

Nalin Asanka Gamagedara Arachchilage - One of the best experts on this subject based on the ideXlab platform.

  • Assessing the Role of Conceptual Knowledge in an Anti-phishing Educational Game
    2014 IEEE 14th International Conference on Advanced Learning Technologies, 2014
    Co-Authors: Michael James Scott, Gheorghita Ghinea, Nalin Asanka Gamagedara Arachchilage
    Abstract:

    Games can be used to support learning in several domains, including the secure use of computers. However, emphasizing different types of Knowledge in a game design can lead to different outcomes. This study explores two game designs that aim to enhance students' ability to identify phishing hyperlinks. One design focuses on procedural Knowledge: developing students' tacit ability to recognize phishing hyperlinks through systematic practice. The other design focuses on Conceptual Knowledge: helping students to explicitly reflect upon and identify the features of phishing hyperlinks. The results of a double-blind randomized trial with 66 participants suggests that using a game designed for Conceptual Knowledge leads to a greater increase in learners' ability to identify phishing hyperlinks. Hence, the use of strategies that develop Conceptual Knowledge can enhance the efficacy of anti-phishing educational games.

  • ICALT - Assessing the Role of Conceptual Knowledge in an Anti-phishing Educational Game
    2014 IEEE 14th International Conference on Advanced Learning Technologies, 2014
    Co-Authors: Michael James Scott, Gheorghita Ghinea, Nalin Asanka Gamagedara Arachchilage
    Abstract:

    Games can be used to support learning in several domains, including the secure use of computers. However, emphasizing different types of Knowledge in a game design can lead to different outcomes. This study explores two game designs that aim to enhance students' ability to identify phishing hyperlinks. One design focuses on procedural Knowledge: developing students' tacit ability to recognize phishing hyperlinks through systematic practice. The other design focuses on Conceptual Knowledge: helping students to explicitly reflect upon and identify the features of phishing hyperlinks. The results of a double-blind randomized trial with 66 participants suggests that using a game designed for Conceptual Knowledge leads to a greater increase in learners' ability to identify phishing hyperlinks. Hence, the use of strategies that develop Conceptual Knowledge can enhance the efficacy of anti-phishing educational games.

Michael James Scott - One of the best experts on this subject based on the ideXlab platform.

  • Assessing the Role of Conceptual Knowledge in an Anti-phishing Educational Game
    2014 IEEE 14th International Conference on Advanced Learning Technologies, 2014
    Co-Authors: Michael James Scott, Gheorghita Ghinea, Nalin Asanka Gamagedara Arachchilage
    Abstract:

    Games can be used to support learning in several domains, including the secure use of computers. However, emphasizing different types of Knowledge in a game design can lead to different outcomes. This study explores two game designs that aim to enhance students' ability to identify phishing hyperlinks. One design focuses on procedural Knowledge: developing students' tacit ability to recognize phishing hyperlinks through systematic practice. The other design focuses on Conceptual Knowledge: helping students to explicitly reflect upon and identify the features of phishing hyperlinks. The results of a double-blind randomized trial with 66 participants suggests that using a game designed for Conceptual Knowledge leads to a greater increase in learners' ability to identify phishing hyperlinks. Hence, the use of strategies that develop Conceptual Knowledge can enhance the efficacy of anti-phishing educational games.

  • ICALT - Assessing the Role of Conceptual Knowledge in an Anti-phishing Educational Game
    2014 IEEE 14th International Conference on Advanced Learning Technologies, 2014
    Co-Authors: Michael James Scott, Gheorghita Ghinea, Nalin Asanka Gamagedara Arachchilage
    Abstract:

    Games can be used to support learning in several domains, including the secure use of computers. However, emphasizing different types of Knowledge in a game design can lead to different outcomes. This study explores two game designs that aim to enhance students' ability to identify phishing hyperlinks. One design focuses on procedural Knowledge: developing students' tacit ability to recognize phishing hyperlinks through systematic practice. The other design focuses on Conceptual Knowledge: helping students to explicitly reflect upon and identify the features of phishing hyperlinks. The results of a double-blind randomized trial with 66 participants suggests that using a game designed for Conceptual Knowledge leads to a greater increase in learners' ability to identify phishing hyperlinks. Hence, the use of strategies that develop Conceptual Knowledge can enhance the efficacy of anti-phishing educational games.

Elizabeth Jefferies - One of the best experts on this subject based on the ideXlab platform.

  • Conceptual Knowledge is underpinned by the temporal pole bilaterally convergent evidence from rtms
    Cerebral Cortex, 2009
    Co-Authors: Matthew Lambon A Ralph, Gorana Pobric, Elizabeth Jefferies
    Abstract:

    Conceptual Knowledge provides the basis on which we bring meaning to our world. Studies of semantic dementia patients and some functional neuroimaging studies indicate that the anterior temporal lobes, bilaterally, are the core neural substrate for the formation of semantic representations. This hypothesis remains controversial, however, as traditional neurological models of comprehension do not posit a role for these regions. To adjudicate on this debate, we conducted 2 novel experiments that used offline, low-frequency, repetitive transcranial magnetic stimulation to disrupt neural processing temporarily in the left or right temporal poles (TPs). The time required to make semantic decisions was slowed considerably, yet specifically, by this procedure. The results confirm that both TPs form a critical substrate within the neural network that supports Conceptual Knowledge.

Gheorghita Ghinea - One of the best experts on this subject based on the ideXlab platform.

  • Assessing the Role of Conceptual Knowledge in an Anti-phishing Educational Game
    2014 IEEE 14th International Conference on Advanced Learning Technologies, 2014
    Co-Authors: Michael James Scott, Gheorghita Ghinea, Nalin Asanka Gamagedara Arachchilage
    Abstract:

    Games can be used to support learning in several domains, including the secure use of computers. However, emphasizing different types of Knowledge in a game design can lead to different outcomes. This study explores two game designs that aim to enhance students' ability to identify phishing hyperlinks. One design focuses on procedural Knowledge: developing students' tacit ability to recognize phishing hyperlinks through systematic practice. The other design focuses on Conceptual Knowledge: helping students to explicitly reflect upon and identify the features of phishing hyperlinks. The results of a double-blind randomized trial with 66 participants suggests that using a game designed for Conceptual Knowledge leads to a greater increase in learners' ability to identify phishing hyperlinks. Hence, the use of strategies that develop Conceptual Knowledge can enhance the efficacy of anti-phishing educational games.

  • ICALT - Assessing the Role of Conceptual Knowledge in an Anti-phishing Educational Game
    2014 IEEE 14th International Conference on Advanced Learning Technologies, 2014
    Co-Authors: Michael James Scott, Gheorghita Ghinea, Nalin Asanka Gamagedara Arachchilage
    Abstract:

    Games can be used to support learning in several domains, including the secure use of computers. However, emphasizing different types of Knowledge in a game design can lead to different outcomes. This study explores two game designs that aim to enhance students' ability to identify phishing hyperlinks. One design focuses on procedural Knowledge: developing students' tacit ability to recognize phishing hyperlinks through systematic practice. The other design focuses on Conceptual Knowledge: helping students to explicitly reflect upon and identify the features of phishing hyperlinks. The results of a double-blind randomized trial with 66 participants suggests that using a game designed for Conceptual Knowledge leads to a greater increase in learners' ability to identify phishing hyperlinks. Hence, the use of strategies that develop Conceptual Knowledge can enhance the efficacy of anti-phishing educational games.