Artificial Symbols Research Articles

The Symbolization of Violence Aesthetic and Cultural Integration in One Piece: A Case Study of the Thriller Bark Chapter

Postmodernism in the 20th century gradually developed "violence" into an artistic aesthetic, and due to different understandings of "violence" in various countries, it has spawned a variety of branches. In order to disseminate its works to audiences from different cultural backgrounds, One Piece combines Japanese indigenous violence aesthetics with the violent cultures of various cultures, making it a successful example of cross-cultural communication on a global scale. To understand the process of symbolic re-encoding of Japanese native violence aesthetics and British violence aesthetics in One Piece, as well as the way in which values are integrated, this study selects the Thriller Bark Chapter (episodes 337 to 380) in One Piece as a case for analysis. The study extracts references to British culture and Japanese native culture within the text as "cultural symbols," a unit of visual analysis, and further divides them into four major categories: natural symbols, artificial symbols, character symbols, and language symbols. Statistical analysis reveals that, due to the close relationship between British horror violence culture and the development of its Gothic literature, the author has incorporated a large number of Gothic cultural symbols in the Thriller Bark Chapter. Meanwhile, the work consistently upholds the fundamental principles of Japanese native culture while also revitalizing its own cultural identity.

PROBLEMS OF TERMINOLOGY AND PROFESSIONAL COMMUNICATION IN THE POST-SOVIET SPACE (CASE STUDY OF THE REPUBLIC OF KAZAKHSTAN)

Terminology and professional communication in post-Soviet states are analyzed, as exemplified by the Republic of Kazakhstan. An excursus into the history of linguistic development of Eurasia and Central Asia, achievements of Turkic and Iranian countries in compiling dictionaries, imperial and Soviet periods. The groundbreaking terminological works and dictionaries in the Kazakh SSR are presented. The founders of Kazakh linguistics considered the term as a means of scientific communication, transfer of complex thought, new information, elevation of human reason; the term should be created not from artificial symbols and obscured foreign language morphemes, but from the morphological material of national languages, taking into account the factors of the cultural code and continuity of the memory of the people. The principle of localization of terminology in the Soviet and post-Soviet periods of the Kazakh language was nearly inviolately observed. The methods of borrowing terminology in Kazakh rank as follows: calque (including explication and equivalent); internationalism-semicalque; hybridization of internationalisms with genuine native or deeply assimilated affixes; calque translation of abbreviations and acronyms; full transliteration/transcription. The lexicon of the Kazakh and Russian segments of the bilingual dictionary of military-aviation terminology was analyzed on the subject of original words and borrowings. 3223 (65 %) Russian words and 1751 (35 %) phonographic internationalisms were identified in the Russian segment of the dictionary against 4920 (82 %) Kazakh words and 1032 (17 %) internationalisms in Kazakh. The example comes to prove that the degree of forenization of the Russian terminology is significantly higher than that of the Kazakh one. Problems of the development of Kazakh science and professional communication sub-languages in high-tech areas (aviation) are constated. The main obstacle that calls into question the expediency of the korenization of professional communication is the limitation of the functioning of sub-languages by the borders of the Republic of Kazakhstan. There is also a problem with the selection of national equivalent words denoting new technologies or concepts; code switching in the communication of multilingual specialists; duration of standards development for terminology use and translation, their coordination with practice; high costs when introducing new terms and professional cliches, retraining personnel, changing documentation and information systems, etc.

Implicit Graphemes Learning among Poor Readers

Poor implicit learning was suggested to be associated with poor orthographic knowledge. The current study examined the differences between twenty typical (age 8.68 ±.15), and twenty poor readers (age 8.45 ±.22) in implicit learning of novel graphemes. In the first stage, each participant was passively displayed with 80 pairs of real and artificial words. The artificial words were composed from artificial symbols. After the passive learning stage, each participant was tested with a grapheme matching decision task. The results showed that the accuracy levels which were recorded among the typical readers were significantly higher than those of the poor readers. The accuracy levels which were recorded among the poor readers showed a type of chance level of performance indicating an absence of implicit learning consolidation. However, the results did not show any significant differences in the response times between the two groups. In addition, significant larger individual standard deviations were recorded for the poor group of readers, for both accuracy and the response time of performance, indicating a non-solid type of implicit learning consolidation among this group. The results were discussed considering the association between poor implicit learning capacities and poor orthographic learning.

Learning artificial number symbols with ordinal and magnitude information

The question of how numerical symbols gain semantic meaning is a key focus of mathematical cognition research. Some have suggested that symbols gain meaning from magnitude information, by being mapped onto the approximate number system, whereas others have suggested symbols gain meaning from their ordinal relations to other symbols. Here we used an artificial symbol learning paradigm to investigate the effects of magnitude and ordinal information on number symbol learning. Across two experiments, we found that after either magnitude or ordinal training, adults successfully learned novel symbols and were able to infer their ordinal and magnitude meanings. Furthermore, adults were able to make relatively accurate judgements about, and map between, the novel symbols and non-symbolic quantities (dot arrays). Although both ordinal and magnitude training was sufficient to attach meaning to the symbols, we found beneficial effects on the ability to learn and make numerical judgements about novel symbols when combining small amounts of magnitude information for a symbol subset with ordinal information about the whole set. These results suggest that a combination of magnitude and ordinal information is a plausible account of the symbol learning process.

초등교사의 비언어적 의사소통 행동 유형 연구

Objectives This study is to explore the types of nonverbal communication behaviors of elementary school teachers based on communication theory. Methods This study was conducted as a philosophical and psychological integrated approach to education that can scientifically support various perspectives on human behavior and human behavior and psychological processes for the study of teachers' nonverbal communication behavioral types. Based on the communication theoretical exploration of Jurgen Habermas and Satir, a literature study was conducted on the types of nonverbal communication behaviors of teachers. Results Looking at many previous studies, the nonverbal communication behaviors of teachers focused on the personal aspect with emphasis on the teacher's personality traits. In this study, the teacher's nonverbal communication behavior was considered not only in the personal aspect of the teacher but also in the social and environmental context through Habermas and Satir's communication theoretical exploration and classification of nonverbal behavioral factors according to previous studies on nonverbal communication behavior. The behavioral patterns that appear according to the necessity of children were divided into two types: body language type and environment language type. As sub-elements, body language type communication behavior types using body organs such as body movements, body sensations, and voices, and environmental language type communication behavior types using physical time and space, artificial symbols, and social systems as sub-elements. classified. Conclusions Conclusion When looking at the types of communication behaviors of teachers in the existing studies in the context of elementary school classrooms, our gaze is focused on the teacher's individual personality traits and the differences between verbal communication behavior and nonverbal communication behavior. There have been many studies that have measured the frequency. In this study, which was conducted to overcome the limitations that were difficult to categorize because the complexity of the nonverbal communication system and the range of its elements are very wide, based on the communication theory of Habermas and Satir, various nonverbal elements appearing in the nonverbal communication behavior of teachers were identified as common. In addition to understanding the characteristics of an individual teacher with a body, the teacher's communication behavior type is an integrated perspective of the temporal and spatial environment of school, classroom, class, and situation, which are the real life contexts in which the individual is involved. will have to be understood as.

Looking-Glass Space in “Pattern Recognition” by William Gibson

The paper deals with the poetics of the novel, based on the principles of literary cyberpunk. William Gibson, the founder of cyberpunk as a genre, in the novel “Pattern Recognition” used the looking-glass image of Lewis Carroll’s book “Through The Looking-Glass And What Alice Found There” as a leitmotif, reminiscently curved and shown only in the mind of the main character Case Pollard. The paper analyzes the semantics of the leitmotif of looking-glass and its functionality in the novel, as well as the conformity with the principles of transrealism and posthumanism. The state of the main character is not explained by some acts or periods of the day, but by hormonal disorder; the scientific awareness is intertwined with the metaphoric field. Thus William Gibson’s artistic style acquires obvious features of cyberpunk. If Alice was just a weird kid who invented the world of fairy-tale creatures, Gibson’s character Case lives in a transreal world, full of various man-made modifications of space and humans.
 The modern Case-Alice does not invent anything, because the fairy-tale situation of her life is already embedded in the nature of civilizational development. Case as a heroine of the novel fully complies with the requirements of transrealism: she is not ‘normal’, she has a diagnosis and medical history. Тhe ‘F: F: F’ program (fragments) is created by an autistic Russian girl. The neurotic characters that Case meets are atypical, all in their own way. That is why the world around modern Alice, who is Case at the same time, is distorted by the abnormality, which is not hidden by the heroes. The cyberspace of modern human existence transforms all the sores of society into customary artificial symbols of degradation – posthumanistic codes.

Same-different judgments with alphabetic characters: The case of literal symbol processing

Learning mathematics requires fluency with symbols that convey numerical magnitude. Algebra and higher-level mathematics involve literal symbols, such as "x", that often represent numerical magnitude. Compared to other symbols, such as Arabic numerals, literal symbols may require more complex processing because they have strong pre-existing associations in literacy. The present study tested this notion using same-different tasks that produce less efficient judgments for different magnitudes that are closer together compared to farther apart (i.e., same-different distance effects). Twenty-four adolescents completed three same-different tasks using Arabic numerals, literal symbols, and artificial symbols. All three symbolic formats produced same-different distance effects, showing literal and artificial symbol processing of numerical magnitude. Importantly, judgments took longer for literal symbols than artificial symbols on average, suggesting a cost specific to literal symbol processing. Taken together, results suggest that literal symbol processing differs from processing of other symbols that represent numerical magnitude.

The cost of multiple representations: Learning number symbols with abstract and concrete representations.

Parents are frequently advised to use number books to help their children learn the meaning of number words and symbols. How should these resources be designed to best support learning? Previous research has shown that number books typically include multiple concrete representations of number. However, a large body of mathematics education research has demonstrated that there may be costs, as well as benefits, to using both multiple representations and concrete representations when learning mathematical concepts. Here we used an artificial symbol learning paradigm to explore whether the use of abstract (arrays of dots) or multiple concrete (changing arrays of pictures) numerical representations resulted in better learning of novel numerical symbols by children. Across 3 experiments, we found that children who learned the meaning of novel symbols by pairing them with numerosities represented by arrays of dots performed better on a subsequent symbolic comparison task than those who paired them with multiple concrete representations, or a mixture of abstract and multiple concrete representations. This advantage was not due to abstract representations being inherently superior to concrete representations, but instead to the use of multiple concrete representations. We conclude that the very common practice of using multiple concrete representations in children’s number books may not be the most effective to support children’s early number learning. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Special purpose language

This article discusses the formation and development of a special purpose language that has recentlyappeared in linguistics. It is necessary to integrate the results of language research into the educationalprocess of modern Kazakhstan into a special, purposeful, comprehensive, pragmatic intercultural communication that meets modern requirements. One of such directions is the special purpose language inRussian NCC, English (LSP). This article describes the reasons for the emergence of the language, thefactors influencing it, its scientific and terminological character. Functional style of the special purposelanguage, its connection with the register, genre features, lexical units, conjugation of words, wordsfrom other language combinations, numerical and artificial symbols, terms of literary language, use ofprofessional slang.

The Farmhouse Joy (nongjiale) Movement in China's Ethnic Minority Villages

In China, establishments known as ‘Farmhouse Joy restaurants’ (nongjiale) which originally emerged around the suburbs of big cities and were associated with the foodstuffs of ethnic majority Han Chinese farmers, have now, as a result of a variety of development projects and local initiatives, emerged in ethnic minority and other remote villages located deep in the mountains. Based on ethnographic fieldwork in villages in Hubei and Yunnan provinces, this study examines how a new conception of ‘original ecology’ has played a dynamic role in the transformation of these nongjiale in ethnic and remote areas. This transformation results from a new symbolic synthesis and rapprochement between what are commonly understood to be ‘farmers' foods’, desires to experience an original ecology and understandings of ethnicity in China, a synthetic construction clearly aimed at attracting urbanite consumption. Important differences have emerged between villages participating in this process of synthesis. Those villages with strong claims to ethnic minority status have to carefully convert what are in fact ethnic foods into what are seen as ethnically unmarked ‘farmers' foods' in their nongjiale, while villages without such ethnic backgrounds paradoxically have to construct artificial ethnic symbols by mechanisms of imitation or pretence.

Preliminary evidence for performance enhancement following parietal lobe stimulation in Developmental Dyscalculia

Nearly 7% of the population exhibit difficulties in dealing with numbers and performing arithmetic, a condition named Developmental Dyscalculia (DD), which significantly affects the educational and professional outcomes of these individuals, as it often persists into adulthood. Research has mainly focused on behavioral rehabilitation, while little is known about performance changes and neuroplasticity induced by the concurrent application of brain-behavioral approaches. It has been shown that numerical proficiency can be enhanced by applying a small—yet constant—current through the brain, a non-invasive technique named transcranial electrical stimulation (tES). Here we combined a numerical learning paradigm with transcranial direct current stimulation (tDCS) in two adults with DD to assess the potential benefits of this methodology to remediate their numerical difficulties. Subjects learned to associate artificial symbols to numerical quantities within the context of a trial and error paradigm, while tDCS was applied to the posterior parietal cortex (PPC). The first subject (DD1) received anodal stimulation to the right PPC and cathodal stimulation to the left PPC, which has been associated with numerical performance's improvements in healthy subjects. The second subject (DD2) received anodal stimulation to the left PPC and cathodal stimulation to the right PPC, which has been shown to impair numerical performance in healthy subjects. We examined two indices of numerical proficiency: (i) automaticity of number processing; and (ii) mapping of numbers onto space. Our results are opposite to previous findings with non-dyscalculic subjects. Only anodal stimulation to the left PPC improved both indices of numerical proficiency. These initial results represent an important step to inform the rehabilitation of developmental learning disabilities, and have relevant applications for basic and applied research in cognitive neuroscience, rehabilitation, and education.

Is order the defining feature of magnitude representation? An ERP study on learning numerical magnitude and spatial order of artificial symbols.

Using an artificial-number learning paradigm and the ERP technique, the present study investigated neural mechanisms involved in the learning of magnitude and spatial order. 54 college students were divided into 2 groups matched in age, gender, and school major. One group was asked to learn the associations between magnitude (dot patterns) and the meaningless Gibson symbols, and the other group learned the associations between spatial order (horizontal positions on the screen) and the same set of symbols. Results revealed differentiated neural mechanisms underlying the learning processes of symbolic magnitude and spatial order. Compared to magnitude learning, spatial-order learning showed a later and reversed distance effect. Furthermore, an analysis of the order-priming effect showed that order was not inherent to the learning of magnitude. Results of this study showed a dissociation between magnitude and order, which supports the numerosity code hypothesis of mental representations of magnitude.

The cognitive capabilities of farm animals: categorisation learning in dwarf goats (Capra hircus)

The ability to establish categories enables organisms to classify stimuli, objects and events by assessing perceptual, associative or rational similarities and provides the basis for higher cognitive processing. The cognitive capabilities of farm animals are receiving increasing attention in applied ethology, a development driven primarily by scientifically based efforts to improve animal welfare. The present study investigated the learning of perceptual categories in Nigerian dwarf goats (Capra hircus) by using an automated learning device installed in the animals' pen. Thirteen group-housed goats were trained in a closed-economy approach to discriminate artificial two-dimensional symbols presented in a four-choice design. The symbols belonged to two categories: category I, black symbols with an open centre (rewarded) and category II, the same symbols but filled black (unrewarded). One symbol from category I and three different symbols from category II were used to define a discrimination problem. After the training of eight problems, the animals were presented with a transfer series containing the training problems interspersed with completely new problems made from new symbols belonging to the same categories. The results clearly demonstrate that dwarf goats are able to form categories based on similarities in the visual appearance of artificial symbols and to generalise across new symbols. However, the goats had difficulties in discriminating specific symbols. It is probable that perceptual problems caused these difficulties. Nevertheless, the present study suggests that goats housed under farming conditions have well-developed cognitive abilities, including learning of open-ended categories. This result could prove beneficial by facilitating animals' adaptation to housing environments that favour their cognitive capabilities.

Acquiring an Artificial Logographic Orthography

To date, studies have focused on the acquisition of alphabetic second languages in alphabetic first language (L1) users, demonstrating significant transfer effects. The present study examines the process from a reverse perspective, comparing logographic (Mandarin-Chinese) and alphabetic (English) L1 users in the acquisition of an artificial logographic script to determine whether similar language-specific advantageous transfer effects occurred. Chinese-English bilinguals, English-French bilinguals, and English monolinguals learned a small set of symbols (six nouns and six verbs) in an artificial logographic script. A lexical decision task on the artificial symbols revealed markedly faster response times in the Chinese-English bilinguals, indicating a logographic transfer effect suggestive of a language experience— specific advantage. A syntactic decision task evaluated the degree to which the new language was mastered beyond the single word level. No L1-specific transfer effects were found for artificial language strings. However, when carrying out the same task in the native language, both the Chinese-English and the English-French bilinguals outperformed the English monolinguals, indicative of a bilingual processing advantage. The results are discussed in relation to possible differences in processing styles relating to logographic versus alphabetic languages, variably involving visual versus phonological coding.

Can free-ranging rhesus monkeys (Macaca mulatta) extract artificially created rules comprised of natural vocalizations?

Though nonhuman animals lack anything like a set of grammatical structures in their natural vocalizations, studies now suggest that at least some animals can extract patterns from a structured input that appear abstract and rule-like. The authors continue this line of research by adding three new methodological contributions, specifically, tests of (1) a free-ranging animal population (as opposed to captive laboratory subjects), (2) a new taxonomic group (i.e., Old World monkeys: rhesus macaques, Macaca mulatta), and (3), the presentation of artificially sequenced strings of species-specific vocalizations (as opposed to artificial symbols or speech stimuli). Specifically, the authors created artificial strings of rhesus vocalizations in the pattern notated as AAB (i.e., two identical calls [AA] followed by a different one [B]) or ABB. Following habituation to AAB strings, rhesus monkeys showed significantly more orienting responses to novel ABB strings than to novel AAB strings. Further, following habituation to an ABB pattern, rhesus responded more in test trials to AAB than ABB. These results, combined with other parallel studies, suggest that animals can extract an identity relationship from an artificial sequence of sounds, and can do so even though the tokens are species-specific vocalizations that are never produced in this sequence.

Situated neuro-fuzzy control for vision-based robot localisation

We introduce a neuro-fuzzy system for localising mobile robots solely based on raw vision data without relying on landmarks or artificial symbols. In an initial learning step the system is trained on the compressed input data so as to classify different situations and to associate appropriate behaviours to these situations. Input data may, for example, be generated by an omnidirectional vision system obviating the need for active cameras. At run time the compressed input data are fed into different B-spline fuzzy controllers which determine the correspondence between the actual situation and the situation they were trained for. The matching controller may then directly drive the actuators to realise the desired behaviour. The system thus realises a tight coupling between a very high-dimensional input parameter space and the robot actuators. The algorithms are straightforward to implement and the computational effort is much lower than with conventional vision systems. Experimental results validate the approach.

Artificial intelligence and symbols

The introduction of massive parallelism and the renewed interest in neural networks gives a new need to evaluate the relationship of symbolic processing and artificial intelligence. The physical symbol hypothesis has encountered many difficulties coping with human concepts and common sense. Expert systems are showing more promise for the early stages of learning than for real expertise. There is a need to evaluate more fully the inherent limitations of symbol systems and the potential for programming compared with training. This can give more realistic goals for symbolic systems, particularly those based on logical foundations.

The Concept of the Free Society

The aim of the present paper is to present a logical analysis of the con cept of the free society. The symbolism used will be that of the Principia Mathematica?a few extra-logical symbols being explained when intro duced. Regarding logical symbolism, it must be stressed, that the use of ar tificial symbols is not to be understood as a formalization. For formaliza tion is a procedure by which one abstracts from the meaning of terms and operates on the shapes of the (material) symbols alone?which will not be done here. The symbolism is rather used as a useful shorthand, without which it would be difficult to obtain statements of the desired precision.

Marin Mersenne on Language and Music

The Abbe du Bos, whose Reflexions critiques sur la poesie et sur la peinture was not only influential in France where it was published in 1719, but also in England where it appeared in translation in 1748, compared music and poetry and found that musical sound was no less than the voice of nature itself, whereas articulate language consisted of mere arbitrary and artificial symbols. *1 This idea, although not new in 1719, gathered strength in the course of the eighteenth century and eventually became subversive of an esthetic doctrine which had ruled European art for two centuries. Since the Italians had flooded Europe with commentaries on Aristotle's Poetics, the word not music was generally held to be the true voice of nature, the proper instrument for the perfect imitation of nature. Poetry reigned supreme in the hierarchy of the arts, because the word was assumed to be synonomous with reason, and the most significant human experience was thought to be in