Conceptual Transfer Research Articles

The Development of a Conceptual Framework for Knowledge Sharing in Agile IT Projects

Organizations must adapt their resources to meet the challenges associated with changes in the work environment in order to remain competitive in the information era. Several research findings identify knowledge sharing as a means for an organization to improve its competitiveness. Knowledge sharing can be defined in a variety of ways, but it essentially refers to the exchange of knowledge from an information giver to an information receiver. This is a purposeful activity that adds value to the client organization, particularly in IT system that employs Agile methodology. For the scope of this paper, we are going to consider only Agile knowledge transfer in IT projects that occurs in two angles: business knowledge transfers from client to consultant; and IT technical knowledge transfers from consultant to client. However, when interdisciplinary teams are involved in Agile IT projects, the knowledge transfer mentioned before remains inefficient once the knowledge loss persists throughout the project life cycle. The conversion of conceptual knowledge, which only exists in the brains and minds of individuals, into explicit knowledge is essential for organizations to gain and maintain competitive advantages over its competitor. This study proposes an alternative conceptual framework to address conceptual knowledge transfer in IT projects that use Agile methodology.

Exploring motion event construal: How much attention do speakers of different languages and cultures pay to context?

Cross-cultural psychology research has consistently shown that East Asians tend to display a holistic attentional bias and attend to the background context while Westerners show a tendency to attend to focal objects in relative isolation from their context. The present study sought to expand ongoing research on motion event construal by investigating how speakers of different languages and cultures (i.e., functionally monolingual speakers of English and Korean, and Korean-speaking learners of English) construe and describe motion events in relation to focal versus peripheral information. Our results demonstrated that American English monolinguals and Korean monolinguals differed in the amount of attention they give to focal versus peripheral information in their descriptions of motion events embedded in a story. Furthermore, Korean-speaking learners of English adhered to the Korean thinking style when describing events in English. Such findings appear to show that the scope of conceptual transfer extends beyond the encoding of manner, path, ongoingness, and endpoint reference to other types of motion event construal.

Teaching and Learning Multiple Varieties of a Foreign Language for Sustainable Multilingual Education

In multilingual education for sustainable personal development, compared with that of multiple languages, the teaching and learning of multiple varieties of a language has been underexplored as a special and important form of multilingualism. In this article, we examine the linguistic, psychological, and social characteristics of multiple variety learning, as compared with multiple language learning. Linguistically, acquisition of language varieties is a process of assimilating variants from a new variety into an earlier variety, which serves as a prototype system. Such assimilation is a psychological project of form-meaning interface development, which may follow the patterns of structural multiplication, conceptual involution, conceptual evolution, or/and conceptual transfer. When multiple language varieties are actually used in social contexts, multilingual individuals’ selected language practices may be supported by their combined linguistic resources from multiple varieties rather than depend on a single variety despite its dominance in a given situation. These characteristics carry pedagogical implications for sustainable multilingual education, particularly for the teaching and learning of foreign languages that have multiple varieties.

Introduction: How to Conceive Global Function Systems?

Abstract The introduction summarizes the analytical perspectives used and the conceptual structures introduced in the essays of this volume. On the basis of the results of this synthesis it proposes four directions for further research: 1. The identification of beginnings of functional differentiation in premodern societies in different world regions. 2. The analysis of conceptual transfers and of the contours of global categories that connect the regions of an emerging world society. 3. The historical-analytical tracing of the differentiation histories of the individual function systems. How do they expand on the basis of the symbol complexes of which they consist? 4. The study of the complexity of a functionally differentiated world society: The multiplicity of function systems, the intensification of interactions among them, the global problems behind the rise of new function systems, the varieties within function systems and the variant structural couplings between them.

Product innovation concept generation based on deep learning and Kansei engineering

Industrial designers often present their initial concepts as design sketches. Rapid creation of new product conceptual images that meet users’ affective preferences remains challenging in real design environments. However, few published works in affective design directly assist industrial designers in creating product conceptual images. Thus, we propose a product concept generation approach framework based on deep learning and Kansei engineering (PCGA-DLKE) to assist industrial designers. Our work focuses on dataset collection, pre-processing, affective preferences recognition, conceptual image generation model and product style transfer networks. To mark users’ affective preferences, we established an affective recognition model by Kansei engineering and deep convolutional neural networks. To address the product conceptual image generation problem, we proposed a product design GAN model (PD-GAN), generating product conceptual images with affective preferences. An improved fast neural style transfer network was successfully trained to meet users’ style preferences. This study aims to assist industrial designers in finding innovative concepts with affective preference. The Kansei evaluation shows that the innovation of the new product concept has been enhanced, indicating that the approach can better assist industrial designers in creating designs that meet users’ emotional needs. Hand drill design and bicycle helmet design are taken as a case study.

Diagnosing covid-19 using image processing and machine learning

Image Processing has been a fond field for giving elaborated visual data to process the image data to simplify it for human for illustration for machine concept. With image processing you can have better solution for digital images. Training a machine to do something by providing it with certain training data is known as machine learning which may include here image processing. Machine learning have architectures, loss function, models and many other approaches that is used to determine and provide better image processing It is usually applied for image enhancement, restoration and morphing (inserting one’s style of painting on an image). The objective is to provide a conceptual transfer learning framework by using image classification with the help of learning models, to support the detection of COVID-19 imaging modalities included CT scan and X-Ray. We will be going to make a custom Dataset and the Data Loader in the PyTorch. Then will train a ResNet-18 model for Image Classification performance. In end we will create a Convolutional Neural Networks and then we will be able to train it to analyze Chest X-Ray scans with honestly high accuracy. We will train the model using the ResNet-18 till the accuracy will be 0.95 or 95% in condition till then will stop the training where performance satisfied. So finally we given the 6 images and created a model and took 6 images from test set and put it in the training model and do the prediction and set the accuracy to the limit. Until the accuracy is not fulfilled the training will happen in the work. © 2021 Karadeniz Technical University. All rights reserved.

Students’ apologizing in Arabic and English: An interlanguage pragmatic case study at an Islamic boarding school in Indonesia

It is hard to select and produce appropriate semantic formulas of apologizing for paying off violation of social norms to restore harmony. It seems that it is even harder to realize such processes of selection and production in a non-native language. The study is of three folds; namely, it examines the realization of the apology strategies by students of a senior Boarding School in Arabic and English as a non-native language, the effects on the contextual factors (external vs. internal) on the students’ apologizing, and the pragmatic transfer. The participants were 101 male and 101 female students, recruited to fill in a Discourse Completion Task (DCT), which consisted of eight situations about the flouting of the politeness rules in the context of the Islamic boarding school, by drawing upon the five semantic formulas of apologizing from Blum-Kulka and Olshtain (1983) of Cross-Cultural Study of Speech Act Realization Patterns (CCSARP) for analyzing the data. The findings show that the students used identical semantic formulas in both languages. They prefer to use the “expression of regret” and “promise for forbearance” strategies. The findings also reveal that the internal and external factors affected the students’ selection and production of the apology strategies in both languages. In addition, the students’ pragmatic transfer occurred in linguistic areas, namely overgeneralization, inappropriateness, grammatical contrast, and conceptual transfer from L1 to L2, which are categorized into two types, namely, micro-negative transfer and macro-negative transfer. To conclude, these results indicate the students’ on-record-negative politeness attitudes towards the offended parties, which are determined by the contextual factors and the students’ lack of grammatical competence.

The Origins of 'Raza:' Racializing Difference in Early Spanish

The concept and terminology associated with the Spanish raza developed as a culturally and linguistically situated metaphor during the medieval period and first decades of the early modern period. The early biologization of raza appears after a first conceptual transfer from the textile field reinforced through semantic overlapping transfers from gemology and metallurgy lexicons. A second push toward this biologization came from an administrative language that leveraged existing though unsystematized vocabulary of (marked) selective reproduction. These developments played a key role in the early racialization of difference.

A Cognitive Grammar Perspective on Temporal Conceptualization in SLA

Abstract This article shows how cognitive grammar and cognitive linguistics theory offer a fruitful paradigm within which the process of second language acquisition can be examined. The aim is to describe and examine the benefit of using notions developed within the CG and CL frameworks to the study of crosslinguistic influence, especially conceptual transfer, in multilinguals. In recent years, the growth of empirical research concerning the contribution of cognitive-inspired theories to the study of second language acquisition and multilingualism has grown extensively. This article illustrates the possible contribution of CL to SLA by focusing on one particular line of inquiry: that of construal. Specifically, it examines how the notions developed within cognitive grammar theory can be useful tools for the analysis and comparison of conceptualization patterns of events, thus giving rise to transfer effects stemming from the way a person construes and conceptualizes events. The starting hypothesis is that conceptual transfer effects in the use of the target grammar, in this case the transfer effects in the TIME domain, may originate from the conceptualization patterns that the multilingual has acquired as a speaker of another L1. Previous transfer research has obtained evidence to suggest that patterns of L1 conceptualizations may be transferred into learners’ L2 through patterns that are similar to their L1. The utilization of central tools within cognitive grammar in order to unmask conceptual differences represents an important contribution to the state of the art of crosslinguistic influence research.

Crosslinguistic influence on English and Chinese L2 speakers’ conceptualization of event series

Aims and objectives/purpose/research question: The expression of event series varies across languages in intriguing ways. One key difference is that in some linguistic systems, such as Chinese, events can be tightly sequenced using serial verb constructions (SVCs), for example, qù kāi mén ‘go open door’. Linguistic systems with this property are known as serializing, and those without it, such as English, as non-serializing. This paper explores whether second language (L2) learners with a serializing first language (L1) conceptually transfer tight L1-based event serialization patterns into their non-serializing L2, and, if L2 learners with a non-serializing L1 acquire tight SVC-modulated event serialization in the L2. Design/methodology/approach: To investigate this, a task was created to estimate temporal distances between events on a time axis. Participants were asked to circle two numbers on the axis (0 = far past, 9 = far future) based on their understanding of when two events expressed by two verbs in each stimulus sentence happen. Data and analysis: Results showed that Chinese learners of English estimated significantly shorter temporal distances between multiple events in English SVC-like sentences compared to English natives. Tighter temporal sequencing in L2 English is interpreted as L1-based conceptual transfer of event serialization patterns. In the opposite direction, English learners of Chinese marked events in Chinese SVCs as significantly further apart than did Chinese natives, also showing that their event serialization is L1-based. Originality: This study demonstrates for the first time crosslinguistic influence on the conceptual level in the domain of event serialization. Significance/implications: The reported findings inform L2 acquisition research by providing empirical support for the idea that L1-based event serialization patterns influence how L2 learners conceptualize event distances, and this holds in both directions, from a serializing to a non-serializing language as well as vice versa.

French teacher perceptions of student learning about force: a preliminary study

ABSTRACT Background Many researchers have investigated student reasoning in Newtonian mechanics. In 1979 Viennot revealed that most students associate the concept of force with the velocity or acceleration of a motion. Forty years later, student understandings remain a major challenge for teachers. The implications of this challenge are still unclear, however, including the effect on the instructions given by teachers. Purpose This paper investigated the perceptions that French teachers of science, technology and engineering have of core student misconceptions about, and learning difficulties with, the subject of force, and the extent to which these are dependent on a teacher’s subject knowledge, and how they affect grade levels. Sample One hundred teachers in the Académie d'Aix-Marseille, an educational organisation in the southeast France, were questioned randomly about their views on student learning issues of force. Design and method Teacher views were collected using an exploratory study based on an online questionnaire which included Likert-based and closed questions. The data was analysed using nonparametric tests. Results The analysis revealed four major outcomes: (1) main perceptions of misconceptions related to student ‘impetus force’ and ‘force linked to an object weight’, (2) key learning difficulties included ‘knowledge transfer’ and ‘knowledge construction’, (3) teachers believed that the Aristotelian view was still a common barrier to learning Newtonian mechanics, and (4) differences in perceptions were due, essentially, to the teachers’ subject domain and not to the grades they taught. The only statistically significant difference in perceptions between teachers was linked to the idea of impetus force, with this corresponding to discipline philosophy. Conclusion This paper provides baseline evidence about teacher perceptions of student learning about force, which suggests that more systemic teaching approaches are crucial to foster student conceptual understanding, transfer and knowledge construction. Some implications for teachers and curriculum developers are discussed.

L3 French Conceptual Transfer in the Acquisition of L2 English Motion Events among Native Chinese Speakers

L3 French Conceptual Transfer in the Acquisition of L2 English Motion Events among Native Chinese Speakers

Conceptual transfer and lexical development in adjectives of space: Evidence from judgments, reaction times, and eye tracking

AbstractThis study investigated conceptual transfer and lexical development for spatial adjectives using participant judgments, reaction times, and eye-tracking measures. The study focused on the Japanese adjectivesemaiand its partially equivalent English translationnarrow. The study presented participants with images depicting two rooms with slight differences in height and width and asked them to identify which room was narrower. The only variation was the language in which the instructions were given: native language (L1) instructions for two L1 control groups, second language (L2) instructions for the experimental group (L1 Japanese speakers of L2 English). The results showed fundamental differences in processing between the control groups in respect to the judgments and reaction times, but not for the eye-tracking measures. Furthermore, the experimental group’s behavior indicated a conceptual understanding ofnarrowthat was in line with developments in proficiency, but also limited to the judgment and reaction time measures. Based on these findings, we conclude that (a) conceptual transfer affects processing on receptive language tasks, and (b) L2 conceptual representations come to resemble those of native speakers as learners develop their lexical knowledge. However, we also suggest that (c) although conceptualizations likely affect cognitive functions, our eye-tracking data were too crude to capture this.

Applying Non-Linguistic Frameworks for Investigating the Language Transfer

The taxonomy of transfer is defined with the distinction between linguistic transfer and conceptual transfer. The linguistic transfer is primarily related to linguistic forms and structures of mother tongue and target language, while the conceptual transfer is analyzed in relation to the mental concepts that underlie those non-linguistic forms and structures. This study is based on the premise that nonlinguistic factors concerning language transfer act as both barriers and facilitators to support psychological, biological, and social effects on an individual’s ability to learn a target language. This study attempts to synthesize the theory from the previous studies to give an overview of L1 transfer phases for conducting L1 transfer research, basing on a qualitative method. From these theoretical backgrounds, the author supposes the non-linguistic conceptual frameworks on cross-linguistic influence (CLI) for such kind of research. Eight domains were synchronized and reported in this study as poles of CLI factors: objects, emotion, personhood, gender, number, time, space and motion These frameworks briefly demonstrate how various facets are affecting the way in which L1 transfer affects the functional and structural uses of L2 learners and vice versus.

Cross-linguistic Influence of Conceptual Fluency in the L2: A Case Study for English and Hungarian

The goal of this paper is to investigate whether native language (L1) metaphorical fluency and competence (Danesi 1992; 2016) have a detectable influence on the processing of idiomatic expressions in a foreign language (L2). The initial hypothesis is that conceptual transfer is manifest at all levels of L2 figurative language processing, but its degree may vary in function of learners’ language proficiency, task and input type (Hall 2002; Dijkstra 2007). Based on earlier research in psycholinguistics and applied cognitive linguistics, preliminary research was conducted to reveal the extent to which L1 (Hungarian) metaphorical fluency influences the judgement of L2 (English) idioms at both the semantic and the conceptual level. The participants of the research were second-year teacher trainees studying at the University of Szeged (n=38). They were given a questionnaire in which they had to choose the L2 idiom that fits best each example sentence. Out of the four options they were provided, one was the correct L2 idiom and another one was the mirror translation of the corresponding L1 idiom. The example sentences were constructed in a way that they evoked the cultural setting of the target language. Following Grosjean’s idea of “language modes” (2008) it was assumed that such contextualization can potentially trigger the stronger activation of the L2, thereby minimizing the effect of the L1. Results suggest that conceptual transfer is detectable already at the level of recognition, along with other related factors, such as cross-linguistic lexical interference.

The Role of Intertheoretical Connections in the System of Sciences (by the Example of Applying the Information Approach to the Theory of Evolution)

Introduction. The process of intertheoretical adaptation of the conceptual apparatus is considered on the example of transferring the terminology of information theory and thermodynamics to the field of evolution theory. The author analyzes the grounds for such adaptation, its validity and epistemological justification. Methodology and sources. Methodologically, the work is based on a logical analysis of primary sources and research literature, as well as on the application of philosophical reflection. Results and discussion. The paper shows that conceptual transfer is a type of heuristic that allows one to advance in understanding problems that are not initially solvable within a separate discipline. Reformulation of scientific problems in another language allows us to explain the features of a number of phenomena and better understand their mechanisms. The conceptual transference in the course of intertheoretic adaptation is not complete: some concepts do not find a direct analogy, others change their original meaning and have a limited scope. The disadvantage of conceptual adaptation is the insufficient validity of its foundations, since it is often based on informal methods of scientific knowledge, such as analogy, modeling, etc. Conclusion. In the case of stagnation of a mature scientific theory, conceptual can pose new problems and give new methodological approaches, which serves as a new incentive for the development of the established theory

Carl Schmitt and the evolution of Chinese constitutional theory: Conceptual transfer and the unexpected paths of legal globalisation

Abstract:The intense reception of Carl Schmitt’s writings among Chinese constitutional theorists is one of the more striking phenomena within the globalisation of constitutional thought in recent decades. This article approaches it from two angles. First, the reception of Schmitt and the subsequent debates about his oeuvre and persona are interpreted as performative practices in which Schmitt soon emerged as both the bête noire of a liberal-leaning constitutional scholarship and an object of romantic projection for avant-garde theoretical endeavours. Engagement with Schmitt thus crucially contributed to the emergence of both a neo-conservative and a critical-liberal sensibility among Chinese legal scholars. Second, with the rise of what is known in China as Political Constitutionalism in the mid-2000s, Schmitt also began to exert a more substantive terminological and conceptual influence on Chinese constitutional theory more generally, leaving his imprint on some of its fundamental theoretical binaries. Looking at the Chinese debate on Schmitt, therefore, not only grants us a unique glimpse into how constitutional debates are structured and evolving in contemporary China, it also demonstrates the often-unexpected trajectories of conceptual migration in the global age.

Sustainability and Resource Equilibrium Evaluation of a Tourism Traffic Network Based on a Tourism Traffic Matching Curve

The accompanying increased traffic due to the rapid development of tourism at present calls for the better sustainability and equilibrium of tourism and traffic resources in the future. In recent decades, considerable attention has been paid to highway network planning, while studies focusing on sustainable tourism traffic networks, especially evaluation methods of limited tourism and traffic resources, have proven less successful. Through conceptual transfer, we proposed the tourism traffic matching curve, which not only simplifies the method of sustainability and equilibrium evaluation, but also ensures that the results are more direct and effective. In the upper layer, we analyzed the main factors of tourism traffic network development, which contributed to a comprehensive benefit-oriented multi-objective model of tourism traffic network in MATLAB. In this model, the long-neglected tourism economy radiation effect was considered, and a genetic algorithm was introduced in the solution. In the lower layer, the characteristics of the tourism traffic matching curve and the two crucial equilibrium indexes, the Tourism Traffic Uniformity Coefficient (TLCU) and Curvature Coefficient (TLCC), were provided. With instances from Guangdong Province, the proposed system was proven to be more efficient and concise than other systems, which identified the need for future research on establishing effective criteria and a theoretical analysis method for dynamic adjustment.

From simulations to real: Investigating young students’ learning and transfer from simulations to real tasks

AbstractResearch has explored the use of simulations for education and training, and attention is turning to how they might support learning in school subjects such as mathematics and science. However, existing studies have mostly concentrated on older students, and if simulations help build knowledge useful for solving problems within the simulation, rather than possible transfer beyond the simulation. This paper reports on a study investigating 5 year olds' learning transfer from simulations introducing simple circuit procedures and concepts, to equipment‐based tasks. The study explored for evidence of learning transfer, using an analytical framework that aligned transfer strategy indicators with cognitive process dimensions, to identify transfer events and understand the thinking skills students applied during them. Findings supported the learning value of simulations, indicating young students transferred procedural knowledge to the equipment tasks, with some also demonstrating basic conceptual transfer. They also suggested transfer tasks can provide opportunities to exercise higher order thinking, through activating processes including reflection, evaluation, analysis and abstraction. Such capabilities are highly valued, and central to school achievement and development of learner independence and self‐direction. Practitioner NotesWhat is already known about this topic Simulations can develop knowledge useful for solving problems within the simulation. Simulations can be effective for learning mathematics and science procedures. Between‐simulation transfer engages higher order processing. What this paper adds Evidence of young students' procedural learning transfer, from simulations to real tasks. Some evidence of young students' naïve conceptual transfer, from simulations to real tasks. Evidence of the value of transfer tasks for higher order thinking development. Implications for practice and/or policy Transfer tasks provide opportunities for young students to exercise higher order thinking and problem solving. Teachers should consider transfer tasks for extending procedural learning to real tasks. Teachers are important for scaffolding young students' concept formation during transfer tasks, to ensure accurate knowledge development. Simulations can be effective for developing transferrable procedural knowledge, but conceptual transfer should not be assumed.

Materials physics and spin glasses**This paper is dedicated to Giorgio Parisi in celebration of his 70th birthday, in appreciation of his enormously innovative and influential contributions to science and its leadership and in gratitude for his friendship.

Comparisons and analogies are drawn between materials ferroic glasses and conventional spin glasses, in terms of both experiment and theoretical modelling, with inter-system conceptual transfers leading to suggestions of further issues to investigate.