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Bridging theorem proving and mathematical knowledge retrieval
 In Festschrift in Honour of Jörg Siekmann, LNAI
, 2004
"... Abstract. Accessing knowledge of a single knowledge source with different client applications often requires the help of mediator systems as middleware components. In the domain of theorem proving large efforts have been made to formalize knowledge for mathematics and verification issues, and to str ..."
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Cited by 9 (5 self)
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Abstract. Accessing knowledge of a single knowledge source with different client applications often requires the help of mediator systems as middleware components. In the domain of theorem proving large efforts have been made to formalize knowledge for mathematics and verification issues
Mathematical Control Theory: Deterministic Finite Dimensional Systems
 of Texts in Applied Mathematics
, 1990
"... The title of this book gives a very good description of its contents and style, although I might have added “Introduction to ” at the beginning. The style is mathematical: precise, clear statements (i.e., theorems) are asserted, then carefully proved. The book covers many of the key topics in contro ..."
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Cited by 485 (122 self)
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The title of this book gives a very good description of its contents and style, although I might have added “Introduction to ” at the beginning. The style is mathematical: precise, clear statements (i.e., theorems) are asserted, then carefully proved. The book covers many of the key topics
A solution to Plato’s problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge
 PSYCHOLOGICAL REVIEW
, 1997
"... How do people know as much as they do with as little information as they get? The problem takes many forms; learning vocabulary from text is an especially dramatic and convenient case for research. A new general theory of acquired similarity and knowledge representation, latent semantic analysis (LS ..."
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Cited by 1772 (10 self)
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rate to schoolchildren. LSA uses no prior linguistic or perceptual similarity knowledge; it is based solely on a general mathematical learning method that achieves powerful inductive effects by extracting the right number of dimensions (e.g., 300) to represent objects and contexts. Relations to other
Those who understand: Knowledge growth in teaching. Educational Researcher
, 1986
"... "He who can, does. He who cannot, teaches. “ 1 don't know in what fit of pique George Bernard Shaw wrote that infamous aphorism, words that have plagued members of the teaching profession for nearly a century. They are found in "Maxims for Revolutionists, " an appendix to his pl ..."
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Cited by 1272 (1 self)
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's Examinations We begin our inquiry into conceptions of teacher knowledge with the tests for teachers that were used in this country during the last century This paper was a Presidential Address at the 1985 annual meeting of
The DLV System for Knowledge Representation and Reasoning
 ACM Transactions on Computational Logic
, 2002
"... Disjunctive Logic Programming (DLP) is an advanced formalism for knowledge representation and reasoning, which is very expressive in a precise mathematical sense: it allows to express every property of finite structures that is decidable in the complexity class ΣP 2 (NPNP). Thus, under widely believ ..."
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Cited by 455 (100 self)
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Disjunctive Logic Programming (DLP) is an advanced formalism for knowledge representation and reasoning, which is very expressive in a precise mathematical sense: it allows to express every property of finite structures that is decidable in the complexity class ΣP 2 (NPNP). Thus, under widely
Parameterized Complexity
, 1998
"... the rapidly developing systematic connections between FPT and useful heuristic algorithms  a new and exciting bridge between the theory of computing and computing in practice. The organizers of the seminar strongly believe that knowledge of parameterized complexity techniques and results belongs ..."
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Cited by 1218 (75 self)
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the rapidly developing systematic connections between FPT and useful heuristic algorithms  a new and exciting bridge between the theory of computing and computing in practice. The organizers of the seminar strongly believe that knowledge of parameterized complexity techniques and results belongs
Graphical models, exponential families, and variational inference
, 2008
"... The formalism of probabilistic graphical models provides a unifying framework for capturing complex dependencies among random variables, and building largescale multivariate statistical models. Graphical models have become a focus of research in many statistical, computational and mathematical fiel ..."
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Cited by 800 (26 self)
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The formalism of probabilistic graphical models provides a unifying framework for capturing complex dependencies among random variables, and building largescale multivariate statistical models. Graphical models have become a focus of research in many statistical, computational and mathematical
Convex Analysis
, 1970
"... In this book we aim to present, in a unified framework, a broad spectrum of mathematical theory that has grown in connection with the study of problems of optimization, equilibrium, control, and stability of linear and nonlinear systems. The title Variational Analysis reflects this breadth. For a lo ..."
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Cited by 5350 (67 self)
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In this book we aim to present, in a unified framework, a broad spectrum of mathematical theory that has grown in connection with the study of problems of optimization, equilibrium, control, and stability of linear and nonlinear systems. The title Variational Analysis reflects this breadth. For a
Transfer of Cognitive Skill
, 1989
"... A framework for skill acquisition is proposed that includes two major stages in the development of a cognitive skill: a declarative stage in which facts about the skill domain are interpreted and a procedural stage in which the domain knowledge is directly embodied in procedures for performing the s ..."
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Cited by 869 (21 self)
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A framework for skill acquisition is proposed that includes two major stages in the development of a cognitive skill: a declarative stage in which facts about the skill domain are interpreted and a procedural stage in which the domain knowledge is directly embodied in procedures for performing
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