The phrase "a conceptual background" is correct and usable in written English.
It can be used when discussing the theoretical framework or foundational ideas that inform a particular topic or subject matter.
Example: "Before diving into the specifics of the project, it's essential to establish a conceptual background to understand the underlying principles."
Alternatives: "theoretical framework" or "foundational context".
But mostly those efforts were for relational or object-oriented models [23], and can be considered as a conceptual background to solve advanced data management challenges [24].
First, we provide a conceptual background and an overview of prior research regarding gender composition and internationality of author teams and journal publication success.
For example, SNS practices in different countries must be analyzed against a conceptual background that recognizes and accommodates complex differences in moral norms and practices concerning, for example, privacy (Capurro 2005; Hongladarom 2007).
In addition to constructivism a postcolonial perspective provides the conceptual background for the paper.
A detailed description of the conceptual background, development, and testing of the SF-36 is available elsewhere [ 8, 11, 24].
Herein, we provide an extensive review of the conceptual background and current state of knowledge surrounding infectious disease impacts on wild salmon populations, and the potential interplay between two additional stressors, temperature, and predators, which may associate with salmon declines and influence or be influenced by infectious disease.
See [1] for a more detailed discussion of the conceptual background to the KPDAC model.
For example, Ishibashi and Okada (2006) argue that imitating examples can prompt imitators' understanding of examples and their conceptual background; imitation facilitates a creative performance by imitators.
The goal of the current article is therefore two-fold: (a) to provide readers with the conceptual background and terminology related to the use of GT and (b) to facilitate understanding of the range of issues that need to be considered in the design, implementation, and interpretation of generalizability and dependability studies.
Two versions of an instructional video were developed that presented a brief (about 5 min) lecture on the conceptual background of ANOVA.
Students in three classes watched a brief video in which the speaker explained the conceptual background of ANOVA while using gesture and students in three other classes saw a similar video with the same speech, but no gesture.
