Sentence examples for abstract knowledge of from inspiring English sources

The world that produced Gary England had much practical experience with, but little abstract knowledge of, extreme weather.

One can accept the abstract knowledge of it, but pain arises when one learns the steamy details, when one gets pictures of what they were doing.

This relationship is based on the existential and material need of the other person rather than on one's abstract knowledge of him.

But works of art also enliven our abstract knowledge of moral precepts and make them effective on our action, so aesthetic experience is also of indirect moral value.

Since this re-allocation was basically confined to the processing of those responses that could be predicted by the hidden regularity of the NRT, neural representations of higher-order abstract knowledge of the task appear to be spatially reorganized.

Given the importance of abstract knowledge for both education and general learning, we now consider how a grounded system supports knowledge of abstract concepts.

As in the Ricardian model, this opportunity cost can be expressed in terms of effort requirements: begin{aligned} OC_{B,C}^{i}=left( frac{e_{B}}{e_{C}}right) _{i}equiv left( frac{a_{C}}{a_{B}}right) _{i} end{aligned} (1 where (OC_{B,C}^{i}) denotes the opportunity cost of abstract knowledge in terms of contextualised knowledge for student i.

The opportunity cost (OC) of student i to produce one additional unit of abstract knowledge represents the amount of contextualised knowledge that must be foregone.

We thus define (e_{B}^{i}) and (e_{C}^{i}) as the two levels of effort for student i to produce, respectively, one unit of abstract knowledge and one unit of contextualised knowledge.

This essay has examined the main branches in the development of geometry until the early years of the 20th century under the headings of theoretical or abstract knowledge, empirical and other analyses of the intelligibility of such knowledge, and the deductive character of that knowledge.

In the optimised approach, before launching the game, Teacher C reinforced the abstract knowledge scaffolding part of VISOLE via a "flipped learning" strategy (Bergmann & Sams, 2014) which has been observed to be effective on low academic achievers in some recent studies (e.g., Baepler et al. 2014; Sahin et al. 2015; Zummo & Brown, 2016).