Sentence examples for features of representation from inspiring English sources

Students must learn how to use representations to construct meaning through interpretations of underlying ideas rather than rely primarily on the surface features of representation to derive meaning (Chi et al. 1981).

This foundational portion of the Elementary Philosophy thus purports to provide a thorough and complete analysis of the necessary features of representation qua representation, an analysis that claims to show "that space, time, the twelve categories, and the three forms of the ideas are originally nothing but properties of mere representations" (Fundament, pp. 72 73).

In doing so, learners move from the surface features of representations to the deeper conceptual structures and principles.

To determine the specific features of representations of cholesterol and hypercholesterolemia according to the educational level (EL) and gender among hypercholesterolemic (HC) subjects.

In particular, they represent possibilities without resembling possibilities, but instead in virtue of structural features of the representation.

Instead, the teacher and student reinterpreted structural features of the representation in ways to support their pre-existing non-normative interpretations.

Understanding the outcome of the self-organization of grid cells in three dimensions can be thus approached bottom-up, starting from basic features of the representation and then following the learning process up towards their combination into overarching structures.

Rather it deals with inferences whose validity can be traced back to the formal features of the representations that are involved in that inference, be they linguistic, mental, or other representations.

Two types of features, the Product Feature (PF) and Operation Feature (OF), for life cycle representation are proposed first.

First of all, in §§18 20 Kant makes significant assumptions about features of our representations of objects that exceed anything that he has argued for in §17 or earlier.

As such, we expected that teachers' gestures might also foster students' learning to encode key features of those representations.