Sentence examples for generality and specificity from inspiring English sources

The results show an interplay between generality and specificity in aesthetic word usage.

Aquinas is regrettably inexplicit about how the first practical principles yield moral principles, precepts or rules that have the combined generality and specificity of the precepts found in the portion of the biblical Decalogue (Exod. 20.1 17; Deut. 5.6 21) traditionally called moral (the last seven precepts, e.g. parents should be reverenced, murder is wrong, adultery is wrong, etc).

The level of granularity chosen for the attributes is to be taken in consideration to achieve a compromise between generality and specificity of the concepts.

We used entropy as an indicator for measuring generality and specificity of a candidate gene with respect to the different studies.

Interested readers are referred to [ 25, 26] for a more detailed discussion on the topic of addressing content generality and specificity of PRO items.

Generally, worded summary items were rated as more important in both countries than the more specifically worded items (see Atkinson MJ et al 2004[ 16] for a discussion of item content based on a continuum between Generality and Specificity of item content).

Despite the tension between domain generality and domain specificity in giftedness, Innamorato (1998) stresses the need for flexibility, inclusivity, and utility of holistic elements in an identification scheme for the science gifted.

It is shown that this problem plays a primordial role in enhancing the performance and the interpretability of the designed FRBCSs and helps striking a better balance between the generality and the specificity of the desired fuzzy rule bases for fuzzy classification problems.

Especially it is of great significance to examine the generality and the specificity of the observed priming effects, in terms of stimulant and cell types.

In the present study, we developed and investigated an integrative model that yields new insights concerning the generality and school-subject-specificity of affective-motivational constructs.

That encourages exactly what live performance does not: reticence and generality rather than the vividness and specificity of a performance.