Sentence examples for positive comprehension from inspiring English sources

Positive comprehension is motivated superficially by an attack on one of the elements of Russell's paradox (the negation): a positive set theory will be expected to support the axiom of extensionality (as usual) and the axiom of (generalized) positive comprehension: for any (generalized) positive formula φ, {x | φ} exists.

So for each weakly compact cardinal κ (including κ = ω) the approximants of level κ in the transfinite type theory just outlined make up a model of set theory with extensionality, generalized positive comprehension, and the closure property.

We mention that we are aware that positive comprehension with the additional generalization of positive formulas allowing one to include set abstracts {x | φ} (with φ generalized positive) in generalized positive formulas is consistent, but turns out not to be consistent with extensionality.

This policy has led to a "political measure to install positive interaction and comprehension among students from different cultures" (Kerzil, 2002), along with what was called then "classes of integration" for the children of immigrants.

The questionnaire was pre-tested among a group of 12 HIV-positive MSM for comprehension and completeness.

Taguchi et al. reported, among other things, a positive proficiency effect on comprehension accuracy, an effect of implicature type on comprehension accuracy (e.g., implicatures encoded through indirect refusals were the easiest to comprehend compared with implicatures conveyed through conventionalized linguistic forms and non-conventionalized utterances).

The children were using their reasoning skills to analyse films, and it had a positive effect on their comprehension of texts.

Study 1 showed that well-designed materials induced positive emotions and facilitated comprehension, though transfer performance was not affected by emotional design.

Generally, outreach programs that occur on university campuses have been shown to have positive effects on student comprehension and inquiry abilities (Bell et al. 2003; Kimbrough 1995).

The results indicated that implicitly raising the awareness of the EFL learners through instructional intervention in reading comprehension had positive impacts on their autonomy level.

A second and more plausible explanation is that proficiency has well-documented strong positive effects on pragmatic comprehension (e.g., Roever 2005, 2006, 2013; Taguchi 2005, 2008, 2009; Taguchi et al. 2013).