The phrase "representational ability" is correct and usable in written English.
It is typically used when discussing a person's capability to understand and interact with something. For example, "Exploring the representational ability of humans through art is an interesting field of study."
The linear techniques have an advantage in that embedding can be performed by matrix multiplication; however, these techniques lack the representational ability of the nonlinear techniques [1, 5].
Upon differentiating contour interpolation from a higher-order contour representational ability ("contour abstraction") and upon accommodating seemingly inconsistent experimental results, it is argued that interpolation is modular to the extent that the initiating conditions for interpolation are strong.
Let us say, then, that, for any class of representational abilities C, a system S's possession of systematicity and stimulus-independence (of some non-zero degree) with respect to C defines a suppositional space for S with respect to C. This is to say that S can exercise any representational ability R in the class without R's being directly triggered by 'external' stimuli.
Further analysis revealed that the effects of V-SA were only reliable in young children, suggesting that older children develop additional representational abilities that are neither visuo-spatial nor verbal in nature.
Even if biosemantics cannot explain our ability to represent such novelties as televisions and space shuttles, it is plausible to think that more primitive representational abilities have been, as it were, seared into our brains: the ability to represent precipices, food, predators, and the like.
The purpose of the present study was to elucidate the auxiliary effects that the application of three-dimensional computer-aided design (3D-CAD) had on students' creative design, and the differences in the effects of 3D-CAD on students with different representational abilities (RAs).
These representational abilities could be built upon and exponentially improved as the student develops into a powerful visual communicator.
A system's possession of systematicity and stimulus-independence is bound by the representational abilities it possesses i.e.e
But a system in possession of a suppositional space with respect to some class of representational abilities is not yet capable of practical deliberation.
Roughly, a system possesses stimulus-independence to the degree that the exercise of its representational abilities is not under stimulus control.
In recent years, however, neurophysiological evidence has shown that the actions of others can be understood without exploiting these meta-representational abilities.
