To investigate drawing development, kindergarten (N = 213; age range 2;0–3;9and Grade 1 (N = 183; age range 6;11–8;9) children performed Moore’s (1986) colouring task. It was found that young children’s drawings of a cube represent generalizations rather than particular models. An intermediate stage of differentiation between scribbles and representational drawings, closed forms, was identified...

A shift from a metaphysical framework of substance to one of process enables an integrated account of the emergence of normative phenomena. I show how substance assumptions block genuine ontological emergence, especially the emergence of normativity, and how a process framework permits a thermodynamic-based account of normative emergence. The focus is on two foundational forms of normativity, t...

Conceptual Programming is a term meant to convey a similar idea to that of Logic Programming, but at a higher level of representation. Programming with concepts, as presented here, has all the advantages that many knowledge representation schemes have in dealing with declarative knowledge i.e. explicitness, naturalness, expressibility, and transparency. It also gives procedural knowledge these ...

Focusing is a general technique for transforming a sequent proof system into one with a syntactic separation of non-deterministic choices without sacrificing completeness. This not only improves proof search, but also has the representational benefit of distilling sequent proofs into synthetic normal forms. We show how to apply the focusing technique to nested sequent calculi, a generalization ...

Prior research has identified the importance of embodied action in establishing representational infrastructure during disruptions in interdisciplinary work. This study expands on such research by examining meetings of interdisciplinary museum design teams—including educators, designers, researchers, and museum professionals. In these meetings, the museum space (exhibition room) emerges as a bo...

Designers interact with the world not as actors following preconceived plans but related to the situations encountered. Learning the situatedness of design knowledge is as important as learning design knowledge. Knowledge can be represented in many ways. Multiple representations combine the advantages of different representational forms within one system. Situated agent-based learning discovers...

According to a standard representationalist view cognitive capacities depend on internal content-carrying states. Recent alternatives to this view have been met with the reaction that they have, at best, limited scope, because a large range of cognitive phenomena —those involving absent and abstract features— require representational explanations. Here we challenge the idea that the considerati...

It is claimed that the current representations used for probability theory provides a poor codification of that knowledge. The limitations of the representations and how they encode the knowledge causes conceptual difficulties and makes problem solving difficult. Probability Space diagrams constitute a new representational system that provides a simpler and more coherent codification of probabi...

To navigate a world filled with private property, children must be able to assign ownership information to objects and update that information when appropriate. In this chapter, the authors propose that children include ownership as an attribute of their object representations. Children can learn about ownership attributes either by witnessing owners acting on their property, a visual source, o...

The current research explores the role of lexical representations and processing in the recognition of phonological variants. Two alternative approaches for variant recognition are considered: a representational approach that posits frequency-graded lexical representations for variant forms and inferential processes that mediate between the spoken variant and the lexical representation. In a le...