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Of all publications in the section: 2
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Article
Vladimir A. Fomichov, Fomichova O. S. Informatica. An International Journal of Computing and Informatics. 2014. Vol. 38. No. 1. P. 59-70.

The birth of this paper was motivated by the foundation in July 2013 of the Centre for the Study of Existential Risk (CSER) at the University of Cambridge (UK). The first aim of the paper is to attract the attention of the researchers and educators throughout the world to a poorly recognized kind of existential risk: it is the dangerous consequences of misusing the information and communication technologies by adolescents in the context of permanently increasing intelligent capabilities of computers and an easy access to Internet. The second, principal aim of this paper is to propose a constructive way out: it is earlier than usually socialization of children in order to inscribe a deep awareness of social responsibility into the conceptual picture of the child and adolescent and to enable him/her to analyse the consequences of the fulfilled actions. The proposed way out is elaborated under the framework of a new scientific discipline called cognitonics. This way is provided by the System of the Methods of Emotional-Imaginative Teaching (the EIT-system). The constructive core of this paper consists of two parts. The first part considerably expands the Level of Consciousness model proposed by P.D. Zelazo in 2004. It considers fours levels of the development of conscious control of thought, emotion, and action and covers the child’s age from one to four years. Our model is based on the EIT-system and introduces three additional levels, where the seventh level is called the level of enhanced awareness of social agreements and social responsibility. Our model covers the ages from five – six to 13 – 14 years. The second part of this paper’s constructive core presents a new look at the process of education when the values of the student act like a lighthouse for the teacher at the moment of presenting material and arranging the process of education, the process of acquiring knowledge.

Added: Nov 25, 2014
Article
Fomichov V. A. Informatica. An International Journal of Computing and Informatics. 2017. Vol. 41. No. 2. P. 221-232.

The first starting point of this paper is the broadly accepted idea of employing, as a promising methodology, an artificial semantic language-intermediary for the realization of automatic cross-lingual intelligent information access to natural language (NL) texts on the Web. The second one is the emergence in computational semantics during 2013-2016 of great interest in the semantic formalism (more exactly, notation) called Abstract Meaning Representation (AMR). This formalism was introduced in 2013 in an ACL publication by a group consisting of ten researchers from UK and USA. This paper shows that much broader prospects for creating semantic languages-intermediaries in comparison with AMR are opened by the theory of K-representations (TKR), developed by V. A. Fomichov. The basic mathematical model of TKR describes the regularities of NL structured meanings. The mathematical essence is that this model introduces a system consisting of ten partial operations on conceptual structures. Initial version of this model was published in 1996 in Informatica (Slovenia). The second version of the model (stated in a monograph released by Springer in 2010) defines a class of formal languages called SK-languages (standard knowledge languages). It is demonstrated that SK-languages allow us to simulate all expressive mechanisms of AMR. The advantages in comparison with AMR are, in particular, the possibilities to construct semantic representations of compound infinitive constructions (expressing goals, commitments, etc), of compound descriptions of notions and sets, and of complex discourses and knowledge pieces.

Added: Sep 4, 2017