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Platform for the analysis of written texts in terms of conceptual graphs: study
case, Cybernetics of Cybernetics course
José Bermeo
Germán Bravo-Córdoba
Sebastián Contreras
Roberto Zarama
Universidad de Los Andes
Cra. 1 Este 19 A- 40
Bogotá - COLOMBIA
{j-bermeo, gbravo, seb-cont, rzarama}@uniandes.edu.co
ABSTRACT
The objective of this work is to observe and analyze the
conceptual-relation structures in texts written in Spanish, from
the perspective of second-order cybernetics. Texts are shaped
by the syntactic structure of the sentences they contain.
Conceptual-relationships emerge by transforming the text, using
a text analysis platform named PAST. The transformation is
guided by a set of established rules, permitting to observe a
system. PAST can be defined as a powerful operator to
transform texts written by the students in a Master’s Program
class. The platform is introduced as a tool enabling a graph
representation of relationships among the concepts in the text.
The internal procedure of the platform and the graph
construction concerns the linguistic analysis. Although the
resulting graphic representation does not follow a formal
definition, it reflects an iterative construction to define a
topology to create a semantic network. This network only
makes sense to the author of the text. In other words, the author
(observer), based on the cybernetics of the observing systems,
uses a tool that enables him to make a second-order observation
of a document that he/she has linearly written. The main
epistemological concepts mentioned throughout the
development of the proposal are discourse and distinction. The
contribution of this work is the application of a methodology
that conducts a recursive observation of both the direct and
indirect relationships established by the words the author puts
together in his/her written discourse. In the discussion of results
the next phases of this work are presented.
Keywords: Cybernetics, Observer, speech, distinction,
semantics, conceptual graph.
1. INTRODUCTION
The objective of a Cybernetics of Cybernetics course (CC) is
the questioning, reflection, and construction about the
observer’s observing: The interest is that students in the course
become able to see the process they follow when they do the
observations they do. Such actions are carried out from the
perspective of language, questioning the observer who observes
the systems, stating his/her own purpose. Regarding the
language, the actions of the Observer on first-order cybernetics,
ending in second-order cybernetics, are referred to as observer
of the observer [6]. The main question that defines the course’s
core: Who is observing me as an observer? To answer this
question, a methodology was designed, involving games and the
construction of a space allowing the interaction among the
members of a system (in this case, the CC course), and the
theory of graphs [7]. Games are the main pillar of the proposed
methodology and it is also the tool used to implement the
methodology. Games are understood as the action defining a
space where a “world” emerges, bounded by its interpretative
context and its own rules.
The CC course defines learning as the acquisition of different
concepts and their interconnections, which are corporally
absorbed. In the case of CC, the learning and absorbing
processes occur as a result of recurrent reading, writing essays,
and playing games. The subject of readings is the Observer,
his/her emotions and perspectives. In order to analyze the
construction of the game space for action and the relationships
generated by the methodology, the concept of social networks is
used: the design and organization of the players (CC course
students) is defined by a regular polyhedron.
During the qualitative revision of the students’ essays, the need
to create a text-analysis platform supporting this revision
process, while maintaining the author’s (student’s) style and
relationship among concepts intact. A first approach used an
automated tool to observe and measure structural changes,
based on the words and their frequency in the students’ essays
[16]. PAST presents then the students’ texts in word-
relationships through a graphic representation of the text. The
platform transforms the original text into a scheme discovering
the relationships among its words. With the word relationships,
a graph is depicted as a response file. Thus, we obtain a
structure reflecting the relations among the words (nodes),
based on linguistic dependencies and in the rules to structure the
links (edges). The elements and relations in the graph are
interpreted as the distinctive features the author uses to write a
text in every single opportunity. Besides of a a different
observation of the essay, this analysis also favors the course
objective by encouraging the linking of different concepts
learned during lectures.
The focus of this document is the text-analysis platform
(PAST). To accomplish this objective, some formalization
SYSTEMICS, CYBERNETICS AND INFORMATICS VOLUME 7 - NUMBER 1 - YEAR 2009 41ISSN: 1690-4524
principles are required: 1. the author (observer) do re-construct
his/her written discourse in three opportunities; 2. The platform
offers the possibility to build networks of interconnected words.
The platform is based on a linguistic context, and a set of rules
to identify and relate the networks of words; 3. Rules are
defined by the user (professor, analyst and student) and they
encourage the generation and extraction of personalized
structures. The grouping of such structures constitutes the words
network; 4. The suggested transformation to represent the
conceptual relations in texts implies the use of graphs as the
main data structures in the platform; 5. The main concepts
identified are interpreted as the distinctions the author uses in
the language of his/her text.
Once formalized these principles, the document is divided in
five sections: 1. the epistemological considerations framing the
work; 2. the description of PAST as the text analysis platform
for the CC course (PAST); 3. the application of PAST and the
issued results, including the rules for the analysis, application of
the graph and visualization; 4. Discussion of the results; and 5.
conclusions.
2. EPISTEMOLOGICAL CONSIDERATIONS
The written text in association with the discourse
According to Foucault, in spoken discourse "The production of
discourse is not alienated from the social system in which it is
produced” [12]. The CC course defines a social mechanism to
regulate the production of discourse and set the boundaries of
the space where it is produced. Von Bertalanffy states that the
relationship between the language and the vision of the world is
not a one-way relationship but a reciprocal one, according to his
words "the language structure seems to determine those
characteristics of reality to be abstracted and also how thinking
categories will be shaped. Thus, the perception of the world
determines and shapes the language" [8]. In an adaptation of
Bertanlanffy’s words, for the observer’s understanding, the
discourse (understood as language) expresses the shape of the
particular system, subject of the discourse. However, when our
discourse is written in the western way: “(…) our language is
presented as a causal vision of linear nature” [3]. In other
words, it seems that: “we accept the language as an instrument
that determines our thoughts and experiences” [2], but an
individual’s discourse inevitably reflects the interpretative
context of the author as an observer, within the framework of
relations of the observer’s social structure. In theory, grammar
does not prescribe what we do [10], yet it describes what we say
as individuals.
The exercise proposed in the CC class and the use of PAST
transcends its implications within individual and collective
discourse, which arise as entities during the development of the
exercise. The use of the associated objects and actions implies
the combination and relationships of several words, each
constituting a unique referent (node). Then, those referents are
combined and related to others throughout arcs; therefore, the
resulting idea is a recurrent interaction process in which
language acts as the social system operator, independently of the
meaning of words. Thus, the meaning of propositions “are
determined by its use” [10]: That is, the meaning the observer
gives them when using them.
The concept of Distinction applied to the text
Spencer- Brown considers that the starting point of all fields of
knowledge requires inventing and making distinctions: "a
universe is born when it is separated or alienated from a space
and we can draw the limits anywhere we please" [4]. Distinction
constitutes the observing act that defines the frontier dividing a
space into two sub-spaces, two completely separated continents.
We associate the concept of distinction with the concept of
‘reference’ presented in Ogden and Richard’s semantic triangle,
which consists in the association among the referent (object),
the symbol (in this case the word linked to the object) and the
reference between the referent and the symbol. According to the
authors, a direct relationship between the referent and the
symbol cannot be made without the act of making a reference.
In consequence, the described process involves the act of
drawing a distinction in the language [Ogden and Richards cited
in 13].
In addition, the relationship of the words evidences the
individual’s cognitive structure in the language, wherein the act
of drawing a distinction in the cognitive level, corresponds to
the individual’s concept associations in different levels of
abstraction: “For example, the concept “tree” is connected to the
more abstract –more general- concept “vegetable”; that is, a tree
is a particular case of a vegetable or both. Likewise, the abstract
concept “animal” is connected to the more concrete –more
specific- “mammal,” and this one to the even more concrete –
more specific- “mouse” concept” [17]. Furthermore, a
representation of concepts linked by symbols (words of the text)
in a non linear way (conceptual graphs), constitutes a cognitive
scheme of such abstractions.
Conceptual graphs reflect the distinctions made by each student
(observer) each time the submission of an essay is required. In
the nodes (unary referent) and arcs topology, distinctions only
represent the language associations made by the observer.
Therefore, the operations of individual distinction are shaped
between networks of observers.
Components of grammar mastering
A number of theories try to explain the grammatical formation
of communication through language; in this document, we will
refer to “generative grammar”, as proposed by Noam
Chomsky. This author states that humankind is homogeneous in
terms of linguistic expression, like it is in terms of biology, and
that the linguistics of each spoken language is nothing but a
combination of basic structures of communication mechanisms.
The only genuinely linguistic dominion is the grammatical one,
which has three components: a syntactic component, a semantic
component, and a phonologic component [15].
Syntax is primordial and it generates the structures
(grammatical sentences). Grammatical sentences are made up of
individual words and their connections; such distinctions are
named constitutive grammar and grammatical dependence
respectively. Syntax is built by a basis and a transformational
process. The basis is the set of writing rules that generates
structure (a group of writing rules that define grammatical
relationships and a lexicon that defines the terms and adds
semantic and grammatical information). Transformations are
the rules that will turn deep structures into superficial structures.
The semantic component defines the meaning of those
structures, that is to say, the network of words with semantic
SYSTEMICS, CYBERNETICS AND INFORMATICS VOLUME 7 - NUMBER 1 - YEAR 200942 ISSN: 1690-4524
relationships, and the phonologic component makes those
structures perceptible for interpretation [1]. A hierarchic
representation of these grammatical components establishes a
dependence hierarchy as follows: syntactic - semantic and
phonological component. An additional component,
morphologic, has been proposed by L. Boomfield [9].
3. PRESENTATION AND TRANSFORMATION
OF THE TEXT ANALYSIS PLATFORM FOR
THE CC COURSE (PAST)
PAST is the platform designed to analyze the essays written in
the Cybernetics of Cybernetics class 2007. A fraction of the
reconstruction of the observer’s experience when observing the
CC course is expressed by writing essays. The starting text
corresponds to the essays written in the course. Essays are
reviewed and returned to students in three different times (t)1.
This action requires two operators. The first operator is iterative
and it occurs when: “applying the same operation on the same
subject once and again until it is operationally closed and
becomes the subject’s own behavior or value” [2]. The second
operator, the recurrent one: "[...] shows a system incorporated
within another [...], each one with a unique identity, despite the
incorporation” [18].
Given the course objectives as the questioning, reflection and
construction of the observer’s observer, after the professor’s
revision and comments of each of the three essays, the analysis
platform will enable the student (observer) to find non-lineal
relations in his written discourse. The platform supports and
facilitates the evaluation of essays by the professor, and also
helps to attain the course’s objective by letting students observe
the individual and collective construction of the observer’s
observer they are.
The process associated to the text transformation
This process builds a sequence of structures representing the
text content in different ways, each one evidencing some of its
characteristics. In this section, the transformations obtained in
each phase of the process are globally explained:
0. The first step is to eliminate styles, figures, charts, indices,
references, etc., leading to a plain text file of the document
(1).
1. The first transformation creates a representation of the text
maintaining the relationships among words. This
transformation only includes linguistic structures existing
in the text. By using of a syntactic analyzer called Freeling,
a set of linguistic dependence trees are formed, one for
each sentence of the text. Each node in the tree contains a
word, its associated motto, and its morphologic category,
represented by eagle labels; the arcs represent syntactic
dependencies, of the “adjective-noun”, “verb-noun” type.
2. The second transformation seeks the full representation of
the text and not of its separated sentences, taking into
account the relationships existing among the dependence
trees. The transformation of these relationships is based on
a set of rules of morphologic composition and
1 Course experience suggests a third iteration as the ideal number of
repetitions of an essay. Additional iterations may occur, but it would
cost, in terms of time, an occasional extra revision.
transformation (R1), which generate a graph of
morphologic structures when applied to each tree.
3. The rules for morphologic composition and transformation
(R1) define how the relations of syntactic dependence,
hierarchical by nature, are transformed into a graph. These
rules define the topology of the graph through two
components: the first one is a syntactic dependence
structure, represented as a tree, and the second one is its
corresponding representation in a graph. The rules match
sub-trees in the dependence trees of each sentence of the
text, and every time a sub-tree occurs, the words and
relationships defined by the rules, are added to the
resulting graph.
4. At this point, it is possible to extract words and text
relations, in order to make a representation showing how
words are related as concepts in the text. For this purpose,
the analysis is focused on the nouns, making them the only
words that will not be repeated in the graph, as a result
rules application. Assuming that words frequency and the
way they relate to one another reflects what the author
wishes to convey, the nodes and the arcs in the graph are
weighted, based on the number of times the rules match the
text. The visualization of the resulting graph, based on the
weight of the nodes (code of colors) and the arches
(thickness), allows the analyst to identify as concepts the
nouns that are jointly related in many sentences, since they
are represented by nodes with a high weight and having a
big number of incident edges.
Thus, the nodes of the morphologic structures graph are the
words of the text that occurred in at least one rule of
composition. The directed arcs represent the syntactic
dependence relationships found in the text, according to the
transformations defined by the rules applied during the
analysis.
5. The purpose of the third transformation is to focus on the
relevance of the relationships among the concepts, making
a semantic analysis based on the syntactic structure of the
text’s sentences. The suggested process contemplates
frontier and relevance analysis of nodes in the graph. The
analyst defines two parameters, one for the distance and
one for the relevance of nouns. The graph is explored
correlating only the nouns, to an extent given by the
distance parameter, and filtered preserve only those nouns
that have a significant number of relations, defined by the
relevance parameter. The distance defines the number of
arches between two nouns in the graph; the number of
relationships a noun has, defines its relevance in the
discourse.
The final result of the distance analysis is a non-directed
graph of text’s conceptual proximity approach (4). The
nodes represent the concepts in the text. The nodes’ weights
correspond to their ordinal organization. The arcs represent
the relationship between two concepts and arcs weight
represents the structural distance between two concepts. The
following figure (1) shows the general scheme of the
process:
SYSTEMICS, CYBERNETICS AND INFORMATICS VOLUME 7 - NUMBER 1 - YEAR 2009 43ISSN: 1690-4524
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
visualizing the initial text
Designing the rule
The linguistic
of the sentences contained in the written texts. According to
Covington
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
sentence will consist
verb
to a recurrent procedure permits the extraction of
word
mechanis
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
Even though the se
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the
Although, the expression of an idea as a
several
of
where the higher levels become language rules.
A rule is understood as a sub
like
be
corresponds to a verb, thus match
associated with a VI label matches all verbs in infinitive.
apply the rule
order to define the
The
equivalent structures
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
visualizing the initial text
Designing the rule
The linguistic
of the sentences contained in the written texts. According to
Covington
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
sentence will consist
verb.
to a recurrent procedure permits the extraction of
word
mechanis
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
Even though the se
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the
Although, the expression of an idea as a
several
of them, showing a hierarchic order on the sentence structure,
where the higher levels become language rules.
A rule is understood as a sub
like labeled nodes
be generic:
corresponds to a verb, thus match
associated with a VI label matches all verbs in infinitive.
apply the rule
order to define the
The set
equivalent structures
4.
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
visualizing the initial text
Designing the rule
The linguistic
of the sentences contained in the written texts. According to
Covington
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
sentence will consist
. Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
words from the text of an
mechanis
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
Even though the se
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the
Although, the expression of an idea as a
several internal structures, the s
them, showing a hierarchic order on the sentence structure,
where the higher levels become language rules.
A rule is understood as a sub
labeled nodes
generic:
corresponds to a verb, thus match
associated with a VI label matches all verbs in infinitive.
apply the rule
order to define the
set of
equivalent structures
Figure 1. The general scheme of the process
APPLYING
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
visualizing the initial text
Designing the rule
The linguistic
of the sentences contained in the written texts. According to
Covington [11]
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
sentence will consist
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
from the text of an
mechanism
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
Even though the se
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the
Although, the expression of an idea as a
internal structures, the s
them, showing a hierarchic order on the sentence structure,
where the higher levels become language rules.
A rule is understood as a sub
labeled nodes
generic:
corresponds to a verb, thus match
associated with a VI label matches all verbs in infinitive.
apply the rule
order to define the
of defined
equivalent structures
Figure 1. The general scheme of the process
APPLYING
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
visualizing the initial text
Designing the rule
The linguistic dependencies
of the sentences contained in the written texts. According to
[11], the linguistic and grammatical dependence
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
sentence will consist
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
from the text of an
m to observe
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
Even though the se
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the
Although, the expression of an idea as a
internal structures, the s
them, showing a hierarchic order on the sentence structure,
where the higher levels become language rules.
A rule is understood as a sub
labeled nodes
it may contain for instance the letter V, which
corresponds to a verb, thus match
associated with a VI label matches all verbs in infinitive.
apply the rule, each
order to define the
defined
equivalent structures
Figure 1. The general scheme of the process
APPLYING
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
visualizing the initial text
Designing the rules in grammatical dependencies
dependencies
of the sentences contained in the written texts. According to
, the linguistic and grammatical dependence
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
sentence will consist
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
from the text of an
to observe
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
Even though the se
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the
Although, the expression of an idea as a
internal structures, the s
them, showing a hierarchic order on the sentence structure,
where the higher levels become language rules.
A rule is understood as a sub
labeled nodes. This association with labels
it may contain for instance the letter V, which
corresponds to a verb, thus match
associated with a VI label matches all verbs in infinitive.
, each
order to define the equivalent structure associated to the rule.
defined rules is one of the entries to the association of
equivalent structures
Figure 2
Figure 1. The general scheme of the process
APPLYING PAST AND
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
visualizing the initial text
s in grammatical dependencies
dependencies
of the sentences contained in the written texts. According to
, the linguistic and grammatical dependence
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
sentence will consist
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
from the text of an
to observe
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
Even though the sentences may have different syntactic
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the
Although, the expression of an idea as a
internal structures, the s
them, showing a hierarchic order on the sentence structure,
where the higher levels become language rules.
A rule is understood as a sub
. This association with labels
it may contain for instance the letter V, which
corresponds to a verb, thus match
associated with a VI label matches all verbs in infinitive.
, each node of
equivalent structure associated to the rule.
rules is one of the entries to the association of
equivalent structures module
Figure 2
Figure 1. The general scheme of the process
PAST AND
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
visualizing the initial text as
s in grammatical dependencies
dependencies
of the sentences contained in the written texts. According to
, the linguistic and grammatical dependence
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
sentence will consist of a noun sentence and a
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
from the text of an
to observe the analog relationship between the
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
ntences may have different syntactic
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the
Although, the expression of an idea as a
internal structures, the s
them, showing a hierarchic order on the sentence structure,
where the higher levels become language rules.
A rule is understood as a sub
. This association with labels
it may contain for instance the letter V, which
corresponds to a verb, thus match
associated with a VI label matches all verbs in infinitive.
node of
equivalent structure associated to the rule.
rules is one of the entries to the association of
module
Figure 2. A rule conformation
Figure 1. The general scheme of the process
PAST AND
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
a graph.
s in grammatical dependencies
dependencies analysis is based on the structures
of the sentences contained in the written texts. According to
, the linguistic and grammatical dependence
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
of a noun sentence and a
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
from the text of an author. These networks offer a
the analog relationship between the
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
ntences may have different syntactic
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the
Although, the expression of an idea as a
internal structures, the same principle is associated to
them, showing a hierarchic order on the sentence structure,
where the higher levels become language rules.
A rule is understood as a sub-tree of dependencies,
. This association with labels
it may contain for instance the letter V, which
corresponds to a verb, thus match
associated with a VI label matches all verbs in infinitive.
node of its
equivalent structure associated to the rule.
rules is one of the entries to the association of
module of PAST.
A rule conformation
Figure 1. The general scheme of the process
PAST AND
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
a graph.
s in grammatical dependencies
analysis is based on the structures
of the sentences contained in the written texts. According to
, the linguistic and grammatical dependence
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
of a noun sentence and a
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
author. These networks offer a
the analog relationship between the
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
ntences may have different syntactic
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the
Although, the expression of an idea as a
ame principle is associated to
them, showing a hierarchic order on the sentence structure,
where the higher levels become language rules.
tree of dependencies,
. This association with labels
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associated with a VI label matches all verbs in infinitive.
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PAST.
A rule conformation
Figure 1. The general scheme of the process
PAST AND THE
Depending on the desired analysis, it is possible to define new
transformations, following a process that re
analysis, their application to the graph, and, finally that allows
a graph.
s in grammatical dependencies
analysis is based on the structures
of the sentences contained in the written texts. According to
, the linguistic and grammatical dependence
analysis has been invented more than once.
such analysis, the words and the sentences are: “positioned
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used in abstract rules, for instance, those of the N (noun) type,
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of a noun sentence and a
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
author. These networks offer a
the analog relationship between the
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
ntences may have different syntactic
structures, a sentence could neither have infinite words nor lack
certain basic structures such as the noun or verbal clause.
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ame principle is associated to
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tree of dependencies,
. This association with labels
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ing all
associated with a VI label matches all verbs in infinitive.
sub-tree has a numeric ID,
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PAST.
A rule conformation
Figure 1. The general scheme of the process
THE ISSUED RESULTS
Depending on the desired analysis, it is possible to define new
transformations, following a process that re-
analysis, their application to the graph, and, finally that allows
s in grammatical dependencies
analysis is based on the structures
of the sentences contained in the written texts. According to
, the linguistic and grammatical dependence
analysis has been invented more than once. In order to carry out
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
of a noun sentence and a
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
author. These networks offer a
the analog relationship between the
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
ntences may have different syntactic
structures, a sentence could neither have infinite words nor lack
noun or verbal clause.
Although, the expression of an idea as a
ame principle is associated to
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where the higher levels become language rules.
tree of dependencies,
. This association with labels
it may contain for instance the letter V, which
all verbs
associated with a VI label matches all verbs in infinitive.
tree has a numeric ID,
equivalent structure associated to the rule.
rules is one of the entries to the association of
A rule conformation
Figure 1. The general scheme of the process
ISSUED RESULTS
Depending on the desired analysis, it is possible to define new
-defines the rules of
analysis, their application to the graph, and, finally that allows
s in grammatical dependencies
analysis is based on the structures
of the sentences contained in the written texts. According to
, the linguistic and grammatical dependence
In order to carry out
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)”
of a noun sentence and a
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of
author. These networks offer a
the analog relationship between the
subject (observer) and the distinctions he makes. The principle
underlying the linguistic level theory relies in the finite
characteristic of the sentences and the principle of contention.
ntences may have different syntactic
structures, a sentence could neither have infinite words nor lack
noun or verbal clause.
sentence may have
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them, showing a hierarchic order on the sentence structure,
where the higher levels become language rules.
tree of dependencies,
. This association with labels
it may contain for instance the letter V, which
verbs. Likewise, a node
associated with a VI label matches all verbs in infinitive.
tree has a numeric ID,
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rules is one of the entries to the association of
A rule conformation
Figure 1. The general scheme of the process
ISSUED RESULTS
Depending on the desired analysis, it is possible to define new
defines the rules of
analysis, their application to the graph, and, finally that allows
s in grammatical dependencies
analysis is based on the structures
of the sentences contained in the written texts. According to
, the linguistic and grammatical dependence
In order to carry out
such analysis, the words and the sentences are: “positioned
within categories as verbs and nouns, and those categories are
used in abstract rules, for instance, those of the N (noun) type,
NP (noun, pronoun), or VP (verb, pronoun)” [19]
of a noun sentence and a
Consequently, the number of categories or rules associated
to a recurrent procedure permits the extraction of networks of
author. These networks offer a
the analog relationship between the
subject (observer) and the distinctions he makes. The principle
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characteristic of the sentences and the principle of contention.
ntences may have different syntactic
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Figure 1. The general scheme of the process
ISSUED RESULTS
Depending on the desired analysis, it is possible to define new
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analysis, their application to the graph, and, finally that allows
analysis is based on the structures
of the sentences contained in the written texts. According to
, the linguistic and grammatical dependence
In order to carry out
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]. That is
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Consequently, the number of categories or rules associated
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ISSUED RESULTS
Depending on the desired analysis, it is possible to define new
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, the linguistic and grammatical dependence
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. That is
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. That is, a
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ntences may have different syntactic
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, the linguistic and grammatical dependence
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used in abstract rules, for instance, those of the N (noun) type,
, a
of a noun sentence and a
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characteristic of the sentences and the principle of contention.
ntences may have different syntactic
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all
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-
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To
in
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Figure 2
the structural relationship between two subjects (N) and a
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N
equivalence would be a gr
player
the context of CC Course.
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(professor), the analyst and the au
defin
empirical nature of the
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
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associated with
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A first conceptual graph
In the grammar realm, it was established that grammatical
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elaborate a text. As a result of using the syntactic analysis
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Figure 2
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
N->N. An example is "chess player,"
equivalence would be a gr
player
the context of CC Course.
The roles associated to the users are those of the supervisor
(professor), the analyst and the au
defin
empirical nature of the
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
partial re
In the first
associated with
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In the grammar realm, it was established that grammatical
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elaborate a text. As a result of using the syntactic analysis
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Figure 2
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preposition (S), taking as structural equivalence the relationship
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equivalence would be a gr
player->chess.
the context of CC Course.
The roles associated to the users are those of the supervisor
(professor), the analyst and the au
defining
empirical nature of the
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
partial re
In the first
associated with
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In the grammar realm, it was established that grammatical
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elaborate a text. As a result of using the syntactic analysis
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graph structure reflects the grammatical dependencies
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Figure 2 shoews a
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>chess.
the context of CC Course.
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shoews a
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the context of CC Course.
The roles associated to the users are those of the supervisor
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the rules, unwanted results may arise due
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development of the application in the CC course, rules in Table
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shoews an example of a rule. This rule contemplates
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
N. An example is "chess player,"
equivalence would be a gr
This document shows some of the rules used in
the context of CC Course.
The roles associated to the users are those of the supervisor
(professor), the analyst and the au
the rules, unwanted results may arise due
empirical nature of the
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
definition.
Table 1. Dependence and rule
column of the table 1 represents
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dependence component reflects the connections used to
elaborate a text. As a result of using the syntactic analysis
platform, a response file is produced in terms of a graph. The
graph structure reflects the grammatical dependencies
words based on the definition of
n example of a rule. This rule contemplates
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
N. An example is "chess player,"
equivalence would be a gr
This document shows some of the rules used in
the context of CC Course.
The roles associated to the users are those of the supervisor
(professor), the analyst and the au
the rules, unwanted results may arise due
empirical nature of the definition process. For
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
Table 1. Dependence and rule
column of the table 1 represents
rule, and the
graph. Considering
cture of dependence associates
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onent reflects the connections used to
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platform, a response file is produced in terms of a graph. The
graph structure reflects the grammatical dependencies
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preposition (S), taking as structural equivalence the relationship
N. An example is "chess player,"
equivalence would be a graph conformed by the relationship
This document shows some of the rules used in
the context of CC Course.
The roles associated to the users are those of the supervisor
(professor), the analyst and the au
the rules, unwanted results may arise due
definition process. For
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
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column of the table 1 represents
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graph. Considering
cture of dependence associates
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onent reflects the connections used to
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platform, a response file is produced in terms of a graph. The
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aph conformed by the relationship
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The roles associated to the users are those of the supervisor
(professor), the analyst and the au
the rules, unwanted results may arise due
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1 were used; nevertheless, the exercise is susceptible to their
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column of the table 1 represents
rule, and the second
graph. Considering
cture of dependence associates
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and the second one.
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onent reflects the connections used to
elaborate a text. As a result of using the syntactic analysis
platform, a response file is produced in terms of a graph. The
graph structure reflects the grammatical dependencies
words based on the definition of
n example of a rule. This rule contemplates
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
N. An example is "chess player,"
aph conformed by the relationship
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The roles associated to the users are those of the supervisor
(professor), the analyst and the author of the text himself. While
the rules, unwanted results may arise due
definition process. For
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
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second
graph. Considering
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onent reflects the connections used to
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n example of a rule. This rule contemplates
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aph conformed by the relationship
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The roles associated to the users are those of the supervisor
thor of the text himself. While
the rules, unwanted results may arise due
definition process. For
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
Table 1. Dependence and rule
column of the table 1 represents
second column
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cture of dependence associates
whose graph representation shows
the second one.
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onent reflects the connections used to
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platform, a response file is produced in terms of a graph. The
graph structure reflects the grammatical dependencies
structures. These structures
n example of a rule. This rule contemplates
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
N. An example is "chess player,"
aph conformed by the relationship
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The roles associated to the users are those of the supervisor
thor of the text himself. While
the rules, unwanted results may arise due
definition process. For
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
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column of the table 1 represents
column
the fi
cture of dependence associates
whose graph representation shows
the second one.
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onent reflects the connections used to
elaborate a text. As a result of using the syntactic analysis
platform, a response file is produced in terms of a graph. The
graph structure reflects the grammatical dependencies
structures. These structures
n example of a rule. This rule contemplates
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
N. An example is "chess player," which structural
aph conformed by the relationship
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The roles associated to the users are those of the supervisor
thor of the text himself. While
the rules, unwanted results may arise due
definition process. For the experimental
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
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the dependence tree
column the
first row of Table 1,
cture of dependence associates
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the second one.
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onent reflects the connections used to
elaborate a text. As a result of using the syntactic analysis
platform, a response file is produced in terms of a graph. The
graph structure reflects the grammatical dependencies
structures. These structures
n example of a rule. This rule contemplates
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
which structural
aph conformed by the relationship
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The roles associated to the users are those of the supervisor
thor of the text himself. While
the rules, unwanted results may arise due
the experimental
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
the dependence tree
the corresponding
st row of Table 1,
cture of dependence associates
whose graph representation shows the relationship
In the grammar realm, it was established that grammatical
onent reflects the connections used to
elaborate a text. As a result of using the syntactic analysis
platform, a response file is produced in terms of a graph. The
graph structure reflects the grammatical dependencies
structures. These structures
n example of a rule. This rule contemplates
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
which structural
aph conformed by the relationship
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The roles associated to the users are those of the supervisor
thor of the text himself. While
the rules, unwanted results may arise due
the experimental
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
the dependence tree
corresponding
st row of Table 1,
a verb with
the relationship
In the grammar realm, it was established that grammatical
onent reflects the connections used to
elaborate a text. As a result of using the syntactic analysis
platform, a response file is produced in terms of a graph. The
graph structure reflects the grammatical dependencies
structures. These structures
n example of a rule. This rule contemplates
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
which structural
aph conformed by the relationship
This document shows some of the rules used in
The roles associated to the users are those of the supervisor
thor of the text himself. While
the rules, unwanted results may arise due to the
the experimental
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
the dependence tree
corresponding
st row of Table 1,
a verb with
the relationship
In the grammar realm, it was established that grammatical
onent reflects the connections used to
elaborate a text. As a result of using the syntactic analysis
platform, a response file is produced in terms of a graph. The
graph structure reflects the grammatical dependencies among
structures. These structures
n example of a rule. This rule contemplates
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
which structural
aph conformed by the relationship
This document shows some of the rules used in
The roles associated to the users are those of the supervisor
thor of the text himself. While
to the
the experimental
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
the dependence tree
corresponding
st row of Table 1,
a verb with
the relationship
In the grammar realm, it was established that grammatical
onent reflects the connections used to
elaborate a text. As a result of using the syntactic analysis
platform, a response file is produced in terms of a graph. The
among
structures. These structures
n example of a rule. This rule contemplates
the structural relationship between two subjects (N) and a
preposition (S), taking as structural equivalence the relationship
which structural
aph conformed by the relationship
This document shows some of the rules used in
The roles associated to the users are those of the supervisor
thor of the text himself. While
to the
the experimental
development of the application in the CC course, rules in Table
1 were used; nevertheless, the exercise is susceptible to their
the dependence tree
corresponding
st row of Table 1,
a verb with
the relationship
In the grammar realm, it was established that grammatical
onent reflects the connections used to
elaborate a text. As a result of using the syntactic analysis
platform, a response file is produced in terms of a graph. The
among
structures. These structures
SYSTEMICS, CYBERNETICS AND INFORMATICS VOLUME 7 - NUMBER 1 - YEAR 200944 ISSN: 1690-4524
facilitate the understanding of the
by means of
trees. The following graph
to
introducing the methodology
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
indicating
(0)
the resulting gr
directed to the word tool. This means that the root
pointed to the dependent
the original text that reads:
the syntactic dependence
graph structure makes an analogue representation of the
grammatical dependencies
sentence
representations are also visi
the previous sentence, the arc
word tool is thicker than the arc
word incorporate. The number in each node
number of
word game appears with a
indicating that it matches three
user.
facilitate the understanding of the
by means of
trees. The following graph
to the dependence tree of the se
introducing the methodology
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
indicating
(0) and no function assigned (0).
the resulting gr
directed to the word tool. This means that the root
pointed to the dependent
the original text that reads:
the syntactic dependence
graph structure makes an analogue representation of the
grammatical dependencies
sentence
representations are also visi
the previous sentence, the arc
word tool is thicker than the arc
word incorporate. The number in each node
number of
word game appears with a
indicating that it matches three
user.
facilitate the understanding of the
by means of
trees. The following graph
the dependence tree of the se
introducing the methodology
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
indicating
and no function assigned (0).
the resulting gr
directed to the word tool. This means that the root
pointed to the dependent
the original text that reads:
the syntactic dependence
graph structure makes an analogue representation of the
grammatical dependencies
sentence
representations are also visi
the previous sentence, the arc
word tool is thicker than the arc
word incorporate. The number in each node
number of
word game appears with a
indicating that it matches three
user.
facilitate the understanding of the
by means of
trees. The following graph
the dependence tree of the se
introducing the methodology
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
indicating a name (N), common gender (C), no degree assigned
and no function assigned (0).
the resulting gr
directed to the word tool. This means that the root
pointed to the dependent
the original text that reads:
the syntactic dependence
graph structure makes an analogue representation of the
grammatical dependencies
sentence (the relationships of the dependence tree). Such
representations are also visi
the previous sentence, the arc
word tool is thicker than the arc
word incorporate. The number in each node
number of matched rules including that
word game appears with a
indicating that it matches three
facilitate the understanding of the
by means of the relationships
trees. The following graph
the dependence tree of the se
introducing the methodology
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
and no function assigned (0).
the resulting graph, the w
directed to the word tool. This means that the root
pointed to the dependent
the original text that reads:
the syntactic dependence
graph structure makes an analogue representation of the
grammatical dependencies
(the relationships of the dependence tree). Such
representations are also visi
the previous sentence, the arc
word tool is thicker than the arc
word incorporate. The number in each node
matched rules including that
word game appears with a
indicating that it matches three
Figure 4a.
facilitate the understanding of the
the relationships
trees. The following graph
the dependence tree of the se
introducing the methodology
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
and no function assigned (0).
aph, the w
directed to the word tool. This means that the root
pointed to the dependent
the original text that reads:
the syntactic dependence
graph structure makes an analogue representation of the
grammatical dependencies
(the relationships of the dependence tree). Such
representations are also visi
the previous sentence, the arc
word tool is thicker than the arc
word incorporate. The number in each node
matched rules including that
word game appears with a
indicating that it matches three
Figure 4a.
facilitate the understanding of the
the relationships
trees. The following graph
the dependence tree of the se
introducing the methodology
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
and no function assigned (0).
aph, the w
directed to the word tool. This means that the root
pointed to the dependent
the original text that reads:
the syntactic dependence
graph structure makes an analogue representation of the
grammatical dependencies
(the relationships of the dependence tree). Such
representations are also visi
the previous sentence, the arc
word tool is thicker than the arc
word incorporate. The number in each node
matched rules including that
word game appears with a
indicating that it matches three
Figure 4a.
facilitate the understanding of the
the relationships
trees. The following graph (3)
the dependence tree of the se
introducing the methodology
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
and no function assigned (0).
aph, the word game is coupled with an arc
directed to the word tool. This means that the root
pointed to the dependent tool
the original text that reads:
the syntactic dependence relationships within the text. The
graph structure makes an analogue representation of the
grammatical dependencies among
(the relationships of the dependence tree). Such
representations are also visi
the previous sentence, the arc
word tool is thicker than the arc
word incorporate. The number in each node
matched rules including that
word game appears with a
indicating that it matches three
Figure 4a. Graph
facilitate the understanding of the
the relationships
(3) is the result of
the dependence tree of the sentence: “
introducing the methodology” (originally in Spanish)
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
and no function assigned (0).
ord game is coupled with an arc
directed to the word tool. This means that the root
tool. This relationship corresponds
game is the tool,
relationships within the text. The
graph structure makes an analogue representation of the
among
(the relationships of the dependence tree). Such
representations are also visible in the thicknes
the previous sentence, the arc joining the word g
word tool is thicker than the arc
word incorporate. The number in each node
matched rules including that
word game appears with a three as number of occurrences
indicating that it matches three
Graph
facilitate the understanding of the implicit
the relationships in
is the result of
ntence: “
” (originally in Spanish)
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
and no function assigned (0). This
ord game is coupled with an arc
directed to the word tool. This means that the root
. This relationship corresponds
game is the tool,
relationships within the text. The
graph structure makes an analogue representation of the
among the words contained in the
(the relationships of the dependence tree). Such
ble in the thicknes
joining the word g
word tool is thicker than the arc joining the word tool
word incorporate. The number in each node
matched rules including that
three as number of occurrences
of the rules established by the
Graph for
implicit
the
is the result of
ntence: “
” (originally in Spanish)
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
This example shows how, in
ord game is coupled with an arc
directed to the word tool. This means that the root
. This relationship corresponds
game is the tool,
relationships within the text. The
graph structure makes an analogue representation of the
the words contained in the
(the relationships of the dependence tree). Such
ble in the thicknes
joining the word g
joining the word tool
word incorporate. The number in each node
matched rules including that
three as number of occurrences
of the rules established by the
a paragraph
implicit semantics in
the associated
is the result of
ntence: “the game is the tool for
” (originally in Spanish)
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
example shows how, in
ord game is coupled with an arc
directed to the word tool. This means that the root
. This relationship corresponds
game is the tool,
relationships within the text. The
graph structure makes an analogue representation of the
the words contained in the
(the relationships of the dependence tree). Such
ble in the thicknes
joining the word g
joining the word tool
word incorporate. The number in each node
matched rules including that word. For instance, the
three as number of occurrences
of the rules established by the
a paragraph
semantics in
associated
is the result of applying
the game is the tool for
” (originally in Spanish)
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
example shows how, in
ord game is coupled with an arc
directed to the word tool. This means that the root
. This relationship corresponds
game is the tool, thus representing
relationships within the text. The
graph structure makes an analogue representation of the
the words contained in the
(the relationships of the dependence tree). Such
ble in the thickness of the arcs
joining the word g
joining the word tool
word incorporate. The number in each node corresponds to the
word. For instance, the
three as number of occurrences
of the rules established by the
a paragraph
semantics in
associated
applying
the game is the tool for
” (originally in Spanish)
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
example shows how, in
ord game is coupled with an arc
directed to the word tool. This means that the root
. This relationship corresponds
thus representing
relationships within the text. The
graph structure makes an analogue representation of the
the words contained in the
(the relationships of the dependence tree). Such
s of the arcs
joining the word game with the
joining the word tool
corresponds to the
word. For instance, the
three as number of occurrences
of the rules established by the
a paragraph
semantics in the text,
associated dependence
applying t
the game is the tool for
” (originally in Spanish).
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
example shows how, in
ord game is coupled with an arc
directed to the word tool. This means that the root game
. This relationship corresponds
thus representing
relationships within the text. The
graph structure makes an analogue representation of the
the words contained in the
(the relationships of the dependence tree). Such
s of the arcs
ame with the
joining the word tool
corresponds to the
word. For instance, the
three as number of occurrences
of the rules established by the
the text,
dependence
the rules
the game is the tool for
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
example shows how, in
ord game is coupled with an arc
game
. This relationship corresponds
thus representing
relationships within the text. The
graph structure makes an analogue representation of the
the words contained in the
(the relationships of the dependence tree). Such
s of the arcs
ame with the
joining the word tool and
corresponds to the
word. For instance, the
three as number of occurrences
of the rules established by the
the text,
dependence
he rules
the game is the tool for
Figure3. Dependence tree of a sentence and its corresponding graph
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
example shows how, in
ord game is coupled with an arc
game is
. This relationship corresponds to
thus representing
relationships within the text. The
graph structure makes an analogue representation of the
the words contained in the
(the relationships of the dependence tree). Such
s of the arcs; in
ame with the
and the
corresponds to the
word. For instance, the
three as number of occurrences,
of the rules established by the
the text,
dependence
he rules
the game is the tool for
In terms of labels, we can observe the identification of the word
“game” in the dependence tree, which is "NCMS000",
a name (N), common gender (C), no degree assigned
example shows how, in
ord game is coupled with an arc
is
to
thus representing
relationships within the text. The
graph structure makes an analogue representation of the
the words contained in the
(the relationships of the dependence tree). Such
; in
ame with the
the
corresponds to the
word. For instance, the
,
of the rules established by the
F
the paragraph:
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
The distinctions made in the language compose the action
domin
action dominions of
interiorizing, readings, essays, and games. At the same time, we
can observe how the
acti
into a graph, and
arise that were not visible when the sentence
Besides the arc
the node
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, pro
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
are represented by the arc
the analysis.
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
obse
Figure 4a and
the paragraph:
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Figure 4b.
The distinctions made in the language compose the action
domin
action dominions of
interiorizing, readings, essays, and games. At the same time, we
can observe how the
action dominions. In the process of transforming a paragraph
into a graph, and
arise that were not visible when the sentence
Besides the arc
the node
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, pro
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
are represented by the arc
the analysis.
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
observer.
igure 4a and
the paragraph:
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Figure 4b.
The distinctions made in the language compose the action
dominions. Based on the number of occurrences in the t
action dominions of
interiorizing, readings, essays, and games. At the same time, we
can observe how the
on dominions. In the process of transforming a paragraph
into a graph, and
arise that were not visible when the sentence
Besides the arc
the nodes
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, pro
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
are represented by the arc
the analysis.
5.
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
rver.
igure 4a and
the paragraph:
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Figure 4b.
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
action dominions of
interiorizing, readings, essays, and games. At the same time, we
can observe how the
on dominions. In the process of transforming a paragraph
into a graph, and
arise that were not visible when the sentence
Besides the arc
s associated with nouns
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, pro
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
are represented by the arc
the analysis.
APPLYING
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
rver.
igure 4a and figure 4b
the paragraph: “
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Figure 4b. Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
action dominions of
interiorizing, readings, essays, and games. At the same time, we
can observe how the
on dominions. In the process of transforming a paragraph
into a graph, and
arise that were not visible when the sentence
Besides the arcs
associated with nouns
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, pro
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
are represented by the arc
the analysis.
APPLYING
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
figure 4b
“In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
action dominions of
interiorizing, readings, essays, and games. At the same time, we
can observe how the
on dominions. In the process of transforming a paragraph
into a graph, and the la
arise that were not visible when the sentence
s thickness
associated with nouns
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, pro
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
are represented by the arc
APPLYING
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
figure 4b
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
action dominions of previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
can observe how the paragraph’s
on dominions. In the process of transforming a paragraph
the later into a conceptual graph, new elements
arise that were not visible when the sentence
thickness
associated with nouns
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, pro
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
are represented by the arc
APPLYING PAST IN DIFFERENT MO
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
show
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
paragraph’s
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
arise that were not visible when the sentence
thickness, the
associated with nouns
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, pro
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
are represented by the arcs according to the rules defined during
PAST IN DIFFERENT MO
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
show the result
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
paragraph’s
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
arise that were not visible when the sentence
, their
associated with nouns
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, pro
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
s according to the rules defined during
PAST IN DIFFERENT MO
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
the result
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
paragraph’s conceptual graph reflects these
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
arise that were not visible when the sentence
colors represent the weights of
associated with nouns joined
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, pro
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
s according to the rules defined during
PAST IN DIFFERENT MO
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
the result
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
conceptual graph reflects these
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
arise that were not visible when the sentence
colors represent the weights of
joined in numerous
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
acquisition, connection, concepts, process, case, course, CC.
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
s according to the rules defined during
PAST IN DIFFERENT MO
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
the results of applying PAST to
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
conceptual graph reflects these
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
arise that were not visible when the sentence
colors represent the weights of
in numerous
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
cess, case, course, CC.
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
s according to the rules defined during
PAST IN DIFFERENT MO
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is
of applying PAST to
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
conceptual graph reflects these
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
arise that were not visible when the sentence
colors represent the weights of
in numerous
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
cess, case, course, CC.
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
s according to the rules defined during
PAST IN DIFFERENT MO
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
discourse in the process of wondering who is his/her
of applying PAST to
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
the learning and interiorizing processes occur in the recurrent
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
conceptual graph reflects these
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
arise that were not visible when the sentence was analyzed.
colors represent the weights of
in numerous
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
cess, case, course, CC.
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
s according to the rules defined during
PAST IN DIFFERENT MO
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
his/her
of applying PAST to
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
in the recurrent
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the t
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
conceptual graph reflects these
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
was analyzed.
colors represent the weights of
sentences.
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
cess, case, course, CC.
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
s according to the rules defined during
PAST IN DIFFERENT MOMEN
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
his/her observer as
of applying PAST to
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
in the recurrent
exercise of reading and writing essays related to those
readings, as well as designing games and in playing games”
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ions. Based on the number of occurrences in the text, the
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
conceptual graph reflects these
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
was analyzed.
colors represent the weights of
sentences.
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
cess, case, course, CC.
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragr
s according to the rules defined during
ENTS
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
observer as
of applying PAST to
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
in the recurrent
exercise of reading and writing essays related to those
”
Corresponding conceptual graph of the graph 4a
The distinctions made in the language compose the action
ext, the
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
conceptual graph reflects these
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
was analyzed.
colors represent the weights of
sentences.
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
cess, case, course, CC.
These words appeared in the paragraph composition at least
once. The syntactic dependence relationships of the paragraph
s according to the rules defined during
TS
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
observer as
of applying PAST to
In the CC course, we consider learning to be
the acquisition and connection of different concepts and that
concepts are corporally interiorized. In the case of the course,
in the recurrent
exercise of reading and writing essays related to those
The distinctions made in the language compose the action
ext, the
previous paragraphs are learning, concepts,
interiorizing, readings, essays, and games. At the same time, we
conceptual graph reflects these
on dominions. In the process of transforming a paragraph
ter into a conceptual graph, new elements
was analyzed.
colors represent the weights of
In the paragraph, the graph node will be the words: game,
design, readings, essays, exercise, interiorizing, learning,
cess, case, course, CC.
These words appeared in the paragraph composition at least
aph
s according to the rules defined during
A comparison of the conceptual graphs in three different
moments of the course (first, second, and third argumentative
essays) enables us to observe the characterization of his/her
observer as
SYSTEMICS, CYBERNETICS AND INFORMATICS VOLUME 7 - NUMBER 1 - YEAR 2009 45ISSN: 1690-4524
As the distinctions in the paragraph of figure 4 emerge
conceptual graph in time t
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
appreciations.
The evolution of the exercise in time
appearance of new w
relations.
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
th
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
in the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
graph. At this moment, the
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
history”
analogically represented in a graph
observer to go back to the action dominions in any given
2
Figure 5.
As the distinctions in the paragraph of figure 4 emerge
conceptual graph in time t
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
appreciations.
The evolution of the exercise in time
appearance of new w
relations.
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
the essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
graph. At this moment, the
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
history”
analogically represented in a graph
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
Figure 5.
As the distinctions in the paragraph of figure 4 emerge
conceptual graph in time t
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
appreciations.
The evolution of the exercise in time
appearance of new w
relations.
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
graph. At this moment, the
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
history”
analogically represented in a graph
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
Figure 5. Conceptual graph of Subj
As the distinctions in the paragraph of figure 4 emerge
conceptual graph in time t
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
appreciations.
The evolution of the exercise in time
appearance of new w
relations. In the relations, students recur
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
graph. At this moment, the
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
history” [6]. That is
analogically represented in a graph
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
Conceptual graph of Subj
As the distinctions in the paragraph of figure 4 emerge
conceptual graph in time t
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
appreciations.
The evolution of the exercise in time
appearance of new w
In the relations, students recur
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
graph. At this moment, the
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
. That is
analogically represented in a graph
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
Conceptual graph of Subj
As the distinctions in the paragraph of figure 4 emerge
conceptual graph in time t
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
The evolution of the exercise in time
appearance of new w
In the relations, students recur
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
graph. At this moment, the
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
. That is
analogically represented in a graph
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
Conceptual graph of Subj
As the distinctions in the paragraph of figure 4 emerge
conceptual graph in time t
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
The evolution of the exercise in time
appearance of new words and distinctions as well as
In the relations, students recur
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
graph. At this moment, the
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
. That is, working on the history of the essay
analogically represented in a graph
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
Conceptual graph of Subj
As the distinctions in the paragraph of figure 4 emerge
conceptual graph in time t
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
The evolution of the exercise in time
ords and distinctions as well as
In the relations, students recur
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
graph. At this moment, the idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
analogically represented in a graph
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
Conceptual graph of Subj
t1
As the distinctions in the paragraph of figure 4 emerge
conceptual graph in time t1 (Figure 5)
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
The evolution of the exercise in time
ords and distinctions as well as
In the relations, students recur
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
analogically represented in a graph
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
Conceptual graph of Subject X of the CC course in time
1
As the distinctions in the paragraph of figure 4 emerge
(Figure 5)
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
The evolution of the exercise in time
ords and distinctions as well as
In the relations, students recur
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
analogically represented in a graph
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
ect X of the CC course in time
As the distinctions in the paragraph of figure 4 emerge
(Figure 5)
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
The evolution of the exercise in time
ords and distinctions as well as
In the relations, students recur
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
t2, the distinction “game” stands out.
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
analogically represented in a graph,
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
ect X of the CC course in time
As the distinctions in the paragraph of figure 4 emerge
(Figure 5)
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
The evolution of the exercise in time
ords and distinctions as well as
In the relations, students recur
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
enables the observer’s
observer to go back to the action dominions in any given
A conceptual graph enlargement can be see
ect X of the CC course in time
As the distinctions in the paragraph of figure 4 emerge
identifies, amongst
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
The evolution of the exercise in time t2 evidences the
ords and distinctions as well as
to the concept of
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
enables the observer’s
observer to go back to the action dominions in any given
A conceptual graph enlargement can be seen at
ect X of the CC course in time
As the distinctions in the paragraph of figure 4 emerge
identifies, amongst
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
2 evidences the
ords and distinctions as well as
to the concept of
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
enables the observer’s
observer to go back to the action dominions in any given
at appendix A
ect X of the CC course in time
As the distinctions in the paragraph of figure 4 emerge
identifies, amongst
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clea
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
2 evidences the
ords and distinctions as well as
to the concept of
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
enables the observer’s
observer to go back to the action dominions in any given
appendix A
ect X of the CC course in time
As the distinctions in the paragraph of figure 4 emerge, the
identifies, amongst
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
speaking, at this moment students cannot see clearly the
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
2 evidences the
ords and distinctions as well as
to the concept of
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation”
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
Similarly, the evolution of the exercise in time t3 (figure 6)
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
enables the observer’s
observer to go back to the action dominions in any given
appendix A
ect X of the CC course in time
, the
identifies, amongst
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
rly the
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
2 evidences the
new
to the concept of
recursion, which: “makes reference to the application of an
operation on the result of the application of the operation” [5].
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
Similarly, the evolution of the exercise in time t3 (figure 6) 2
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
enables the observer’s
observer to go back to the action dominions in any given
appendix A.
, the
identifies, amongst
others, the distinctions: emotion, observer, individual,
dispositions. In addition to the distinctions made by the author,
the conceptual graph relates the distinctions found. Generally
rly the
differences between the distinctions they make with the topics
of the course and the readings, and concepts and personal
2 evidences the
new
to the concept of
recursion, which: “makes reference to the application of an
.
A first recursion for the observer (student) starts to show when
e essay in time t1 is taken as historical reference, as compared
to that of t2. Besides the distinctions existing in figure 3, in time
2
evidences the appearance of new words, distinctions and
relations; the first idea that arises is how the strengthening of
the analysis is proportional to the increasing number of words
and their relationships as used within the text, just as is the case
n the conceptual map. The differentiation between the most
relevant distinctions (the ones with a higher number of
relations), and between the concept and the observer’s
appreciations justify the relations shown in the conceptual
idea of recursion provides insight on
how the author’s written discourse reflects the text: "so for me
to say that there is recursion, that there is language, in the case
of coordination of action, I must be able to make reference to
, working on the history of the essay
enables the observer’s
observer to go back to the action dominions in any given
moment, following the process bi
lineal direction, as it regularly occur
Al
one case of the results in terms of the conceptual graph, an
elementary analysis of the
written in the 2007 CC course
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
essay.
In this document, we have examined the relationships of the
conceptual structures contain
distinctions
(student) from the CC course may be able to accompli
h
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
visualization of non
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
bu
Written discourse structures the author’s distin
interactions of linear
to observe bi
than the conventi
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
author.
moment, following the process bi
lineal direction, as it regularly occur
Figure 6
Although the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
elementary analysis of the
written in the 2007 CC course
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
essay.
In this document, we have examined the relationships of the
conceptual structures contain
distinctions
(student) from the CC course may be able to accompli
his/her essays
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
visualization of non
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
but from recalling what we did to produce it"
Written discourse structures the author’s distin
interactions of linear
to observe bi
than the conventi
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
author.
moment, following the process bi
lineal direction, as it regularly occur
Figure 6
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
elementary analysis of the
written in the 2007 CC course
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
essay.
In this document, we have examined the relationships of the
conceptual structures contain
distinctions
(student) from the CC course may be able to accompli
is/her essays
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
visualization of non
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it"
Written discourse structures the author’s distin
interactions of linear
to observe bi
than the conventi
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
author.
moment, following the process bi
lineal direction, as it regularly occur
Figure 6. Conceptual graph of Subject X from the CC course in
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
elementary analysis of the
written in the 2007 CC course
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
In this document, we have examined the relationships of the
conceptual structures contain
distinctions, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
is/her essays
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
visualization of non
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it"
Written discourse structures the author’s distin
interactions of linear
to observe bi
than the conventi
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
moment, following the process bi
lineal direction, as it regularly occur
Conceptual graph of Subject X from the CC course in
6.
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
elementary analysis of the
written in the 2007 CC course
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
In this document, we have examined the relationships of the
conceptual structures contain
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
is/her essays. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
visualization of non
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it"
Written discourse structures the author’s distin
interactions of linear
to observe bi-directional causalities or causal schemes rather
than the conventi
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
moment, following the process bi
lineal direction, as it regularly occur
Conceptual graph of Subject X from the CC course in
6.
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
elementary analysis of the
written in the 2007 CC course
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
In this document, we have examined the relationships of the
conceptual structures contain
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
visualization of non-
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it"
Written discourse structures the author’s distin
interactions of linear
directional causalities or causal schemes rather
than the conventional one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
moment, following the process bi
lineal direction, as it regularly occur
Conceptual graph of Subject X from the CC course in
DISCUSSION OF RESULT
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
elementary analysis of the
written in the 2007 CC course
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
In this document, we have examined the relationships of the
conceptual structures contain
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
-lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it"
Written discourse structures the author’s distin
interactions of linear causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
moment, following the process bi
lineal direction, as it regularly occur
Conceptual graph of Subject X from the CC course in
DISCUSSION OF RESULT
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
elementary analysis of the distinctions reported in all the texts
written in the 2007 CC course
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
In this document, we have examined the relationships of the
conceptual structures contain
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it"
Written discourse structures the author’s distin
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
moment, following the process bi
lineal direction, as it regularly occur
Conceptual graph of Subject X from the CC course in
time
DISCUSSION OF RESULT
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
distinctions reported in all the texts
written in the 2007 CC course
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
In this document, we have examined the relationships of the
conceptual structures contain
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it"
Written discourse structures the author’s distin
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
moment, following the process bi-directionally and not in one
lineal direction, as it regularly occurs.
Conceptual graph of Subject X from the CC course in
time t3
DISCUSSION OF RESULT
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
distinctions reported in all the texts
written in the 2007 CC course, found that the number of
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
In this document, we have examined the relationships of the
conceptual structures contained in a given text, their
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it"
Written discourse structures the author’s distin
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
directionally and not in one
s.
Conceptual graph of Subject X from the CC course in
DISCUSSION OF RESULT
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
distinctions reported in all the texts
found that the number of
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
In this document, we have examined the relationships of the
ed in a given text, their
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it"
Written discourse structures the author’s distin
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
directionally and not in one
Conceptual graph of Subject X from the CC course in
DISCUSSION OF RESULT
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
distinctions reported in all the texts
found that the number of
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
In this document, we have examined the relationships of the
ed in a given text, their
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it"
Written discourse structures the author’s distin
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
directionally and not in one
Conceptual graph of Subject X from the CC course in
DISCUSSION OF RESULT
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
distinctions reported in all the texts
found that the number of
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from sec
In this document, we have examined the relationships of the
ed in a given text, their
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
t from recalling what we did to produce it" [4]
Written discourse structures the author’s distin
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
directionally and not in one
Conceptual graph of Subject X from the CC course in
DISCUSSION OF RESULTS
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
distinctions reported in all the texts
found that the number of
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
increased, particularly in the transition from second to the third
In this document, we have examined the relationships of the
ed in a given text, their
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
[4].
Written discourse structures the author’s distin
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
directionally and not in one
Conceptual graph of Subject X from the CC course in
S
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
distinctions reported in all the texts
found that the number of
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
ond to the third
In this document, we have examined the relationships of the
ed in a given text, their
, and the recurrent observations that the observer
(student) from the CC course may be able to accompli
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
Written discourse structures the author’s distinctions in
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
directionally and not in one
Conceptual graph of Subject X from the CC course in
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
distinctions reported in all the texts
found that the number of
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
ond to the third
In this document, we have examined the relationships of the
ed in a given text, their
, and the recurrent observations that the observer
(student) from the CC course may be able to accomplish on
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctio
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
ctions in
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
directionally and not in one
Conceptual graph of Subject X from the CC course in
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
distinctions reported in all the texts
found that the number of
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
ond to the third
In this document, we have examined the relationships of the
ed in a given text, their
, and the recurrent observations that the observer
sh on
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
written by the author. Such observations reflect the distinctions
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
ctions in
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
directionally and not in one
though the document, due to space limitations, reflects just
one case of the results in terms of the conceptual graph, an
distinctions reported in all the texts
found that the number of
distinctions follow the chronology of the course. The
frequencies and the use of distinctions in the discourse
ond to the third
In this document, we have examined the relationships of the
ed in a given text, their
, and the recurrent observations that the observer
sh on
. Recurrent observations are facilitated by the
syntactic analysis platform, which provides the opportunity to
work with a graph as an analogical representation of the text
ns
of the author’s own “world” and the platform enables the
lineal relations in the author’s discourse as
they appear in his/her essays. Thus: "our understanding of a
universe like that does not derive from discovering its presence,
ctions in
causality: the use of PAST is an invitation
directional causalities or causal schemes rather
onal one. PAST gives to a text a conceptual
organization within the text’s domain, and it shows the different
relational structures of the distinctions made by a particular
SYSTEMICS, CYBERNETICS AND INFORMATICS VOLUME 7 - NUMBER 1 - YEAR 200946 ISSN: 1690-4524
Some possibilities for the next phases of the project are: a)
Being the purpose of the CC course is to induce students into a
self reflection process of observing their own observing process,
it will be interesting to let them use PAST as a means to think
about their written speech. In other words, if the students are
required to produce a text and a metatext on the structure of the
former, this metatext can be produced using the results of PAST
applied to their texts. This could be used starting from the
second version of the essay. b) In a higher recursion level, it
could be interesting to encourage a discussion among the
students regarding the diverse semantic structures produced
individually about a common topic. In this case, PAST could
once again be used as a means for guiding these discussions. c)
Another possibility is to apply PAST the proposed
bibliogrqaphy of the course. This could also generate particular
discussions vis a vis about the way the students structure their
texts. The structuring way used by the authors could be used as
a reference in the course.
7. CONCLUSIONS (TEXT ANALYSIS, RELATION
OF PROXIMITY)
Observing the texts linearly does not mean watching the
observer’s observer, but observing the observation process
carried out by the observer. The recurrent procedure defined by
the rules allows some words (concepts or distinctions the author
makes) to connect to other words, creating networks that spread
in different directions on a given author’s text.
According to Maturana, for a social system to exist, the
recurrence in the interactions resulting from the behavioral
coordination of its members must be adapted. Inter-subjective
coordination of actions occurs in the same language the subjects
live in as observers. Thus, the operations of distinction mold
networks of observing-subjects.
The previous exercise shows how, from the perspective of
cybernetics, the tool makes possible to confront distinctions.
The distinctions made by students (observers) are much more
than the sum of their sentences’ meanings and the elements
forming their words. In the graph, the observer finds the origin
of an idea, providing a new meaning that will be assimilated in
the cognitive structure. In other words, a coordinated meaning
of his/her discourse expressed in their own words, which will
give the observer the opportunity to think of new meanings and
make new distinctions in the next iteration when re-writing their
previous text.
Conceptual graphs reflect the distinctions made by each student
(observer) each time the essay has to be submitted. In node
(unitary referents) and arches topology, distinctions only
articulate the associations made by the observer, that take place
in the language, in a particular moment (t). Two occurrences of
the same word can have different meanings, and in a new
recurrent operation, these meanings should be communicated
within a new network of elements.
Although the analysis of structures is presented for the purpose
of understanding the conceptual relations of texts generated
during the CC course, the application of the platform is not
limited to this course. On the contrary, PAST has proven to be a
generic tool, and its operation and results can be applied in a
wide variety of fields. Some examples are marketing,
consumer’s preferences in terms of experience, or the analysis
of the different entries on a patient’s medical history, making
them “compatible” and enrich then a health database.
8. REFERENCES
[1] C. Ogden, and I. Richards, (1923). The meaning of meaning.
Routledge & Kegan Paul Ltd, Londres. Reprinted as El
significado del significado: una investigación acerca de la
influencia del lenguaje sobre el pensamiento de la ciencia
simbólica, Traducción de Eduardo Prieto, Editorial Paidos,
1984.
[2] H. v. Foerster, Las Semillas de la Cibernética. Editorial
Gedisa, S.A., 1992, pp. 40, 191
[3] G. Bateson, Mind and nature: A necessary unity. Nueva
Cork: E. P. Dutton, 1979, pp. 60, 69-70.
[4] G. Spencer - Brown, Laws of form. Nueva York, Bantam
Books, 1973, p. v, 104.
[5] H. Maturana, Biología de la Cognición y Epistemologia.
Ediciones Universidad de La Frontera. Serie Ensayos, Chile,
1990, pp. 59, 61.
[6] H. Maturana, & H. v. Foerster, "Biología, Cibernética y
Comunicación", Seminario organizado por la Asociación
Sistémica de Buenos Aires, Argentina, 1988.
[7] J. Bermeo, and R. Zarama, Application of the “team
syntegrity” invention as a proposed learning methodology:
Cybernetics of cybernetics, a case study. In proceeding of the
International Conference on Engineering Education, 2005,
Vol.1, pp. 494-500
[8] L. v. Bertalanffy, Teoría General de los Sistemas, México,
Fondo de Cultura Económica, 1976, p. 32
[9] L. Bloomfield, (1933). Language. London, Allen & Unwin,
1979
[10] L. Wittgenstein. Investigaciones Filosóficas (PU). Distrito
Federal. Universidad Nacional Autónoma de México, 1993, cf.
130 p. 21
[11] M. A Covington, A fundamental algorithm for dependency
parsing. Proceedings, 39th Annual ACM Southeast
Conference, Athens, Georgia, 2001.
[12] M. Foucault, (1971). L’ordre du discours. Gallimard, Paris.
Reprinted as El orden del discurso, Traducción de Alberto
Gonzalez Troyano, Tusquest Editores, 1983, pp. 11, 24.
[13] M. Lacobelli, (1949). The Semantic Discipline. The
Modern Language Vol 33, pp. 16-22.
[14] N. Chomsky, (2002). On Nature and Language,
Cambridge, Cambridge University Press (trad. esp.: Sobre la
naturaleza y el lenguaje, Madrid, Cambridge University Press,
2003).
[15] N. Chomsky, (1965), Aspects of the Theory of Syntax.
Cambridge (MA), The MIT Press (trad. esp.: Aspectos de la
teoría de la sintaxis, Madrid, Aguilar, 1971).
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SYSTEMICS, CYBERNETICS AND INFORMATICS VOLUME 7 - NUMBER 1 - YEAR 2009 47ISSN: 1690-4524
APPENDIX A
Figure 7. Enlargement of conceptual graph in figure 6.
SYSTEMICS, CYBERNETICS AND INFORMATICS VOLUME 7 - NUMBER 1 - YEAR 200948 ISSN: 1690-4524