Knowledge representation form in mechanical engineering

<p>Previous research has shown that incidental exposure to second-language collocations in reading texts can produce gains in declarative collocational knowledge. However, there is little evidence that incidental exposure leads to the acquisition of procedural collocational knowledge. One key study that investigated these two areas was Sonbul and Schmitt (2013). They found that advanced non-native speakers gained substantial declarative knowledge of low-frequency technical collocations after three exposures in two incidental reading conditions in one treatment session; typographic enhancement of the collocations produced more correct answers than no enhancement. However, the researchers found no evidence of procedural collocational knowledge in a primed lexical decision task. Experiment 1 in this thesis was a conceptual replication and extension of Sonbul and Schmitt (2013). In a counter-balanced learning and experimental condition, 62 advanced adult ESL speakers were exposed to nine occurrences of 15 low-frequency technical collocations in 500-word texts in three sessions on two consecutive days. (input flooding). Three incidental learning treatments were implemented: reading-only (typographically unenhanced), bolding-only and bolding-plus-glossing. Collocational knowledge was assessed in two tests of declarative knowledge: a cued-recall (gapfill) test and a form-recognition (multiple-choice) test. Procedural collocational knowledge was operationalised as a priming effect in a primed lexical decision task. The results of the immediate cued-recall and form-recognition post-tests corroborate Sonbul and Schmitt’s findings: multiple encounters with the collocations produced substantial declarative collocational knowledge, and more declarative knowledge was produced through exposure to typographically-enhanced collocations (with and without glosses) than to typographically-unenhanced collocations. Procedural knowledge was found, but, unexpectedly, only in the reading-only treatment. Experiment 2 focused on non-technical lexical (verb + noun) collocations and grammatical (preposition + noun) collocations. Two incidental learning conditions were used: bolding and no-bolding. Seventy-eight intermediate-to-upper-intermediate-level adult native speakers of Chinese were exposed to six occurrences of each of 48 non-technical English collocations as they read twelve 170-word treatment texts on two consecutive days. The immediate post-test session comprised a gapfill (cued-recall) test, for measuring declarative knowledge, and a self-paced reading task, for measuring procedural knowledge. The results show an increase in declarative knowledge in both learning conditions. Bolding produced more declarative knowledge of preposition + noun collocations than no bolding; however, bolding was no more effective than no bolding for verb + noun collocations. In the self-paced reading task, the absence of bolding of verb + noun collocations led to a tendency towards the development of procedural knowledge, but this was not the case for the typographically enhanced verb + noun collocations. For preposition + noun collocations (both unbolded and bolded) no evidence of procedural knowledge was found. The findings of both experiments indicate that input flooding of collocations in incidental learning conditions can produce declarative collocational knowledge, and that typographic enhancement may lead to more declarative knowledge than lack of typographic enhancement. Repeated exposure to typographically-unenhanced collocations in reading contexts may produce procedural knowledge of collocations more quickly than exposure to typographically-enhanced collocations. These findings indicate that declarative and procedural knowledge of MWUs are dissociated in the sense that they follow different developmental paths. In a teaching context, I predict that the knowledge of collocations may be acquired incidentally through the use of texts such as graded readers which contain multiple instances of collocations.</p>

The Mechanical Engineering Cooperation Agency (BKS-TM Indonesia) has established the International Symposium on Advances and Innovation in Mechanical Engineering (ISAIME) as an annual scientific forum for academics, researchers, and practitioners in mechanical engineering. The 6 th ISAIME was convened on 9 October 2025, organized by the Mechanical Engineering Study Program, Faculty of Engineering, Mechanical Engineering Department, Universitas Andalas, Padang, Indonesia, with the theme “Artificial Intelligence and Sustainability in Mechanical Engineering: Smart Solution for a Greener Future.” This symposium served as a platform to present and discuss recent advances, research findings, and innovations across a wide range of topics, including mechanical application design, energy conversion, manufacturing processes, materials engineering, and mechanical engineering education. Distinguished experts delivered a total of two keynote lectures from Universiti Teknologi Malaysia and the Université Laval, Canada, while 112 papers were presented and grouped into four thematic areas: mechanical application design, energy conversion, manufacturing processes, and materials engineering. These contributions reflect the growing role of mechanical engineering in advancing technological innovation, environmental sustainability, and human resource development within Industry 4.0. The Organizing Committee gratefully acknowledges the sponsorship and support of various companies and partner institutions, as well as the commitment of all speakers, authors, and participants who contributed to the success of this event. The knowledge and insights shared during the 6 th ISAIME are expected to foster academic collaboration, strengthen networks between academia and industry, and advance science and technology in mechanical engineering.

Knowledge Representation Methods for Dairy Decision Support Systems

PrefaceThe International Conference on Applications and Design in Mechanical Engineering 2017 (ICADME 2017) was held on 21-22 August 2017 in Penang, one of the most popular tourist destinations in Malaysia. ICADME 2017 was organized by Mechanical Engineering Programme in School of Mechatronic Engineering, Universiti Malaysia Perlis.The ICADME 2017 aims to provide a platform for participants from diverse field of Mechanical Engineering backgrounds to exchange ideas and findings to promote cooperation, networking as well as knowledge sharing in both engineering practice and research in higher education. The conference includes the fields of Applied Mechanics, Themofluids and Energy as well as Design and Manufacturing. The conference received more than 100 papers from Malaysia and other countries over the world. After a rigorous peer-review process, 84 papers were accepted. The accepted papers that focused on theory, applications, design and experimental studies relevant to mechanical engineering field were invited to present in this conference.I wish to record my gratitude to all reviewers, both local and international, for their time and effort in reviewing the papers. Their feedbacks to the authors have been excellent and useful to ensure the high quality of papers for the conferences. My sincere thanks also go to all sponsors for their generosity. Last but not least, I would like to thank also the organizing committee members for their hard work, cooperation and suggestions in ensuring the success of this conference.Ir. Dr. Khairul Salleh BasaruddinChairmanICADME 2017

Concept mapping is a mindtool (cognitive tool) that can enhance the interdependence of declarative and procedural knowledge to produce yet another form of knowledge representation known as structural knowledge (Jonassen, 1996). Structural knowledge is best described as knowing why something is the case. It helps learners integrate and interrelate declarative and procedural knowledge by activating the perceived static nature of declarative knowledge and by increasing the awareness of why one knows how to do something. By using computer-based concept mapping tools as a cognitive or learning strategy, learners can sharpen inference-making and critical thinking skills and can avoid the acquisition and accumulation of inert (unusable) knowledge. This article discusses the use and application of two computer-based concept mapping tools, Inspiration® and Semnet®, in educational contexts to foster meaningful learning and understanding. Inspiration® and Semnet® are visual thinking environments that allow users to create concept maps, semantic networks, outlines, graphic organizers and other comprehension monitoring activities. The article addresses the use of computer-based concept mapping as a learning strategy, an instructional strategy, and as a collaborative thinking tool, offering guidelines for educators on how to implement these uses in the classroom.

Dual coding of knowledge in the human brain.

It appears that there are resemblances in the organization of memory and the visual system, although the functions of these faculties differ considerably. In this article, the principles behind this organization are discussed. One important principle regards the distinction between declarative and procedural knowledge, between knowing that and knowing how. Declarative knowledge is considered here not as an alternative kind of knowledge, as is usually the case in theories of memory, but as part of procedural knowledge. In our view this leads to another approach with respect to the distinction. Declarative knowledge has occupied more attention in (cognitive) psychological research than can be justified on the basis of the importance of procedural knowledge for behavior. We also discuss the question whether there are other brain faculties that reflect the same organizational characteristics. We conclude with some speculations about the consequent role of consciousness in such a tentative model.

In this study, we investigated the effects of students’ participation in a collaborative, project-based engineering design course on their domain knowledge, interests, and strategic processing. Participants were 70 college seniors working in teams on a design project of their choosing. Their declarative, procedural, and principled knowledge, along with their domain interest and their interest in select roles within that domain were tested at the outset of the semester and at its conclusions. Findings indicated that this course contributed to a rise in students’ declarative knowledge, but not their procedural or principled knowledge of engineering design. Further, there was no significant change in students’ personal interest in the domain over the semester, and their role interests were not associated with their demonstrated knowledge in the field at posttest. Implications for the perceived effectiveness of learning environments consisting of peer collaboration and relevant problems on students’ academic development are considered.

Computational support for concept exploration has been a research development in the last two decades, and the ascent of AI tools such as Chat GPT and generative design is further expanding it. Mechanical engineering tends to focus on more stringent functional requirements and compliance with regulation, and while the potential of AI developments to support it exists, it also likely requires significant oversight by the human. The levels of helpfulness/need for oversight and checks by humans are explored in terms of where AI could be beneficial in the mechanical engineering design process, how this could be supported, and how reliable can it be in that context. Exploring the use of AI in mechanical engineering design and the level of trust placed on its outcomes is an important question for future engineering design development, especially since AI and machine learning are improving exponentially. Exploration of students’ perception of AI and its objective usefulness will be contrasted, by performing a comparison between designs conducted with and without AI support. AI tools used will focus on product design specification generation, concept image generation and generative design. Then recommendations will be given on tools that are currently considered to be helpful for mechanical design development, highlighting the positives and negatives of the approach using AI and potential for adoption of AI in engineering design education.

To determine whether youth athletes with an “average” (regional), “high” (sub-elite), and “very high” (elite) level of performance differ with respect to their self-assessed tactical skills, 191 youth field hockey players (mean age 15.5 years, s = 1.6) completed the Tactical Skills Inventory for Sports (TACSIS) with scales for declarative (“knowing what to do”) and procedural (“doing it”) knowledge. Multivariate analyses of covariance with age as covariate showed that elite and sub-elite players outscored regional players on all tactical skills (P < 0.05), whereas elite players had better scores than sub-elite players on “positioning and deciding” (P < 0.05) only. The sex of the athletes had no influence on the scores (P > 0.05). With increasing level of performance, scores on declarative and procedural knowledge were higher. Close to expert performance, declarative knowledge no longer differentiated between elite and sub-elite players (P > 0.05), in contrast to an aspect of procedural knowledge (i.e. positioning and deciding), where elite players outscored sub-elite players (P < 0.05). These results may have implications for the development of talented athletes.

Purpose. To increase the efficiency of the process of automation of remote programming of controllers by creating a method of transmitting algorithms for automatic control of technological objects and processes via the Internet or local network using a message that activates certain fragments of the program code. The methods. Graph theory and Boolean algebra were used to set algorithms for automatic control of technological processes. In addition, production rules were used as one of the forms of knowledge representation to describe the control algorithm. Elements of the theory of matrix representation were used to transform the system of production rules into a set of matrices. Also, computer modeling methods were used to confirm the effectiveness of the proposed solution. Findings. A method was created for converting automatic control algorithms, given in the form of a system of production rules, into a set of numerical matrices for remote change of the algorithm for automatic control of the technological process, which is implemented in the controller programmatically. The originality. New regularities of matrix transformation of production rules as a form of knowledge representation about the algorithm of automatic control of technological processes for further transmission over the network in the form of a package to the controller are established. For this purpose, matrices of input values, output values, transition to logical values and execution of logical operations on them are separately created, taking into account the sequence of their execution, which is given by the conditions of the production rules. The filling of the matrices occurs according to specially created rules, which allow to reproduce at the controller program level production rules of any structure with variable input and output values of the control algorithm. The proposed regularities have been further developed provided that a method of remote programming of controllers is created. Practical implementation. The proposed method is a necessary condition for creating complex multi-level automation systems, at the upper level of which the analysis of the collected information takes place and the formation of control influences as a result in the form of certain control tactics, which are given by the production rule systems. This method can also be used in the application of Internet of Things technology and in cyber-physical systems, when “smart” components of complex automation systems exchange not only collected data, but also fragments of the knowledge base with the aim of coordinating actions and performing joint work in an autonomous mode.

The 33 papers presented in this book were selected from amongst the 97 papers presented during the sixth edition of the International Conference on Integrated Design and Manufacturing in Mechanical Engineering during 28 sessions. Two keynote papers, one presented by Professor Stephen Lu, from the IMPACT Research Laboratory, University of Southern California, USA, on Supporting participative joint decisions in integrated design and manufacturing teams , and one written by Professor Stefan Rudolph from Stuttgart University about Know-How Reuse in the conceptual design phase of complex engineering products or: Are you still constructing manually or do you generate already automatically , introduce the subject of the Conference and are followed by the different themes highlighted during the conference: The design/manufacturing interface; Integrated design of manufacturing processes; Life cycle design and manufacturing approaches; Agility in design and manufacture; Knowledge in engineering; and Management in production systems.

Computer graphics and computer aided design in mechanical engineering at the University of Minnesota

Background and Study Aim. Tactical knowledge, both declarative and procedural, is an essential component of cognitive development in youth soccer. The aim of this study is to describe and analyze the declarative and procedural tactical knowledge of youth football players from a professional club in southern Chile. Material and Methods. The Soccer Offensive Tactical Knowledge Test and Procedural Tactical Knowledge Test were the instruments used in the study to assess declarative tactical knowledge (game principles and decision making) and procedural knowledge (execution based on the tactical strategy in a 3x3 reduced-field). Assessments of functional differences could be evaluated due to the representation of players from various positions in the sample. Results. The results indicated superior performance in off-ball procedural skills (JSB: 4.19 ± 1.64) but poor performance in off-ball marking (MJSB: 3.56 ± 2.09), illustrating limitations in defensive anticipation and positional reading. Defenders performed better than midfielders and forwards in all procedural dimensions (p &lt; 0.05), indicating an internalization of tactics in a functional way according to their positional roles. At the declarative level, operational principles–based knowledge among the participants was found to be relatively higher (8.57 ± 2.63), while decision making was found to be lower in this study (5.94 ± 2.28), indicating a deviation from theory to practical execution. No significant differences were found by position in this type of knowledge. Conclusions. The finding of a partial dissociation between declarative and procedural learning, as confirmed earlier in related work, has implications for the methodological design of coaching at the U13 and U14 levels. It indicates why emergent-based methodologies that support the interweaving of tactical thought and action to enable adjusted and effective learning in grassroots football are urgently needed.

The potential of Virtual Reality (VR) in enhancing learning and training is being widely explored. The relationship of immersion, as one of the core technical features of VR, with knowledge types has not been fully explored. This study aims to investigate how VR immersion levels (high vs. low) affect the acquisition of declarative and procedural knowledge, as well as related cognitive and affective factors. A 2 × 2 mixed design was adopted, with 64 college students who had no VR experience and no background in professional medical knowledge being randomly assigned to either a high-immersion group (using HTC Vive Pro headsets) or a low-immersion group (using desktop monitors). Participants completed learning tasks on thyroid and related diseases (declarative knowledge) and cardiopulmonary resuscitation (procedural knowledge), followed by knowledge tests and self-report questionnaires to measure presence, motivation, self-efficacy, cognitive load, and emotional states. Results showed that high immersion significantly improved learning outcomes for both types of knowledge with large effect sizes. In both knowledge domains, high immersion also enhanced presence, intrinsic motivation, self-efficacy, and positive emotions. However, cognitive load was reduced only for declarative knowledge, and no significant effects were observed for self-regulation. These findings highlight the differential impact of VR immersion on knowledge acquisition and provide insights for optimizing VR-based educational interventions.