higher-order logic - definição. O que é higher-order logic. Significado, conceito
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O que (quem) é higher-order logic - definição


Higher-order logic         
FORM OF PREDICATE LOGIC THAT IS DISTINGUISHED FROM FIRST-ORDER LOGIC BY ADDITIONAL QUANTIFIERS AND, SOMETIMES, STRONGER SEMANTICS
Higher-order predicate; Higher order logic; Higher order logics; Ordered logic; Higher-order logics; High order logic; High-order logic; Order (logic); Semantics of higher-order logic
In mathematics and logic, a higher-order logic is a form of predicate logic that is distinguished from first-order logic by additional quantifiers and, sometimes, stronger semantics. Higher-order logics with their standard semantics are more expressive, but their model-theoretic properties are less well-behaved than those of first-order logic.
Second-order logic         
  • [[Graffiti]] in [[Neukölln]] (Berlin) showing the simplest second-order sentence admitting nontrivial models, "∃φ φ".
EXTENSION OF FIRST-ORDER LOGIC ALLOWING QUANTIFICATION OVER FUNCTIONS AND RELATIONS
Second order logic; Second Order Logical Language; Second Order Logic; Second-order predicate calculus; Second order predicate calculus; Henkin model; Existential second-order logic; Henkin semantics; Monadic second order; History of second-order logic; Semantics of second-order logic
In logic and mathematics, second-order logic is an extension of first-order logic, which itself is an extension of propositional logic.Shapiro (1991) and Hinman (2005) give complete introductions to the subject, with full definitions.
Higher-order thinking         
  • Categories in the cognitive domain of [[Bloom's taxonomy]] (Anderson & Krathwohl, 2001)
EDUCATION CONCEPT ARGUING THAT SOME TYPES OF LEARNING REQUIRE MORE COGNITIVE PROCESSING BUT ALSO HAVE MORE GENERALIZED BENEFITS
Higher order thinking skills; Higher order thinking; High Order Thinking Skills
Higher-order thinking, known as higher order thinking skills (HOTS), is a concept of education reform based on learning taxonomies (such as Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.