Concept-cognitive learning is an emerging area of cognitive computing, which refers to continuously learning new knowledge by imitating the human cognition process. However, the existing research on concept-cognitive learning is still at the level of complete cognition as well as cognitive operators, which is far from the real cognition process. Meanwhile, the current classification algorithms based on concept-cognitive learning models (CCLMs) are not mature enough yet since their cognitive results highly depend on the cognition order of attributes. To address the above problems, this article presents a novel concept-cognitive learning method, namely, stochastic incremental incomplete concept-cognitive learning method (SI2CCLM), whose cognition process adopts a stochastic strategy that is independent of the order of attributes. Moreover, a new classification algorithm based on SI2CCLM is developed, and the analysis of the parameters and convergence of the algorithm is made. Finally, we show the cognitive effectiveness of SI2CCLM by comparing it with other concept-cognitive learning methods. In addition, the average accuracy of our model on 24 datasets is 82.02%, which is higher than the compared 20 classification algorithms, and the elapsed time of our model also has advantages.
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http://dx.doi.org/10.1109/TNNLS.2023.3333537 | DOI Listing |
Sensors (Basel)
February 2024
Institute of Computing Science and Technology, Guangzhou University, Guangzhou 510006, China.
Decision-making is a basic component of agents' (e.g., intelligent sensors) behaviors, in which one's cognition plays a crucial role in the process and outcome.
View Article and Find Full Text PDFIEEE Trans Neural Netw Learn Syst
November 2023
Concept-cognitive learning is an emerging area of cognitive computing, which refers to continuously learning new knowledge by imitating the human cognition process. However, the existing research on concept-cognitive learning is still at the level of complete cognition as well as cognitive operators, which is far from the real cognition process. Meanwhile, the current classification algorithms based on concept-cognitive learning models (CCLMs) are not mature enough yet since their cognitive results highly depend on the cognition order of attributes.
View Article and Find Full Text PDFIEEE Trans Neural Netw Learn Syst
October 2023
Representation and learning of concepts are critical problems in data science and cognitive science. However, the existing research about concept learning has one prevalent disadvantage: incomplete and complex cognitive. Meanwhile, as a practical mathematical tool for concept representation and concept learning, two-way learning (2WL) also has some issues leading to the stagnation of its related research: the concept can only learn from specific information granules and lacks a concept evolution mechanism.
View Article and Find Full Text PDFIEEE Trans Cybern
January 2022
Concepts have been adopted in concept-cognitive learning (CCL) and conceptual clustering for concept classification and concept discovery. However, the standard CCL algorithms are incapable of tackling continuous data directly, and some standard conceptual clustering methods mainly focus on the attribute information, ignoring the object information that is also important to improve clustering analysis and concept classification ability. Therefore, in this article, we present a novel concept learning method, called the fuzzy-based concept learning model (FCLM), to address these two issues by exploiting concept hierarchical relations in concept lattices.
View Article and Find Full Text PDFNurs Educ Perspect
February 2004
University of Oklahoma Health Sciences Center, College of Nursing, Oklahoma City, USA.
Students must deal with vast amounts of information in multiple formats, yet their ability to organize and link data in a logical way varies widely. Concept mapping offers nurse educators a useful tool to assist nursing students in wading through and critically analyzing this information more effectively. This article explains concept/cognitive mapping as a teaching strategy for several aspects of course work.
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