Sign Relations, Triadic Relations, Relations • 6

Re: Ontolog Forum • Joseph Simpson

Just by way of clarifying and emphasizing a few points —

I use the word relation to mean a special type of mathematical object, namely, a designated subset included within a cartesian product of sets.

Whatever else this definition of a relation may have going for or against it, it does single out a class of formal structures working in good stead as intermediary objects between the world of phenomena and our human capacity for coping with whatever reality emanates in those phenomena.  That’s mainly how I aim to use it here.

When I’m being careful, then, I’ll try to use words that maintain a distinction between objects, formal or otherwise, and the symbolic modifications of media we use to reference those objects.

For instance, I took some care with this statement from my last post:

The mathematical examples are typical of many in linguistic, logical, and mathematical contexts where we start out with compact, ready-made axioms, definitions, equations, expressions, formulas, predicates, or terms that denote the relations of interest.

For example, we might be discussing dyadic relative terms like “parent of —” or “square of —” and triadic relative terms like “giver of — to —” or “sum of — and —”.

I used “axioms, definitions, equations, expressions, formulas, predicates, terms” along with “dyadic relative terms” and “triadic relative terms” for various sorts of symbolic entities that serve to denote or describe formal objects of thought and discussion, while I tried to reserve “relations” for the objects themselves.

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Sign Relations, Triadic Relations, Relations • 5

Re: Ontolog Forum • Ravi Sharma

I chose those examples of triadic relations to be as simple as possible without being completely trivial but they already exemplify many features we need to keep in mind in all the more complex cases as we use relational models of realistic phenomena and objective domains.

The mathematical examples are typical of many in linguistic, logical, and mathematical contexts where we start out with compact, ready-made axioms, definitions, equations, expressions, formulas, predicates, or terms that denote the relations of interest.

For example, we might be discussing dyadic relative terms like “parent of —” or “square of —” and triadic relative terms like “giver of — to —” or “sum of — and —”.

If we spend the majority of our time in contexts like that we may form the impression that all the relational concepts we’ll ever need can be requisitioned off-the-shelf from pre-fab stock, no assembly required.

That’s a pretty picture of our mental equipment.  It may even be true if we cook the data long enough and fudge the meaning of pre-fab down to the level of amino acids or quarks or some other bosons on the bus.

As a practical matter, however, research pursued in experimental veins tends to push the envelope of pre-fab concepts into surprisingly novel realms of ideas.

I’ll discuss the examples of sign relations as I get more time …

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Sign Relations, Triadic Relations, Relations • 4

The middle ground between relations in general and the sign relations we need to do logic, inquiry, communication, and so on is occupied by triadic relations, also called ternary or 3‑place relations.

Triadic relations are some of the most pervasive in mathematics, over and above the importance of sign relations for logic.

Here’s a primer with examples from mathematics and semiotics:

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Sign Relations, Triadic Relations, Relations • 3

At the wide end of the funnel, here’s an introduction to relations in general, focusing on the discrete mathematical variety we find most useful in applications, for example, as background for relational data bases and empirical data.

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Sign Relations, Triadic Relations, Relations • 2

I always have trouble deciding whether to start with the genus and drive down to the species or else to start with concrete examples and follow Sisyphus up Mt. Abstraction.

Soon after I made my 3rd try at grad school, this time in Systems Engineering, I was trying to explain sign relations to my advisor and he — being the very model of a modern systems engineer — asked me to give a single simple concrete example, as simple as possible without being trivial, and this is the example I came up with:

Here’s a more compact and self-contained article starting from scratch and covering much of the same material:

Folks already registered with any Wikipedia system site may find it convenient to use the article talk page at Wikiversity for additional discussion.

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Theme One Program • Discussion 2

Re: Systems Science • Joseph Simpson

Warfield gets it right about the relationship between object languages and metalanguages.  Something about the prefix meta- has contributed to a not uncommon misconception that metalanguages are formalized to a higher degree than the languages they objectify whereas in fact the opposite is true.

As it happens, the relation of informal contexts to formal contexts and what I’ve elsewhere called the formalization arrows between them are themes of major importance in my study of Inquiry Driven Systems.  Being short on time at the moment, I’ll give just a pointer to one of many relevant discussions and hope to elaborate further at the next opportunity.

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Theme One Program • Exposition 3

Coding Logical Graphs

My earliest experiments coding logical graphs as dynamic “pointer” data structures taught me that conceptual and computational efficiencies of a critical sort could be achieved by generalizing their abstract graphs from trees to the variety graph theorists know as cacti.  The genesis of that generalization is a tale worth telling another time, but for now it’s best to jump right in and proceed by way of generic examples.

Figure 1 shows a typical example of a painted and rooted cactus.

Painted And Rooted Cactus

Figure 2 shows a way to visualize the correspondence between cactus graphs and cactus strings, demonstrated on the cactus from Figure 1.  By way of convenient terminology, the polygons of a cactus graph are called its lobes.  An edge not part of a larger polygon is called a 2‑gon or a bi‑gon.  A terminal bi‑gon is called a spike.

Cactus Graph and Cactus Expression

The correspondence between a cactus graph and a cactus string is obtained by an operation called traversing the graph in question.

  • One traverses a cactus graph by beginning at the left hand side of the root node, reading off the list of paints one encounters at that point.  Since the order of elements at any node is not significant, one may start the cactus string with that list of paints or save them for the end.  We have done the latter in this case.
  • One continues by climbing up the left hand side of the leftmost lobe, marking the ascent by means of a left parenthesis, traversing whatever cactus one happens to reach at the first node above the root, that done, proceeding from left to right along the top side of the lobe, marking each interlobal span by means of a comma, traversing each cactus in turn one meets along the way, on completing the last of them climbing down the right hand side of the lobe, marking the descent by means of a right parenthesis, and then traversing each cactus in turn, in left to right order, that is incident with the root node.

The string of letters, parentheses, and commas one obtains by this procedure is called the traversal string of the graph, in this case, a cactus string.

Resources

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Theme One Program • Exposition 2

The previous post described the elementary data structure used to represent nodes of graphs in the Theme One program.  This post describes the specific family of graphs employed by the program.

Figure 1 shows a typical example of a painted and rooted cactus.

Painted And Rooted Cactus

The graph itself is a mathematical object and does not inhabit the page or other medium before our eyes, and it must not be confused with any picture or other representation of it, anymore than we’d want someone to confuse us with a picture of ourselves, but it’s a fair enough picture, once we understand the conventions of representation involved.

Let V(G) be the set of nodes in a graph G and let L be a set of identifiers.  We often find ourselves in situations where we have to consider many different ways of associating the nodes of G with the identifiers in L.  Various manners of associating nodes with identifiers have been given conventional names by different schools of graph theorists.  I will give one way of describing a few of the most common patterns of association.

  • A graph is painted if there is a relation between its node set and a set of identifiers, in which case the relation is called a painting and the identifiers are called paints.
  • A graph is colored if there is a function from its node set to a set of identifiers, in which case the function is called a coloring and the identifiers are called colors.
  • A graph is labeled if there is a one-to-one mapping between its node set and a set of identifiers, in which case the mapping is called a labeling and the identifiers are called labels.
  • A graph is said to be rooted if it has a unique distinguished node, in which case the distinguished node is called the root of the graph.  The graph in Figure 1 has a root node marked by the “at” sign or amphora symbol “\texttt{@}”.

The graph in Figure 1 has eight nodes plus the five paints in the set \{ a, b, c, d, e \}.  The painting of nodes is indicated by drawing the paints of each node next to the node they paint.  Observe that some nodes may be painted with an empty set of paints.

The structure of a painted and rooted cactus can be encoded in the form of a character string called a painted and rooted cactus expression.  For the remainder of this discussion the terms cactus and cactus expression will be used to mean the painted and rooted varieties.  A cactus expression is formed on an alphabet consisting of the relevant set of identifiers, the paints, together with three punctuation marks:  the left parenthesis, the comma, and the right parenthesis.

Resources

cc: Conceptual Graphs • Cybernetics • Laws of Form • Ontolog Forum
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Theme One Program • Exposition 1

Theme One is a program for building and transforming a particular species of graph-theoretic data structures, forms designed to support a variety of fundamental learning and reasoning tasks.

The program evolved over the course of an exploration into the integration of contrasting types of activities involved in learning and reasoning, especially the types of algorithms and data structures capable of supporting all sorts of inquiry processes, from everyday problem solving to scientific investigation.  In its current state, Theme One integrates over a common data structure fundamental algorithms for one type of inductive learning and one type of deductive reasoning.

We begin by describing the class of graph-theoretic data structures used by the program, as determined by their local and global features.  It will be the usual practice to shift around and view these graphs at many different levels of detail, from their abstract definition to their concrete implementation, and many points in between.

The main work of the Theme One program is achieved by building and transforming a single species of graph-theoretic data structures.  In their abstract form these structures are closely related to the graphs called cacti and conifers in graph theory, so we’ll generally refer to them under those names.

The graph-theoretic data structures used by the program are built up from a basic data structure called an idea-form flag.  That structure is defined as a pair of Pascal data types by means of the following specifications.

Type Idea = ^Form

  • An idea is a pointer to a form.
  • A form is a record consisting of:
    • A sign of type char;
    • Four pointers, as, up, on, by, of type idea;
    • A code of type numb, that is, an integer in [0, max integer].

Represented in terms of digraphs, or directed graphs, the combination of an idea pointer and a form record is most easily pictured as an arc, or directed edge, leading to a node labeled with the other data, in this case, a letter and a number.

At the roughest but quickest level of detail, an idea of a form can be drawn like this.

Idea^Form Node

When it is necessary to fill in more detail, the following schematic pattern can be used.

Idea^Form Flag

The idea-form type definition determines the local structure of the whole host of graphs used by the program, including a motley array of ephemeral buffers, temporary scratch lists, and other graph-theoretic data structures used for their transient utilities at specific points in the program.

I will put off discussing the more incidental graph structures until the points where they actually arise, focusing here on the particular varieties of cactoid graphs which constitute the main formal media of the program’s operation.

Resources

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Theme One Program • Motivation 6

Comments I made in reply to a correspondent’s questions about delimiters and tokenizing in the Learner module may be worth sharing here.

As a part of my M.A. work in psychology I applied my Theme One program to samples of data from my advisor’s funded research study on family dynamics.  In one phase of the study observers viewed video-taped sessions of family members (parent and child) interacting in various modes (play or work) and coded qualitative features of each moment’s activity over a period of time.

The following page describes the application in more detail and reflects on its implications for the conduct of scientific inquiry in general.

In this application a phrase or string is a fixed-length sequence of qualitative features and a clause or strand is a sequence of such phrases ending with what the observer judges to be a significant pause in activity.

In the qualitative research phases of the study one is simply attempting to discern any significant or recurring patterns in the data one possibly can.

In this case the observers are tokenizing the observations according to a codebook that has passed enough intercoder reliability studies to afford them all a measure of confidence it captures meaningful aspects of whatever reality is passing before their eyes and ears.

Resource

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