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The symbol grounding problem is a concept in the fields of artificial intelligence, cognitive science, philosophy of mind, and semantics.It addresses the challenge of connecting symbols, such as words or abstract representations, to the real-world objects or concepts they refer to.
A physical symbol system (also called a formal system) takes physical patterns (symbols), combining them into structures (expressions) and manipulating them (using processes) to produce new expressions. The physical symbol system hypothesis (PSSH) is a position in the philosophy of artificial intelligence formulated by Allen Newell and Herbert ...
Symbolic behavior is "a person’s capacity to respond to or use a system of significant symbols" (Faules & Alexander, 1978, p. 5). The symbolic behavior perspective argues that the reality of an organization is socially constructed through communication (Cheney & Christensen, 2000; Putnam, Phillips, & Chapman, 1996).
Thus, a symbol denotes by virtue of its interpretant. Its sign-action (semiosis) is ruled by habit, a more or less systematic set of associations that ensures its interpretation. For Peirce, every symbol is general, and that which we call an actual individual symbol (e.g., on the page) is called by Peirce a replica or instance of the symbol. [45]
The Horses of Neptune, illustration by Walter Crane, 1893.. Horse symbolism is the study of the representation of the horse in mythology, religion, folklore, art, literature and psychoanalysis as a symbol, in its capacity to designate, to signify an abstract concept, beyond the physical reality of the quadruped animal.
The Symbolic (or Symbolic Order of the Borromean knot) [1] is the order in the unconscious that gives rise to subjectivity and bridges intersubjectivity between two subjects [citation needed]; an example is Jacques Lacan's idea of desire as the desire of the Other, maintained by the Symbolic's subjectification of the Other into speech. [2]
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Representational insight is the ability to detect and mentally represent the relation between a symbol and its referent. Whether or not a child gains this insight depends on the similarity between the symbol and its referent, the level of information provided about the relationship between the symbol and the referent, and a child's prior experience with symbols.