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A lot of today's data is generated incrementally over time by a large variety of producers. This data ranges from quantitative sensor observations produced by robot systems to complex unstructured human-generated texts on social media. With data being so abundant, making sense of these streams of data through reasoning is challenging. Reasoning over streams is particularly relevant for autonomous robotic systems that operate in a physical environment. They commonly observe this environment through incremental observations, gradually refining information about their surroundings. This makes robust management of streaming data and its refinement an important problem. Many contemporary approaches to stream reasoning focus on the issue of querying data streams in order to generate higher-level information by relying on well-known database approaches. Other approaches apply logic-based reasoning techniques, which rarely consider the provenance of their symbolic interpretations. In this thesis, we integrate techniques for logic-based spatio-temporal stream reasoning with the adaptive generation of the state streams needed to do the reasoning over. This combination deals with both the challenge of reasoning over streaming data and the problem of robustly managing streaming data and its refinement. The main contributions of this thesis are (1) a logic-based spatio-temporal reasoning technique that combines temporal reasoning with qualitative spatial reasoning; (2) an adaptive reconfiguration procedure for generating and maintaining a data stream required to perform spatio-temporal stream reasoning over; and (3) integration of these two techniques into a stream reasoning framework. The proposed spatio-temporal stream reasoning technique is able to reason with intertemporal spatial relations by leveraging landmarks. Adaptive state stream generation allows the framework to adapt in situations in which the set of available streaming resources changes. Management of streaming resources is formalised in the DyKnow model, which introduces a configuration life-cycle to adaptively generate state streams. The DyKnow-ROS stream reasoning framework is a concrete realisation of this model that extends the Robot Operating System (ROS). DyKnow-ROS has been deployed on the SoftBank Robotics NAO platform to demonstrate the system's capabilities in the context of a case study on run-time adaptive reconfiguration. The results show that the proposed system – by combining reasoning over and reasoning about streams – can robustly perform spatio-temporal stream reasoning, even when the availability of streaming resources changes. / <p>The series name <em>Linköping Studies in Science and Technology Licentiate Thesis</em> is inocorrect. The correct series name is <em>Linköping Studies in Science and Technology Thesis</em>.</p> / NFFP6 / CENIIT

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This dissertation outlines the development of a signal-to-text system that incorporates spatial relationship information to generate scene descriptions. Existing signal-to-text systems generate accurate descriptions in regards to information contained in an image. However, to date, no signalto- text system incorporates spatial relationship information. A survey of related work in the fields of object detection, signal-to-text, and spatial relationships in images is presented first. Three methodologies followed by evaluations were conducted in order to create the signal-to-text system: 1) generation of object localization results from a set of input images, 2) derivation of Level One Summaries from an input image, and 3) inference of Level Two Summaries from the derived Level One Summaries. Validation processes are described for the second and third evaluations, as the first evaluation has been previously validated in the related original works. The goal of this research is to show that a signal-to-text system that incorporates spatial information results in more informative descriptions of the content contained in an image. An additional goal of this research is to demonstrate the signal-to-text system can be easily applied to additional data sets, other than the sets used to train the system, and achieve similar results to the training sets. To achieve this goal, a validation study was conducted and is presented to the reader.

The object of this research was to investigate young children's mathematical spatial reasoning in a Montessori classroom. Spatial reasoning is an important part of children's mathematical learning and development; however, opportunities for rich spatial reasoning are not readily available in the classroom. Rather, there is a focus on numeracy at the expense of geometry where activities for spatial development are usually found. Montessori designed a sensory curriculum around children's development, yet spatial reasoning in a Montessori classroom has not been fully investigated. This was a qualitative study using some tools of ethnography. The theoretical framework was Radford's sensuous cognition (2013, 2014) which allowed for an understanding of human development as cultural with the body essential to that development. The data, captured by video, were the children's semiotic traces (Bartolini Bussi and Baccaglini-Frank (2015, p. 393) which are the visible productions of the children's spatial reasoning such as their movements, text, drawings, and speech. The analysis found that the children had ample opportunities for engaging in challenging mathematical problems which required their spatial reasoning. These engaging activities resulted in the children using a wide range of spatial skills as they reasoned mathematically. The children's movement, the main semiotic trace generated by the children, was crucial to their spatial reasoning. This investigation concluded the pedagogical practices created a rich and dynamic environment for the children's spatial development. Practices included the use of well-designed mathematical manipulatives, engagement in the manner of guided play, co-operative learning with peers of mixed ages, extensive time for activities, and assessment based on observations of individual children.

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Expectations for accountability have led policy makers to create standards designed to educate children to their highest potential. In addition to k-12 standards, the Commonwealth of Virginia created Foundation Blocks for a state-sponsored preschool program called the Virginia Preschool Initiative. This study included assessment of Virginia's Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds as they relate to theories of Piaget, Vygotsky, and Rogoff. This assessment included play, scaffolded instruction, emergent literacy, and spatial reasoning. The Foundation Blocks were examined to determine how they were interpreted and implemented by preschool classroom teachers. Using a case-study format, four volunteer teachers participated in three days of classroom observations, be interviewed, and complete a survey. Evidence showed that the standards were theoretically based, and the participating teachers' pedagogy included play, emergent literacy, and spatial reasoning. Scaffolded instruction was not observed. There were concerns about teachers' low expectations and low-level questioning techniques. / Ph. D.

The concept of proximity is an important aspect of human reasoning. Despite the diversity of applications that require proximity measures, the most intuitive notion is that of spatial nearness. The aim of this thesis is to investigate the underpinnings of the notion of nearness, propose suitable formalisations and apply them to the processing of GIS data. More particularly, this work offers a framework for spatial proximity that supports the development of more intuitive tools for users of geographic data processing applications. Many of the existing spatial reasoning formalisms do not account for proximity at all while others stipulate it by using natural language expressions as symbolic values. Some approaches suggest the association of spatial relations with fuzzy membership grades to be calculated for locations in a map using Euclidean distance. However, distance is not the only factor that influences nearness perception. Hence, previous work suggests that nearness should be defined from a more basic notion of influence area. I argue that this approach is flawed, and that nearness should rather be defined from a new, richer notion of impact area that takes both the nature of an object and the surrounding environment into account. A suitable notion of nearness considers the impact areas of both objects whose degree of nearness is assessed. This is opposed to the common approach of only taking one of both objects, seen as a reference to assess the nearness of the other to it, into consideration. Cognitive findings are incorporated to make the framework more relevant to the users of Geographic Information Systems (GIS) with respect to their own spatial cognition. GIS users bring a wealth of knowledge about physical space, particularly geographic space, into the processing of GIS data. This is taken into account by introducing the notion of context. Context represents either an expert in the context field or information from the context field as collated by an expert. In order to evaluate and to show the practical implications of the framework, experiments are conducted on a GIS dataset incorporating expert knowledge from the Touristic Road Travel domain.

The main purpose of this study was to investigate the contributions of spatial visualization and spatial orientation tasks regarding 2D representations of 3D objects and isometric drawing to the development of sixth grade students&rsquo / spatial reasoning. The study also aimed to investigate students&rsquo / performances on spatial tasks during the classes and to explore their views and feelings about the spatial tasks. Data were collected from 24 6th grade students in a private school located in Ankara. The design of the research was first person inquiry where the researcher was also the teacher at the same time. During five class hour the topic was covered with spatial tasks developed by the researcher.Spatial Orientation Test (SOT) and Achievement Test on 2D Representations of 3D Objects and Isometric Drawing (AT) were administered to the students before and after the taskto evaluate the effect of instruction. Wilcoxon signed rank test was run to test data. Statistical analyses revealed that there was a statistically significant difference in students&rsquo / spatial reasoning development between pre-test and post-test. Another finding of the study was related to the progress of students&rsquo / performances in the visual reasoning tasks. As the time passed, students got more successful in completing even the more advanced tasks.The findings of the study indicated that in order to develop students&rsquo / visual reasoning abilities teachers need to provide them opportunities to practice with the visual tasks supported with the effective use of manipulative. In addition to this, teachers should create activities and design their lessons in a way that where the students are the actors and actively participated in the class.