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More commonly, a description of systematic errors (a measure of statistical bias of a given measure of central tendency, such as the mean). In this definition of "accuracy", the concept is independent of "precision", so a particular set of data can be said to be accurate, precise, both, or neither. This concept corresponds to ISO's trueness.
He admitted that this definition "does not pretend to mathematical precision" (p. 1). His 1954 monograph was his attempt to define algorithm more accurately; he saw his resulting definition—his "normal" algorithm—as "equivalent to the concept of a recursive function" (p. 3). His definition included four major components (Chapter II.3 pp. 63ff):
The semantic spectrum, sometimes referred to as the ontology spectrum, the smart data continuum, or semantic precision, is in linguistics, a series of increasingly precise or rather semantically expressive definitions for data elements in knowledge representations, especially for machine use.
Semantic parsing is the task of converting a natural language utterance to a logical form: a machine-understandable representation of its meaning. [1] Semantic parsing can thus be understood as extracting the precise meaning of an utterance.
Ulugh Beg's meridian arc for precise astronomical measurements (15th c.). The exact sciences or quantitative sciences, sometimes called the exact mathematical sciences, [1] are those sciences "which admit of absolute precision in their results"; especially the mathematical sciences. [2]
It is true that the basic aim of fuzzy logic is to make what is imprecise more precise. Yet in many cases, fuzzy logic is used paradoxically to "imprecisiate what is precise", meaning that there is a deliberate tolerance for imprecision for the sake of simplicity of procedure and economy of expression.
A precising definition is intended to make a vague word more precise so that the word's meaning is not left to the interpretation of the reader or listener. Here is an example: From a class syllabus: "Class participation" means attending class, listening attentively, answering and asking questions, and participating in class discussions.
Use of common words with a derived meaning, generally more specific and more precise. For example, "or" means "one, the other or both", while, in common language, "both" is sometimes included and sometimes not. Also, a "line" is straight and has zero width. Use of common words with a meaning that is completely different from their common meaning.