Young Symmetrizer - Construction

Construction

Let V be any vector space over the complex numbers. Consider then the tensor product vector space (n times). Let Sn act on this tensor product space by permuting the indices. One then has a natural group algebra representation on .

Given a partition λ of n, so that, then the image of is

\text{Im}(a_\lambda) := a_\lambda V^{\otimes n} \cong
\text{Sym}^{\lambda_1}\; V \otimes
\text{Sym}^{\lambda_2}\; V \otimes \cdots \otimes
\text{Sym}^{\lambda_j}\; V.

For instance, if, and, with the canonical Young tableau . Then the corresponding is given by . Let an element in be given by . Then

The latter clearly span .

The image of is

\text{Im}(b_\lambda) \cong
\bigwedge^{\mu_1} V \otimes
\bigwedge^{\mu_2} V \otimes \cdots \otimes
\bigwedge^{\mu_k} V

where μ is the conjugate partition to λ. Here, and are the symmetric and alternating tensor product spaces.

The image of in is an irreducible representation of Sn, called a Specht module. We write

for the irreducible representation.

Some scalar multiple of is idempotent, that is for some rational number . Specifically, one finds . In particular, this implies that representations of the symmetric group can be defined over the rational numbers; that is, over the rational group algebra .

Consider, for example, S3 and the partition (2,1). Then one has

If V is a complex vector space, then the images of on spaces provides essentially all the finite-dimensional irreducible representations of GL(V).

Read more about this topic:  Young Symmetrizer

Famous quotes containing the word construction:

    The construction of life is at present in the power of facts far more than convictions.
    Walter Benjamin (1892–1940)

    There’s no art
    To find the mind’s construction in the face:
    He was a gentleman on whom I built
    An absolute trust.
    William Shakespeare (1564–1616)

    There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.
    John Dewey (1859–1952)