Search (25 results, page 2 of 2)

0.0015795645 = product of:
  0.003159129 = sum of:
    0.003159129 = product of:
      0.006318258 = sum of:
        0.006318258 = weight(_text_:a in 5233) [ClassicSimilarity], result of:
          0.006318258 = score(doc=5233,freq=6.0), product of:
            0.04772363 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.041389145 = queryNorm
            0.13239266 = fieldWeight in 5233, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.046875 = fieldNorm(doc=5233)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Type

a

0.0015046606 = product of:
  0.0030093212 = sum of:
    0.0030093212 = product of:
      0.0060186423 = sum of:
        0.0060186423 = weight(_text_:a in 1862) [ClassicSimilarity], result of:
          0.0060186423 = score(doc=1862,freq=4.0), product of:
            0.04772363 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.041389145 = queryNorm
            0.12611452 = fieldWeight in 1862, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1862)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Abstract

This report explores the intellectual processes entailed during information seeking, as information needs are generated and information is sought and evaluated for relevance. It focuses an the details of cognitive processing, reviewing a number of models. In particular, Popper's model of the communication process between an individual and new information is explored and elaborated from the perspective of Pask's Conversation Theory. The implications of this theory are discussed in relation to the development of what Cole has termed "enabling" information retrieval systems.

Type

a

0.0013594727 = product of:
  0.0027189455 = sum of:
    0.0027189455 = product of:
      0.005437891 = sum of:
        0.005437891 = weight(_text_:a in 641) [ClassicSimilarity], result of:
          0.005437891 = score(doc=641,freq=10.0), product of:
            0.04772363 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.041389145 = queryNorm
            0.11394546 = fieldWeight in 641, product of:
              3.1622777 = tf(freq=10.0), with freq of:
                10.0 = termFreq=10.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.03125 = fieldNorm(doc=641)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Abstract

This chapter explores cognitive issues relating not only to the use and effectiveness of information retrieval (IR) systems, but also to the generation of new research knowledge relevant to enhancing such use and to the development of improved systems. There is still much that we do not know about how effectively, or not as the case may be, current IR systems support different individuals and groups of people in effectively acquiring the knowledge they need to help them in the tasks in which they are engaged. We need greater levels of knowledge of how we might optimize the symbiotic interactions between IR systems and people working in different contexts, and of the directions we might most profitably take in the development of new systems. The chapter begins by establishing working definitions of "knowledge", "information", "understanding", and related concepts including "information retrieval" and "information behavior". Such definitions are necessary if we are to achieve any clear focus on what are important issues for the evaluation and development of IR systems and practices. Knowledge is defined here as a conceptual system that enables its possessor (whether human or machine) to act in the world (e.g. in the form of autonomous activity or response to stimuli). Information is defined here as potential knowledge, and understanding as the process of transforming information into knowledge. Perceiving an information need represents the realization that one is in a situation for which one's existing knowledge is not adequate. Information is needed to generate, via understanding, appropriate new knowledge. However, the need for knowledge is broader than the information need in that the former entails defining the nature of the sought-for knowledge, as opposed to the type and nature of the information which may be used to generate it. Importantly in this context, functionally the same knowledge may be generated via the processing of alternative items of information. The realization and specification of the knowledge need, along with the evaluation of information behavior in terms of its contribution to satisfying the knowledge need, are termed here knowledge behavior. Information behavior comprises those activities entailed in the acquisition of information that may be transformed into knowledge. It subsumes information encountering and information seeking, the latter subsuming searching and retrieval. Although information retrieval is often used narrowly to denote the latter activity taking place within information seeking, a broader definition is used here to include the development, use and evaluation of systems designed to support the range of activities denoted by the term information behavior.

Source

New directions in cognitive information retrieval. Eds.: A. Spink, C. Cole

Type

a

0.0012159493 = product of:
  0.0024318986 = sum of:
    0.0024318986 = product of:
      0.004863797 = sum of:
        0.004863797 = weight(_text_:a in 4397) [ClassicSimilarity], result of:
          0.004863797 = score(doc=4397,freq=8.0), product of:
            0.04772363 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.041389145 = queryNorm
            0.10191591 = fieldWeight in 4397, product of:
              2.828427 = tf(freq=8.0), with freq of:
                8.0 = termFreq=8.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.03125 = fieldNorm(doc=4397)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Abstract

Purpose - The purpose of this paper is to review recent developments in educational informatics relating to the provision by information systems of pedagogical support to web-based learners, and to propose further investigation of the feasibility and potential value of web-based "conversational" information systems to complement adaptive hypermedia and information retrieval systems. Design/methodology/approach - The potential of Pask's conversation theory is considered as a potentially useful framework for the development of information systems capable of providing pedagogical support for web-based learners, complementary to that provided by existing computer-assisted learning and adaptive hypermedia systems. The potential role and application of entailment meshes are reviewed in relation to other forms of knowledge representation including classifications, semantic networks, ontologies and representations based on knowledge space theory. Findings - Concludes that conversation theory could be a useful framework to support the development of web-based "conversational" information that would complement aspects of computer-assisted learning, adaptive hypermedia and information retrieval systems. The entailment mesh knowledge representation associated with conversation theory provides the potential for providing particularly rich pedagogical support by virtue of its properties of cyclicity, consistency and connectivity, designed to support deep and enduring levels of understanding. Research limitations/implications - Although based on a considerable body of theoretical and empirical work relating to conversation theory, the paper remains speculative in that the gap is still great between, on the one hand, what has so far been achieved and, on the other, the practical realisation of its potential to enhance web-based learning. Much work remains to be done in terms of exploring the extent to which procedures developed and benefits found in relatively small-scale experimental contexts can effectively be scaled to yield enhanced support for "real world" learning-related information behaviour. Originality/value - The ideas of Pask, discussed in this paper, are capable of guiding the structuring of information according to parameters designed to facilitate deep and enduring understanding via interactive "conversational" engagement between the conceptual structures of information source authors and learners. If one can scale Pask's work to "real world" learning-related information behaviour, one can increase the range of web-based information systems and services capable of providing pedagogical support to web-based learners.

Type

a

0.0010747575 = product of:
  0.002149515 = sum of:
    0.002149515 = product of:
      0.00429903 = sum of:
        0.00429903 = weight(_text_:a in 4604) [ClassicSimilarity], result of:
          0.00429903 = score(doc=4604,freq=4.0), product of:
            0.04772363 = queryWeight, product of:
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.041389145 = queryNorm
            0.090081796 = fieldWeight in 4604, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              1.153047 = idf(docFreq=37942, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4604)
      0.5 = coord(1/2)
  0.5 = coord(1/2)

Abstract

Virtual environments enable a given information space to be traversed in different ways by different individuals, using different routes and navigation tools. However, we urgently need robust user models to enable us to optimize the deployment of such facilities. Research into individual differences suggests that the notion of cognitive style may be useful in this prcess. Many such styles have been identified. However, it is argued that Pask's work on holist and serialist strategies and associated styles of information processing are particularly promising in terms of the development of adaptive information systems. These constructs are reviewed, and their potential utility in 'real-world' situations assessed. Suggestions are made for ways in which they could be used in the development of virtual environments capable of optimizing the stylistic strengths and complementing the weaknesses of individual users. The role of neural networks in handling the essentially fuzzy nature of user models is discussed. Neural networks may be useful in dynamically mapping users' navigational behavior onto user models to anable them to generate appropriate adaptive responses. However, their learning capacity may also be particularly useful in the process of improving systems performance and in the cumulative development of more robust user models

Type

a