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Hörz, H.: Widerspiegelung, Kommunikation und Sprache (1981)
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Liebscher, H.: Zur philosophischen Diskussion um die Information (1984)
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Heilprin, L.B.: Foundations of information science reexamined (1989)
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- Abstract
- Reviews the literature supporting the consensus of opinion that although many laws, theories, hypothesis and speculations about information have been proposed, adequate scientific and epistemic foundations for a general science of information have not yet appeared
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Representation and exchange of knowledge as a basis of information processes : Proc. of the 5th Int. Research Forum in Information Science (IRFIS 5), Heidelberg, 5.-7.9.1983 (1984)
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Lancaster, F.W.; Li, J.: ¬The law of constant accessibility of information (1988/89)
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Wilson, T.; Streatfield, D.R.; Wersig, G.: Models of the information user : progress and prospects in research (1982)
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Repo, A.J.: ¬The value of information : approaches in economics, accounting, and management science (1989)
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Spiro, R.J.: Understanding and remembering verbal information : implications of psychological research for knowledge synthesis (1983)
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Griffiths, J.: ¬The value of information and related systems, products and services (1982)
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Hollnagel, E.: Is information science an anomalous state of knowledge (1980)
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- Abstract
- Discusses the apparent need for a set of rigorous definitions of basic concepts and argues that though this is necessary for natural sciences it is not needed in behavioural schiences which have a prior description in natural language. Information science should be more interested in uncertainty than knowledge. Shows how the anomalous state of knowledge paradigm can be used to describe itself and thus also information science. Turning to problems of uncertainty can prevent information science from following the mistakes of psychology
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Marchionini, G.: Information-seeking strategies of novices using a full-text electronic encyclopedia (1989)
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- Abstract
- An exploratory study was conducted of elementary school children searching a full-text electronic encyclopedia on CD-ROM. 28 third and forth graders and 24 sixth graders conducted 2 assigned searches, one open-ended, the other one closed, after 2 demonstration sessions. Keystrokes captured by the computer and observer notes were used to examine user information-seeking strategies from a mental model perspective. Older searchers were more successful in finding required information, and took less time than younger searchers. No differences in total number of moves were found. Analysis of search patterns showed that novices used a heuristic, highly interactive search strategy. Searchers used sentence and phrase queries, indicating unique mental models for this search system. Most searchers accepted system defaults and used the AND connective in formulating queries. Transition matrix analysis showed that younger searchers generally favoured query refining moves and older searchers fovoured examining title and text moves. Suggestions for system designers were made and future research questions were identified
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Brookes, B.C.: ¬The foundations of information science : pt.2: quantitative aspects: classes of things and the challenge of human individuality (1980)
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- Abstract
- An outline history describes how man has extended the process of objectivization from everyday practicalities to modern science. Modern techniques of quantification awaited the adoption of the Hindu-Arab numerals and the creation of a calculus for their use. It is argued that the use of these numerals has provided analytical instruments which, though ideally adapted to the exploration and exploitation of the physical world, fail to capture important aspects of the individuality of response within groups which humans display in their social behaviour. New quantitative techniques more sensitive to these aspects are therefore needed in the social sciences. A numerical example is used to illustrate how frequency-rank statistics make fuller use of empirical information in the social sciences than conventional statistics which, by using classes, discards information related to individuality
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Pratt, A.D.: Information and emmorphosis : an attempt at definition (1980)
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Atran, S.: Basic conceptual domains (1989)
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Chaitin, G.J.: Algorithmic information theory (1987)
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- Abstract
- Chaitin, the inventor of algorithmic information theory, presents in this book the strongest possible version of Gödel's incompleteness theorem, using an information theoretic approach based on the size of computer programs. One half of the book is concerned with studying the halting probability of a universal computer if its program is chosen by tossing a coin. The other half is concerned with encoding the halting probability as an algebraic equation in integers, a so-called exponential diophantine equation.
-
Huang, G.W.: Accessing information in an information society (1989)
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Weed, L.L.: Knowledge coupling (1989)
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Brookes, B.C.: ¬The foundations of information science : Pt.1: Philosophical aspects (1980)
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- Abstract
- It is first argued that a niche for information science, unclaimed by any other discipline, can be found by admitting the near-autonomy of Popper's World III - the world of objective knowledge. The task of information science can then be defined as the exploration of this world of objective knowledge which is an extension of, but is distinct from, the world of documentation and librarianship. The Popperian ontology then has to be extended to admit the concept of information and its relations to subjective and objective knowledge. The spaces of Popper's three worlds are then considered. It is argued that cognitive and physical spaces are not identical and that this lack of identity creates problems for the proper quantification of information phenomena
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Dole, J.A.; Sinatra, G.M.: Reconceptualizing change in the cognitive construction of knowledge (1989)
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- Abstract
- How is knowledge acquired and represented in memory? By what process do individuals come to change their ideas, conceptions, or knowledge? Although the first question has been central to cognitive psychologists' research agendas for many years, relatively less is known about the change process. We examine 3 research literatures to broaden our understanding of the process of knowledge change. In particular, we draw on models of conceptual change from cognitive psychology, social psychology, and science education. Each model adds a new perspective on the change process. Based on the literature from these models of change, we developed a new model that represents our reconceptualization of the change process. We describe the model and use it to point out new areas of research to be addressed. Psychology has, at its foundation, an abiding interest in understanding the construction of knowledge. How do individuals come to perceive, know, remember, and learn? How do individuals acquire new knowledge? How is knowledge represented and organized in memory? How do individuals come to change their knowledge? These questions have served as conceptual frameworks for psychological, as well as philosophical, thought for centuries (Hunt, 1993).
A major contribution of cognitive psychology has been the conceptualization of knowledge as memory representations in the form of scripts, frames, or schemata (Anderson & Pearson, 1984; Rumelhart & Ortony, 1977; Shank & Abelson, 1977; Spiro, 1980). Schemata are defined as "packets of integrated information on various topics" (Hunt, 1993 , p.530). Throughout the 1970s and 1980s, cognitive psychologists were interested in describing the nature of these packets of information. Spiro (1980 ) demonstrated the constructive and complex nature of schemata and highlighted contextual factors--including tasks, texts, and situational contexts--that influenced how knowledge is organized in memory. Recently, cognitive researchers have come to view knowledge and schemata as multidimensional (Jetton, Rupley, & Willson, 1995). For example, researchers have differentiated novice and experts' knowledge structures in subject-matter domains (Chase & Simon, 1973; Chi, Glaser, & Rees, 1982; Larkin, McDermott, Simon, & Simon, 1981; Voss, Greene, Post, & Penner, 1983). Researchers have examined discourse knowledge--knowledge about language and how it works (McCutchen, 1986). Another aspect of knowledge that has been extensively studied is strategic knowledge--knowledge about procedures for accomplishing a goal or task (Alexander & Judy, 1988; J. R. Anderson, 1983a; Prawat, 1989).
Until recently, questions about the nature of knowledge and its representation have received far more theoretical and research attention than have questions about how individuals acquire knowledge. Piaget distinguished himself as a notable exception to his contemporaries in that he spent his life studying knowledge acquisition. He described two processes involved in acquisition. He used the term assimilation for the addition of information to existing knowledge structures and accommodation for the modification or change of existing knowledge structures (Piaget, 1985). More recently, these views of knowledge acquisition are well captured by the perspective of cognitive constructivism (Cobb, 1994). Constructivism places prime importance on the individual's active role in the knowledge acquisition process. Researchers after Piaget fine-tuned the constructs of assimilation and accommodation. Schema theorists used the term accretion for the assimilation of new factual information that fits into existing knowledge structures (Rumelhart & Norman, 1981). Cognitive psychologists described various mechanisms of knowledge acquisition, such as addition, deletion, discrimination, and generalization (Chi, 1992).
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Yuexiao, Z.: Definitions and sciences of information (1988)
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