-
Malsburg, C. von der: ¬The correlation theory of brain function (1981)
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- Abstract
- A summary of brain theory is given so far as it is contained within the framework of Localization Theory. Difficulties of this "conventional theory" are traced back to a specific deficiency: there is no way to express relations between active cells (as for instance their representing parts of the same object). A new theory is proposed to cure this deficiency. It introduces a new kind of dynamical control, termed synaptic modulation, according to which synapses switch between a conducting and a non- conducting state. The dynamics of this variable is controlled on a fast time scale by correlations in the temporal fine structure of cellular signals. Furthermore, conventional synaptic plasticity is replaced by a refined version. Synaptic modulation and plasticity form the basis for short-term and long-term memory, respectively. Signal correlations, shaped by the variable network, express structure and relationships within objects. In particular, the figure-ground problem may be solved in this way. Synaptic modulation introduces exibility into cerebral networks which is necessary to solve the invariance problem. Since momentarily useless connections are deactivated, interference between di erent memory traces can be reduced, and memory capacity increased, in comparison with conventional associative memory
- Source
- http%3A%2F%2Fcogprints.org%2F1380%2F1%2FvdM_correlation.pdf&usg=AOvVaw0g7DvZbQPb2U7dYb49b9v_
-
Hörz, H.: Widerspiegelung, Kommunikation und Sprache (1981)
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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.
- BK
- 31.02 (Philosophie und Wissenschaftstheorie der Mathematik)
- Classification
- 31.02 (Philosophie und Wissenschaftstheorie der Mathematik)
- Series
- Cambridge tracts in theoretical computer science ; 1
-
Hörz, H.: Information und Weltanschauung (1984)
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-
Klir, G.J.; Folger, T.A.: Fuzzy sets, uncertainty and information (1988)
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- Footnote
- Rez. in: Jahresbericht der DMV 96(1994) H.1, S.15-16 (R. Kruse)
-
Smith, L.C.: "Wholly new forms of encyclopedias" : electronic knowledge in the form of hypertext (1989)
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- Date
- 7. 1.1996 22:47:52
-
Repo, A.J.: ¬The dual approach to the value of information : an appraisal of use and exchange values (1989)
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- Source
- Information processing and management. 22(1986) no.5, S.373-383
-
Huang, G.W.: Accessing information in an information society (1989)
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- Abstract
- In an information society new technologies are required to access efficiently the vast information resources. The importance and elements of information are discussed. The new information technologies and methods of access to information are illustrated to enable users in the information society to make positive use of information.
-
Stonier, T.: What is information? (1986)
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- Source
- Research and development in expert systems III. Ed.: M.A. Bramer
-
Derr, R.L.: ¬The concept of information in ordinary discourse (1985)
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-
Neill, S.D.: ¬The dilemma of the subjective in information organization and retrieval (1987)
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-
Weed, L.L.: Knowledge coupling (1989)
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- Source
- Databases in the humanities and social sciences 4. Proceedings of the International Conference on Databases in the Humanities and Social Sciences, Auburn University, Montgomery, Alabama, July 1987. Ed. by Lawrence J. McCrank
-
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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-
Dervin, B.; Harlock, S.; Atwood, R.; Garzona, C.: ¬The human side of information : an exploration in a health communication context (1980)
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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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-
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
-
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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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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- Abstract
- This article clarifies the idea of information by dividing the whole range of its definitions into different parts and by identifying several points of misunderstanding. it explores the sciences relating to the concept to information by classifying sciences in terms of their relevance to different ranges of information definitions and by distinguishing the relationship among them. The nomenclatures of informatics, informatology, information science, and information sciences are discussed in particular. The multidimensional properties of the concept "information" and the multidimensional relationships of the relevant sciences are illustrated with diagrams
