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  1. Malsburg, C. von der: ¬The correlation theory of brain function (1981) 0.12 
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    Source
    http%3A%2F%2Fcogprints.org%2F1380%2F1%2FvdM_correlation.pdf&usg=AOvVaw0g7DvZbQPb2U7dYb49b9v_
  2. Bruner, J.: From communication to language (1975) 0.03 
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    Abstract
    Bruner war der erste Erforscher des Spracherwerbs von Kindern, der Wittgensteins Problem zu würdigen wußte und eine Antwort darauf vorschlug. Wittgensteins allgemeinem Ansatz folgend, behauptete Bruner, daß das Kind den konventionellen Gebrauch eines sprachlichen Symbols dadurch erwirbt, daß es lernt, an einer Interaktionsform (Lebensform, Szene gemeinsamer Aufmerksamkeit) teilzunehmen, die es zunächst nichtsprachlich versteht, so daß die Sprache des Erwachsenen in geteilten Erfahrungen verankert werden kann, deren soziale Bedeutung es schon begreift. Eine Schlüsselkomponente dieses Prozesses ist zunächst ein Kind, das Erwachsene als intentionale Wesen auffassen kann, so daß es in bestimmten Kontexten seine Aufmerksamkeit mit ihnen teilen kann. Eine andere Komponente ist jedoch die bereits existierende, äußere soziale Welt, in der das Kind lebt. Um Sprache zu erwerben, muß das Kind in einer Welt leben, die strukturierte soziale Tätigkeiten aufweist, die es verstehen kann, so wie unser hypothetischer Besucher Ungarns das Kaufen von Fahrkarten und das Reisen mit Zügen verstand. Für Kinder bedeutet das häufig die Wiederkehr derselben routinemäßigen, allgemeinen Aktivität, so daß sie erkennen können, wie diese Aktivität aufgebaut ist und wie die verschiedenen sozialen Rollen in ihr funktionieren. Wenn wir am Spracherwerb interessiert sind, muß der Erwachsene außerdem ein neues sprachliches Symbol auf eine solche Weise verwenden, die das Kind als relevant für die gemeinsame Tätigkeit erkennen kann (nämlich im Gegensatz zur unvermittelten Ansprache des Ungarn auf dem Bahnhof). Wenn ein Kind in eine Welt geboren werden würde, in der dieselbe Art von Ereignis nie wiederkehrte, derselbe Gegenstand nie zweimal erschiene und Erwachsene nie dieselben Ausdrücke im selben Kontext verwendeten, dann würde im allgemeinen schwer zu sehen sein, wie dieses Kind eine natürliche Sprache erwerben könnte, welche kognitiven Fähigkeiten es auch immer haben möge. Eine Reihe von Untersuchungen hat gezeigt, daß Kinder nach ersten Fortschritten beim Spracherwerb neue Wörter am besten in Szenen gemeinsamer Aufmerksamkeit lernen. Oft handelt es sich dabei um solche, die in ihrer täglichen Erfahrung wiederkehren, wie Baden, Füttern, Windelwechseln, Vorlesen und Autofahren. Diese Tätigkeiten sind in vielen Hinsichten analog zu dem Szenario des Fahrkartenkaufs auf einem Bahnhof, insofern das Kind seine eigenen und die Ziele des Erwachsenen in der jeweiligen Situation versteht, was ihm ermöglicht, die Relevanz des Sprachverhaltens des Erwachsenen für diese Ziele zu erschließen. So stellten Tomasello und Todd fest, daß Kinder, die mit ihren Müttern längere Zeit bei Tätigkeiten gemeinsamer Aufmerksamkeit im Alter zwischen zwölf und achtzehn Monaten verbrachten, mit achtzehn Monaten ein größeres Vokabular hatten. Bei der Sprachverwendung Erwachsener innerhalb dieser Szenen gemeinsamer Aufmerksamkeit fanden Tomasello und Farrar sowohl korrelative als auch experimentelle Belege für die Hypothese, daß Mütter, die Sprache beim Versuch verwendeten, der Aufmerksamkeit ihrer Kinder zu folgen (d. h. über einen Gegenstand zu sprechen, der schon im Brennpunkt des Interesses und der Aufmerksamkeit des Kindes stand), Kinder mit einem größeren Vokabular hatten als Mütter, die Sprache beim Versuch verwendeten, die Aufmerksamkeit des Kindes auf etwas Neues zu lenken.
  3. Fuchs-Kittowski, K.: Reflection on the essence of information (1992) 0.01 
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    Source
    Software development and reality construction. Ed.: C. Floyd et al
  4. Fallis, D.: Social epistemology and information science (2006) 0.01 
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    Date
    13. 7.2008 19:22:28
  5. Repo, A.J.: ¬The dual approach to the value of information : an appraisal of use and exchange values (1989) 0.01 
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    Source
    Information processing and management. 22(1986) no.5, S.373-383
  6. Houston, R.D.; Harmon, E.G.: Re-envisioning the information concept : systematic definitions (2002) 0.01 
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    Date
    22. 2.2007 18:56:23
    22. 2.2007 19:22:13
  7. Lohse, G.L.: ¬A cognitive model for understanding graphical perception (1993) 0.01 
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    Abstract
    Describes a computer program, UCIE (Understanding Cognitive Information Engineering), designed for computer user interface applications by simulating graphical perception. Reports results of an empirical study to determine the performance of the software and the user interface
  8. Robertson, G.: What is information? (1996) 0.01 
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    Source
    Managing information. 3(1996) no.6, S.22-23
  9. Martin, W.J.: ¬The information society (1995) 0.01 
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    Date
    15. 7.2002 14:22:55
  10. Davenport, E.; Cronin, B.: Knowledge management : Semantic drift or conceptual shift? (2000) 0.01 
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    Date
    31. 7.2001 20:22:57
  11. Fugmann, R.: What is information? : an information veteran looks back (2022) 0.01 
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    Date
    18. 8.2022 19:22:57
  12. Bates, M.J.: Fundamental forms of information (2006) 0.01 
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    Date
    22. 3.2009 18:15:22
  13. Mayes, T.: Hypermedia and cognitive tools (1995) 0.01 
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    Abstract
    Hypermedia and multimedia have been placed rather uncritically at the centre of current developments in learning technology. This paper seeks to ask some fundamental questions about how learning is best supported by hypermedia, and concludes that the most successful aspects are not those normally emphasized. A striking observation is that the best learning experience is enjoyed by hypermedia courseware authors rather that students. This is understandable from a constructivist view of learning, in which the key aim is to engage the learner in carrying out a task which leads to better comprehension. Deep learning is a by-product of comprehension. The paper discusses some approaches to designing software - cognitive tools for learning - which illustrate the constructivist approach
  14. Smith, L.C.: "Wholly new forms of encyclopedias" : electronic knowledge in the form of hypertext (1989) 0.01 
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    Date
    7. 1.1996 22:47:52
  15. Information literacy : a position paper on information problem solving; American Association of School Librarians Position Statement (1995) 0.01 
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    Date
    11. 4.1996 14:22:40
  16. Infield, N.: Capitalising on knowledge : if knowledge is power, why don't librarians rule the world? (1997) 0.01 
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    Source
    Information world review. 1997, no.130, S.22
  17. Cawkell, T.: ¬The information age : for better or for worse (1998) 0.01 
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    Date
    3. 1.1999 14:40:22
  18. Oxbrow, N.: Information literacy : the final key to an information society (1998) 0.01 
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    Date
    22. 5.1999 19:55:13
  19. Swigon, M.: Information limits : definition, typology and types (2011) 0.01 
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    Date
    12. 7.2011 18:22:52
  20. Korthof, G.: Information Content, Compressibility and Meaning : Published: 18 June 2000. Updated 31 May 2006. Postscript 20 Oct 2009. (2000) 0.01 
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    Abstract
    In New Scientist issue 18 Sept 1999, "Life force" pp27-30 Paul Davies writes "an apparently random sequence such as 110101001010010111... cannot be condensed into a simple set of instructions, so it has a high information content." (p29). This notion of 'information content' leads to paradoxes. Consider random number generator software. Let it generate 100 and 1000 random numbers. According to the above definition the second sequence of numbers has an information content ten times higher than the first, because its description would be ten times longer. However they are both generated by the same simple set of instructions, so should have exactly the same 'information content'. There is the paradox. It seems clear that this measure of 'information content' misses the point. It measures compressibility of a sequence, not 'information content'. One needs meaning of a sequence to capture information content.

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Types

  • a 45
  • el 4
  • m 4
  • s 2
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Themes

Subjects

Classifications