Search (25 results, page 1 of 2)

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Abstract

We provide a model for the reception of knowledge from externalized information sources. The model is based on a cognitive understanding of information processing and draws up ideas of an exchange of information in communication processes. Karl Popper's three-world theory with its orientation on falsifiable scientific knowledge is extended by John Searle's concept of collective intentionality. This allows a consistent description of externalization and reception of knowledge including scientific knowledge as well as everyday knowledge.

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Abstract

The paper discusses and analyzes the notion of information quality in terms of a pragmatic philosophy of language. It is argued that the notion of information quality is of great importance, and needs to be situated better within a sound philosophy of information to help frame information quality in a broader conceptual light. It is found that much research on information quality conceptualizes information quality as either an inherent property of the information itself, or as an individual mental construct of the users. The notion of information quality is often not situated within a philosophy of information. This paper outlines a conceptual framework in which information is regarded as a semiotic sign, and extends that notion with Paul Grice's pragmatic philosophy of language to provide a conversational notion of information quality that is contextual and tied to the notion of meaning.

Date

23. 3.2013 12:29:16

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Abstract

The central problem with understanding brain and mind is the neural code issue: understanding the matter of our brain as basis for the phenomena of our mind. The richness with which our mind represents our environment, the parsimony of genetic data, the tremendous efficiency with which the brain learns from scant sensory input and the creativity with which our mind constructs mental worlds all speak in favor of mind as an emergent phenomenon. This raises the further issue of how the neural code supports these processes of organization. The central point of this communication is that the neural code has the form of structured net fragments that are formed by network self-organization, activate and de-activate on the functional time scale, and spontaneously combine to form larger nets with the same basic structure.

Date

27.12.2020 16:56:22

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Abstract

This review paper examines some of the main theoretical influences prompting a reappreciation of the importance of the body and how it may be conceived as relevant to information studies (IS). It starts by placing this increased recognition of the body in its historical and social context. It then examines, in turn, how the body is viewed in the phenomenology of Merleau-Ponty; practice theory; embodied cognition; and sensory studies. Existing and potential influences in information studies are discussed. Most work that reexamines the place of the body reflects the influence of Merleau-Ponty, but he has had relatively little direct impact on IS. Practice theory does deal with the body, and this has already been picked up quite strongly in IS. Work in the area of embodied cognition has the potential to fundamentally change our view of the relation of the mind and the body, and information as an aspect of that relation. Sensory studies offers a powerful framework for examining the cultural shaping of the senses as a source of information. The implications of the bodily turn for methodology are briefly discussed.

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Abstract

This paper develops a new perspective on the relation of instantiation. This new perspective is based on recent research in cognitive psychology, or, more specifically, on the theory of frames, which was defined by Lawrence Barsalou to capture the common features of contemporary models of human concepts. I show how this new perspective may be applied to coordinate two rudimentary mental operations: categorization and conceptualization.

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Abstract

This article presents an updated account of integrated information theory of consciousness (IIT) and some of its implications. IIT stems from thought experiments that lead to phenomenological axioms (existence, compositionality, information, integration, exclusion) and corresponding ontological postulates. The information axiom asserts that every experience is specific - it is what it is by differing in its particular way from a large repertoire of alternatives. The integration axiom asserts that each experience is unified - it cannot be reduced to independent components. The exclusion axiom asserts that every experience is definite - it is limited to particular things and not others and flows at a particular speed and resolution. IIT formalizes these intuitions with postulates. The information postulate states that only "differences that make a difference" from the intrinsic perspective of a system matter: a mechanism generates cause-effect information if its present state has selective past causes and selective future effects within a system. The integration postulate states that only information that is irreducible matters: mechanisms generate integrated information only to the extent that the information they generate cannot be partitioned into that generated within independent components. The exclusion postulate states that only maxima of integrated information matter: a mechanism specifies only one maximally irreducible set of past causes and future effects - a concept. A complex is a set of elements specifying a maximally irreducible constellation of concepts, where the maximum is evaluated over elements and at the optimal spatio-temporal scale. Its concepts specify a maximally integrated conceptual information structure or quale, which is identical with an experience. Finally, changes in information integration upon exposure to the environment reflect a system's ability to match the causal structure of the world. After introducing an updated definition of information integration and related quantities, the article presents some theoretical considerations about the relationship between information and causation and about the relational structure of concepts within a quale. It also explores the relationship between the temporal grain size of information integration and the dynamic of metastable states in the corticothalamic complex. Finally, it summarizes how IIT accounts for empirical findings about the neural substrate of consciousness, and how various aspects of phenomenology may in principle be addressed in terms of the geometry of information integration.

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Abstract

Purpose The purpose of this paper is to propose an appropriate symbolic representation, as well as its metaphorical interpretation, to illustrate the special role of information in the knowledge acquisition process. Design/methodology/approach Besides the literature review, this is a speculative study based on a symbolic and metaphorical point of view. Findings The proposed symbolic representation was derived from the conceptual designation of information "as a flow" and, accordingly, by the corresponding redrawing of the data-information-knowledge-wisdom (DIKW) pyramid. The knowledge acquisition process is symbolically represented by the growth of a "tree of knowledge" which is planted on a "data earth," filled with "information sap" and lit by the rays of the "sun of the mind," a new symbol of the concept of wisdom in the DIKW model. As indicated, a key concept of this metaphorical interpretation is the role of "information sap" which rises from the roots of the "tree of knowledge" to the top of the tree and it is recognized as an invisible link between "world of data" and "world of knowledge." This concept is also proposed as a new symbolic representation of the DIKW model. Originality/value On the basis of specific symbolic-metaphorical representation, this paper provides a relatively new concept of information which may help bridge observed gaps in the understanding of information in various scientific fields, as well as in its understanding as an objective or subjective phenomenon.

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Abstract

Anyone who has clarified a thought or prompted a response during a conversation by drawing a picture has exploited the potential of image making to convey information. Images are increasingly ubiquitous in daily communication due to advances in visually enabled information and communication technologies (ICT), such as information visualization applications, image retrieval systems, and virtual collaborative work tools. Although images are often used in social contexts, information science research concerned with the visual representation of information typically focuses on the image artifact and system building. To learn more about image making as a form of social interaction and as a form of information practice, a qualitative study examined face-to-face conversations involving the creation of ad hoc visualizations (i.e., "napkin drawings"). Interactional sociolinguistic concepts of conversational involvement and coordination guided multimodal analysis of video-recorded interactions that included spontaneous drawing. Findings show patterns in communicative activities associated with the visual representation of information. Furthermore, the activity of mark making contributes to the maintenance of conversational involvement in ways that are not always evident in the drawn artifact. This research has implications for the design and evaluation of visually enabled virtual collaboration environments, visual information extraction and retrieval systems, and data visualization tools.

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Abstract

Originality/value - The general consensus is that uncertainty is a mental state of users reflecting a gap in knowledge which triggers an IS&R process, and that the gap is reduced as relevant information is found, and thus that the uncertainty disappears as the search process concludes. However, in the present study it is argued that some form of uncertainty is always associated with some part of the IS&R process and that it also fluctuates throughout the IS&R process. Users may therefore feel uncertain at any stage of the IS&R process and this may be related to: the initial information need and expression of that need, the search process itself, including identification of relevant systems, services and resources; and the assessment of, and reaction to, the results produced by the search process. Uncertainty may be unresolved, or even increase, as the user progresses, often iteratively, through the IS&R process and may remain even after its completion, resulting in what may be called a persistent uncertainty. In other words, this research hypothesises that, in addition to the uncertainty that triggers the information search process (Wilson et al., 2000), users suffer from varying degrees of uncertainty at every stage of the information search and retrieval process, and that in turn, triggers different information-seeking behaviours.

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Abstract

This study aimed to evaluate the extent to which Year Seven students, teachers and teacher-librarians, in three rural Australian state schools, would value question formulation as an information literacy skill. Question formulation is defined here as students independently formulating their own questions for curricular assignments. It also aimed to evaluate the extent to which these students would transfer question formulation across subjects and across time. The study used a constructivist grounded theory approach and data were analysed using constructivist grounded analysis. The findings of the study indicated that most students, teachers and teacher-librarians valued question formulation as an information literacy skill, but that this value was often limited in scope, e.g. only in relation to information retrieval. Some students, and most teachers and teacher-librarians, saw extensive value in question formulation and took a more holistic view, e.g. linking question formulation with assignment writing. A small minority of students did not value question formulation as they found it a difficult concept. Students used written questions when required to do so by teachers but some students preferred to develop mental questions when doing assignments. There was some clear evidence of transfer, in that some students applied what they had learned about question formulation in a previous term to a new subject assignment. On the other hand, many other students did not transfer what they had learned, and the evidence showed that this was either because they did not understand the concept of transfer (a small minority), or that they lacked motivation to transfer, or that they expected the teacher and/or teacher-librarian to tell them to formulate their own questions. It was clear from the study that there was no culture of transfer in these schools and that this made it unlikely that students, apart from a well-motivated minority, would transfer skills.

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Abstract

This study aimed to evaluate the extent to which Year Seven students, teachers and teacher-librarians, in three rural Australian state schools, would value question formulation as an information literacy skill. Question formulation is defined here as students independently formulating their own questions for curricular assignments. It also aimed to evaluate the extent to which these students would transfer question formulation across subjects and across time. The study used a constructivist grounded theory approach and data were analysed using constructivist grounded analysis. The findings of the study indicated that most students, teachers and teacher-librarians valued question formulation as an information literacy skill, but that this value was often limited in scope, e.g. only in relation to information retrieval. Some students, and most teachers and teacher-librarians, saw extensive value in question formulation and took a more holistic view, e.g. linking question formulation with assignment writing. A small minority of students did not value question formulation as they found it a difficult concept. Students used written questions when required to do so by teachers but some students preferred to develop mental questions when doing assignments. There was some clear evidence of transfer, in that some students applied what they had learned about question formulation in a previous term to a new subject assignment. On the other hand, many other students did not transfer what they had learned, and the evidence showed that this was either because they did not understand the concept of transfer (a small minority), or that they lacked motivation to transfer, or that they expected the teacher and/or teacher-librarian to tell them to formulate their own questions. It was clear from the study that there was no culture of transfer in these schools and that this made it unlikely that students, apart from a well-motivated minority, would transfer skills.

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Abstract

This paper is a theoretical analysis of the cognitive free-fall metaphor, used within the cognitive view, as a model for explaining the communication process between a generator and a receiver of a message. Its aim is to demonstrate that the idea of a cognitive free fall taking place within this communication process leads to apparent theoretical paradoxes, partly fostered by unclear definitions of key information-science concepts-namely, tokens, signs, information, and knowledge and their interrelatedness-and a naïve theoretical framework. The paper promotes a semiotically inspired model of communication that demonstrates that what takes place in communication is not a cognitive free fall, but rather a fall from a pragmatic level of knowing or knowledge to a level of representation or information. The paper further argues that the communication process more ideally can be expressed as a complex interrelation of emotion, information, and cognition.

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Abstract

In 2003 I was a doctoral student at the Department of Information Studies at the University of California, Los Angeles, and happily learning information behavior under Marcia Bates. I enrolled in a methodology seminar offered through the Sociology Department entitled Ethnography, Ethnomethodology, and Symbolic Interactionism, taught by the late Melvin Pollner. Our class read a book-length ethnography of one sociologist's experience as the paid caretaker of a teenage girl living with severe mental and motor impairments; the study reported the sexual way the child pressed her body against her older, male assistant during their daily routine and the inexorable sexual response of his body-two haptic forms of embodied information. The aspiring sociologists and anthropologists in the course found these microsocial physical dynamics to be riveting and discussed their meaning for two hours. The next week our enlightened professor assigned an article by Lucy Suchman about the coordinated flow of information via documents in a workplace-a brilliant paper. To my surprise, my classmates were dismissive of Suchman's study. One budding sociologist remarked, "Well, the research design is solid, but it's all about these [End Page 585] documents. I mean . who really cares?" This flippant criticism left me speechless, while everyone else in the class laughed in agreement (excepting the magnanimous Dr. Pollner).

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Abstract

The semiotics of C. S. Peirce presents fundamental concepts to discover aspects of the indexing process, including representation and classes of signs. However, we still know little of its theoretical potential for subject indexing. We believe that the main difficulty in the proposals to understand the process of subject indexing based on Peircean semiotics stems from an incomplete interpretation of his semiotic system. This paper attempts to describe the contributions of Peircean semiotics to subject indexing. First, we analyze some of the concepts of the branches of semiotics, after which, we discuss strategies for conceptual approximation. Secondly, and aiming to raise the level of interlocution between the areas, we intend to argue that subject indexing is an inferential process, as explained by the second branch of semiotics. Thus, we seek to go beyond the level of speculative grammar, the first branch of semiotics, to forge a closer link with pure or critical logic, the second branch. We conclude that the indexer's work does not produce a mere reflection of what already exists in documents, but involves an instigating action to discover, through the inferential matrix, the meaning of a text in order to find the subject and the most a ppropriate subject added entry to the information system.

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Date

29. 9.2018 11:22:09

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Content

"Es gibt Daten, Informationen und Fakten. Wenn man mir eine Zahlenreihe vorsetzt, dann handelt es sich um Daten: unterscheidbare Einheiten, im Fachjargon: Items. Wenn man mir sagt, dass diese Items stündliche Temperaturangaben der Aare im Berner Marzilibad bedeuten, dann verfüge ich über Information - über interpretierte Daten. Wenn man mir sagt, dies seien die gemessenen Aaretemperaturen am 22. August 2016 im Marzili, dann ist das ein Faktum: empirisch geprüfte interpretierte Daten. Dieser Dreischritt - Unterscheiden, Interpretieren, Prüfen - bildet quasi das Bindemittel des Faktischen, «the matter of fact». Wir alle führen den Dreischritt ständig aus und gelangen so zu einem relativ verlässlichen Wissen und Urteilsvermögen betreffend die Dinge des Alltags. Aber wie schon die Kurzcharakterisierung durchblicken lässt, bilden Fakten nicht den Felsengrund der Realität. Sie sind kritikanfällig, sowohl von der Interpretation wie auch von der Prüfung her gesehen. Um bei unserem Beispiel zu bleiben: Es kann durchaus sein, dass man uns zwei unterschiedliche «faktische» Temperaturverläufe der Aare am 22. August 2016 vorsetzt.

Date

24. 8.2016 9:29:24

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Date

22. 7.2004 9:42:33
22. 4.2017 11:58:05

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Date

12. 7.2011 18:22:52

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Date

16. 6.2014 19:22:57

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Date

29. 1.2014 16:44:54