Search (45 results, page 2 of 3)

  • × theme_ss:"Information"
  • × year_i:[1980 TO 1990}
  1. Crawford, M.: Information as a commodity (1989) 0.00
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    Abstract
    Contribution to a special section on library and information management. Discusses the concept of information as an object of trade and the role of information workers in dealing with this commodity as being authorities on the quality and the value of information itself.
  2. Heilprin, L.B.: Foundations of information science reexamined (1989) 0.00
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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
    Source
    Annual review of information science and technology. 24(1989), S.343-372
  3. Wilson, T.; Streatfield, D.R.; Wersig, G.: Models of the information user : progress and prospects in research (1982) 0.00
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    Source
    Information and the transformation of society. Ed.: G.P. Sweeney
  4. Repo, A.J.: ¬The value of information : approaches in economics, accounting, and management science (1989) 0.00
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    Source
    Journal of the American Society for Information Science. 40(1989) no.2, S.68-85
  5. Griffiths, J.: ¬The value of information and related systems, products and services (1982) 0.00
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    Source
    Annual review of information science and technology. 17(1982), S.269-284
  6. Hayward, J.W.: Shifting worlds, changing minds : where the sciences and Buddhism meet (1987) 0.00
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    Abstract
    Since this book is into shifting worlds and changing minds it is best approached with a perspective open to change. What you get is a systematic dismantling of the cult of rationality through an examination of human perception. The result is a simpler, more natural way of being, free from the limitations of particular belief systems. The idea is that the emancipated mind finds peace through awareness and compassion. It is clearly written, but a bit scholarly drawing from a broad base of scientific and philosophical thought. As such it organizes and makes accessible some of the brightest thinkers of all time.
  7. Brookes, B.C.: ¬The foundations of information science : pt.3: quantitative aspects: objective maps and subjective landscapes (1980) 0.00
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    Abstract
    The metrical characteristics of information space are compared with those of physical space. An abstract model is used to show that information space is like that of landscapes and skyscapes. As individuals we learn very early to correct the distortions that subjective appearances impose on us but traces of this process are shown by cosmological history. These arguments are supported by other evidence indicating that information quantities should be measured logarithmically
    Source
    Journal of information science. 2(1980), S.269-275
  8. Huang, G.W.: Accessing information in an information society (1989) 0.00
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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.
  9. Weed, L.L.: Knowledge coupling (1989) 0.00
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    Abstract
    Discusses the task of applying information, gained from all kinds of sources, to problem solving
    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
  10. Dole, J.A.; Sinatra, G.M.: Reconceptualizing change in the cognitive construction of knowledge (1989) 0.00
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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).
  11. Pratt, A.D.: Information and emmorphosis : an attempt at definition (1980) 0.00
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    Source
    Theory and application of information research. Proc. of the 2nd Int. Research Forum on Information Science, 3.-6.8.1977, Copenhagen. Ed.: O. Harbo u. L. Kajberg
  12. Chaitin, G.J.: Gödel's theorem and information (1982) 0.00
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    Source
    International journal of theoretical physics. 21(1982), S.941-954
  13. Stonier, T.: Towards a general theory of information II : information and entropy (1989) 0.00
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  14. Stonier, T.: Towards a new theory of information (1986) 0.00
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  15. Derr, R.L.: ¬The concept of information in ordinary discourse (1985) 0.00
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  16. Davies, R.: Document, information or knowledge? : choices for librarians (1983) 0.00
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    Source
    Journal of librarianship. 15(1983), S.47-65
  17. Ritchie, L.D.: Shannon and Weaver : unravelling the paradox of information (1986) 0.00
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  18. Carroll, B.C.; King, D.W.: ¬The value of information (1985) 0.00
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  19. Dretske, F.: Knowledge and the flow of information (1981) 0.00
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  20. Dervin, B.; Harlock, S.; Atwood, R.; Garzona, C.: ¬The human side of information : an exploration in a health communication context (1980) 0.00
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