Search (15 results, page 1 of 1)

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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_

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Abstract

The history of encyclopedias and wholly new forms of encyclopedias are briefly reviewed. The possibilities and problems that hypertext presents as a basis for new forms of encyclopedias are explored. The capabilities of current systems, both experimental and commercially available, are outlined, focusing on new possibilities for authoring and design and for reading the retrieval. Examples of applications already making use of hypertext are given.

Date

7. 1.1996 22:47:52

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Source

Ratio. 22(1980), S.155-164

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Source

Information processing and management. 22(1986) no.5, S.373-383

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Date

22. 7.2000 19:07:17

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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.

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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

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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

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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

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Abstract

The literature of psychology, library science, management, computer science, and systems engineering is reviewed and integrated into an overall perspective of human information seeking and the design of information systems. The nature of information seeking is considered in terms of its role in decision making and problem solving, the dynamics of the process, and the value of information. Discussions of human information seeking focus on basic psychological studies, effects of cognitive style, and models of human behavior. Design issues considered include attributes of information systems, analysis of information needs, aids for information seeking, and evaluation of information systems

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Content

Information science; its roots and relations as viewed from the perspective of cognitive science; informatics (computer and information science), its ideology, methodology, and sociology; intellectual issues in the history of artificial intelligence; linguistcs and its relations to other disciplines; library and information sciences; disciplinary differentiation, competition, and convergence; cybernetics; thirty years of information theory; on system theory and its relevance to problems in information science; system theory, knowledge and the social sciences

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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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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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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.