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  • × theme_ss:"Information"
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  1. Lehmann, K.: Unser Gehirn kartiert auch Beziehungen räumlich (2015) 0.03 
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    Footnote
    Vgl. Original unter: http://www.sciencedirect.com/science/article/pii/S0896627315005243: "Morais Tavares, R., A. Mendelsohn, Y.Grossman, C.H. Williams, M. Shapiro, Y. Trope u. D. Schiller: A Map for Social Navigation in the Human Brain" in. Neuron 87(2015) no.1, S,231-243. [Deciphering the neural mechanisms of social behavior has propelled the growth of social neuroscience. The exact computations of the social brain, however, remain elusive. Here we investigated how the human br ain tracks ongoing changes in social relationships using functional neuroimaging. Participants were lead characters in a role-playing game in which they were to find a new home and a job through interactions with virtual cartoon characters. We found that a two-dimensional geometric model of social relationships, a "social space" framed by power and affiliation, predicted hippocampal activity. Moreover, participants who reported better social skills showed stronger covariance between hippocampal activity and "movement" through "social space." The results suggest that the hippocampus is crucial for social cognition, and imply that beyond framing physical locations, the hippocampus computes a more general, inclusive, abstract, and multidimensional cognitive map consistent with its role in episodic memory.].
    Type
    a
  2. P-L-U-R-V : das sind die häufigsten Methoden der Desinformation. Neue Infografik im Posterformat (2020) 0.02 
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    Content
    Vgl. auch: https://www.klimafakten.de/meldung/p-l-u-r-v-dies-sind-die-haeufigsten-desinformations-tricks-von-wissenschafts-leugnern.
    Source
    https://www.klimafakten.de/meldung/p-l-u-r-v-das-sind-die-haeufigsten-methoden-der-desinformation-neue-infografik-im
  3. Gödert, W.; Lepsky, K.: Rezeption externalisierten Wissens : ein konstruktivistisches Modell auf der Basis von Poppers Drei Welten und Searles Kollektiver Intentionalität (2018) 0.01 
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    Content
    Auch unter: DOI: 10.13140/RG.2.2.21248.07688. Auch in: International Forum on Information. 44(2019) H.4, S.25-35 (http://lamb.viniti.ru/sid2/sid2free?sid2=J18357463. Zunächst auch: https://elibrary.ru/item.asp?id=41860839 bzw. http://www.viniti.ru/products/publications/pub-134048#issues [http://catalog.viniti.ru/srch_result.aspx?IRL=FETCH+QUERY%3d2603664+OBJ%3d01bsmm7z+STYLE%3dFull1&TYP=FULL1]).
    Type
    a
  4. Kuhlen, R.: Informationelle Bildung - Informationelle Kompetenz - Informationelle Autonomie (2000) 0.01 
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    Language
    a
  5. Internet Privacy : eine multidisziplinäre Bestandsaufnahme / a multidisciplinary analysis: acatech STUDIE (2012) 0.01 
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    Content
    Vgl. unter: http://www.acatech.de/fileadmin/user_upload/Baumstruktur_nach_Website/Acatech/root/de/Publikationen/Projektberichte/acatech_STUDIE_Internet_Privacy_WEB.pdf. Enthält Auszüge aus: Capurro, R., M, Eldred u. D. Nagel: Digital Whoness: Identity, Privacy and Freedom in the Cyberworld. Frankfurt 2013. Vgl. http://www.capurro.de/floridi.html.
    Pages
    328 S
  6. Jungen, O.: Grenzen der Technik : das letzte Refugium menschlicher Intelligenz (2018) 0.01 
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    Abstract
    Computer können längst nicht alles. Online-Übersetzer zum Beispiel stoßen schnell an ihre Grenzen. Für den Kognitionswissenschaftler Douglas R. Hofstadter herrscht in vielen Maschinen effiziente Scheinintelligenz.
  7. Jeffrey, K.: Erinnerung ist manipulierbar (2018) 0.01 
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  8. Gödert, W.; Lepsky, K.: Reception of externalized knowledge : a constructivistic model based on Popper's Three Worlds and Searle's Collective Intentionality (2019) 0.01 
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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.
    Type
    a
  9. Darnton, R.: Im Besitz des Wissens : Von der Gelehrtenrepublik des 18. Jahrhunderts zum digitalen Google-Monopol (2009) 0.01 
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    Source
    Le Monde diplomatique. Nr. 8852 vom 3.4.2009, S.12-13
    Type
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  10. Dervin, B.: Chaos, order, and sense-making : a proposed theory for information design (1995) 0.01 
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    Abstract
    The term information design is being offered in this volume as a disignator of a new area of activity. Part of the logic inherent in the presentation is the assumption that as a species we face altered circumstances which demand this new practice
    Footnote
    Submitted as chapter for: 'Information design. Ed.: R. Jacobson. MIT Press 1996 (expected)'
  11. Maguire, P.; Maguire, R.: Consciousness is data compression (2010) 0.01 
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    Abstract
    In this article we advance the conjecture that conscious awareness is equivalent to data compression. Algorithmic information theory supports the assertion that all forms of understanding are contingent on compression (Chaitin, 2007). Here, we argue that the experience people refer to as consciousness is the particular form of understanding that the brain provides. We therefore propose that the degree of consciousness of a system can be measured in terms of the amount of data compression it carries out.
    Type
    a
  12. Stang, R.: Lehr- und Lernraumforschung im Kontext der Informationswissenschaft : Das Learning Research Center der Hochschule der Medien Stuttgart (2019) 0.01 
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  13. Jackson, R.: Information Literacy and its relationship to cognitive development and reflective judgment (2008) 0.01 
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  14. Allo, P.; Baumgaertner, B.; D'Alfonso, S.; Fresco, N.; Gobbo, F.; Grubaugh, C.; Iliadis, A.; Illari, P.; Kerr, E.; Primiero, G.; Russo, F.; Schulz, C.; Taddeo, M.; Turilli, M.; Vakarelov, O.; Zenil, H.: ¬The philosophy of information : an introduction (2013) 0.01 
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    Abstract
    In April 2010, Bill Gates gave a talk at MIT in which he asked: 'are the brightest minds working on the most important problems?' Gates meant improving the lives of the poorest; improving education, health, and nutrition. We could easily add improving peaceful interactions, human rights, environmental conditions, living standards and so on. Philosophy of Information (PI) proponents think that Gates has a point - but this doesn't mean we should all give up philosophy. Philosophy can be part of this project, because philosophy understood as conceptual design forges and refines the new ideas, theories, and perspectives that we need to understand and address these important problems that press us so urgently. Of course, this naturally invites us to wonder which ideas, theories, and perspectives philosophers should be designing now. In our global information society, many crucial challenges are linked to information and communication technologies: the constant search for novel solutions and improvements demands, in turn, changing conceptual resources to understand and cope with them. Rapid technological development now pervades communication, education, work, entertainment, industrial production and business, healthcare, social relations and armed conflicts. There is a rich mine of philosophical work to do on the new concepts created right here, right now.
    Philosophy "done informationally" has been around a long time, but PI as a discipline is quite new. PI takes age-old philosophical debates and engages them with up-to-the minute conceptual issues generated by our ever-changing, information-laden world. This alters the philosophical debates, and makes them interesting to many more people - including many philosophically-minded people who aren't subscribing philosophers. We, the authors, are young researchers who think of our work as part of PI, taking this engaged approach. We're excited by it and want to teach it. Students are excited by it and want to study it. Writing a traditional textbook takes a while, and PI is moving quickly. A traditional textbook doesn't seem like the right approach for the philosophy of the information age. So we got together to take a new approach, team-writing this electronic text to make it available more rapidly and openly.
    Content
    Vgl. auch unter: http://www.socphilinfo.org/teaching/book-pi-intro: "This book serves as the main reference for an undergraduate course on Philosophy of Information. The book is written to be accessible to the typical undergraduate student of Philosophy and does not require propaedeutic courses in Logic, Epistemology or Ethics. Each chapter includes a rich collection of references for the student interested in furthering her understanding of the topics reviewed in the book. The book covers all the main topics of the Philosophy of Information and it should be considered an overview and not a comprehensive, in-depth analysis of a philosophical area. As a consequence, 'The Philosophy of Information: a Simple Introduction' does not contain research material as it is not aimed at graduate students or researchers. The book is available for free in multiple formats and it is updated every twelve months by the team of the p Research Network: Patrick Allo, Bert Baumgaertner, Anthony Beavers, Simon D'Alfonso, Penny Driscoll, Luciano Floridi, Nir Fresco, Carson Grubaugh, Phyllis Illari, Eric Kerr, Giuseppe Primiero, Federica Russo, Christoph Schulz, Mariarosaria Taddeo, Matteo Turilli, Orlin Vakarelov. (*) The version for 2013 is now available as a pdf. The content of this version will soon be integrated in the redesign of the teaching-section. The beta-version from last year will provisionally remain accessible through the Table of Content on this page."
    Pages
    208, 10 S
  15. Irtenkauf, D.; Feustel, R.: "Am Anfang war die Information..." : Der Wissenssoziologe Robert Feustel über die religiösen Tendenzen der Digitalisierung? (Interview) (2019) 0.00 
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  16. Atran, S.; Medin, D.L.; Ross, N.: Evolution and devolution of knowledge : a tale of two biologies (2004) 0.00 
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    Date
    23. 1.2022 10:22:18
    Type
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  17. Harnett, K.: Machine learning confronts the elephant in the room : a visual prank exposes an Achilles' heel of computer vision systems: Unlike humans, they can't do a double take (2018) 0.00 
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    Abstract
    In a new study, computer scientists found that artificial intelligence systems fail a vision test a child could accomplish with ease. "It's a clever and important study that reminds us that 'deep learning' isn't really that deep," said Gary Marcus , a neuroscientist at New York University who was not affiliated with the work. The result takes place in the field of computer vision, where artificial intelligence systems attempt to detect and categorize objects. They might try to find all the pedestrians in a street scene, or just distinguish a bird from a bicycle (which is a notoriously difficult task). The stakes are high: As computers take over critical tasks like automated surveillance and autonomous driving, we'll want their visual processing to be at least as good as the human eyes they're replacing. It won't be easy. The new work accentuates the sophistication of human vision - and the challenge of building systems that mimic it. In the study, the researchers presented a computer vision system with a living room scene. The system processed it well. It correctly identified a chair, a person, books on a shelf. Then the researchers introduced an anomalous object into the scene - an image of elephant. The elephant's mere presence caused the system to forget itself: Suddenly it started calling a chair a couch and the elephant a chair, while turning completely blind to other objects it had previously seen. Researchers are still trying to understand exactly why computer vision systems get tripped up so easily, but they have a good guess. It has to do with an ability humans have that AI lacks: the ability to understand when a scene is confusing and thus go back for a second glance.
    Type
    a
  18. Rieck, M.: Einige Gedanken zur deutschen Informationswissenschaft (2013) 0.00 
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    Abstract
    Die deutsche Informationswissenschaft existiert nur dem Namen nach. Eine eher sporadisch stattfindende fachliche Diskussion dreht sich ausschließlich um praktische Probleme, die Theorie wird weitgehend ignoriert. Kaum jemand ist bereit, über den Tellerrand zu blicken. Es wird versucht, die Informationswissenschaft zur Geisteswissenschaft zu erklären. Die Naturwissenschaften werden ausgeschlossen. Bibliotheks-, Dokumentations- und Archivwissenschaft sollen in der Informationswissenschaft aufgehen. Diese Vorgänge leiteten u. a. das Ende der wissenschaftlichen Dokumentation ein. In diesem Artikel wird dargestellt, wie die Informationswissenschaft aufgebaut werden kann und welche Themen sie behandeln sollte. Dabei wird davon ausgegangen, dass es sich um die "Wissenschaft von der Information" handelt. So muss es Grundlage sein, zu klären, worum es sich bei dem Phänomen "Information" handelt. Es werden verschiedene Ansätze betrachtet und ausgewertet, beginnend mit Shannons Kommunikationstheorie bis hin zur Physik. Der Weg zu einer möglichen Definition wird ebenso behandelt, wie die Eigenschaften der Information und ihre Abgrenzung zu Daten und Wissen.
    Type
    a
  19. Frei, R.: Informationswissenschaftliche Begriffe und Kernprozesse aus Sicht des Radikalen Konstruktivismus (2009) 0.00 
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    Pages
    81 S
  20. Enmark, R.: ¬The non-existent point : on the subject of defining library and information science and the concept of information (1998) 0.00 
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    Abstract
    The primary purpose of this essay if the following: to criticise a discipline-defining concept of information that has its poit of departure in the uncomplicated cognitive metaphor's 'subject/object relationship'. In my understanding, the cognitive channel metaphor is equal to the sender/receiver model, with the addition of the receiver's understanding, as both physical and mental aspects are used in one and the same metaphor: the 'subject' so to speak meets the 'object'. In this essay I will state: (1) that the point at which the 'subject' specifically meets the 'object' does not exist; (2) that the study of that which the non-existing point symbolises is impossible to describe on an general level without becoming trivial; (3) that it is not possible to find an obvious relationship between the sender's statement and the receiver's understanding; and (4) that the study of the 'subject' and the study of the 'object' exist in different methodological and theoretical dimensions: This leads to the conclusion that the cognitive channel metaphorical definition of the discipline of library and information science must preferably be abandoned and that this should take place such: (1) that consideration is taken to the empirical research that is carried out in library and information science and (2) that the research removes itself from the profession's legitimate ambitions for usefulness

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