Search (9 results, page 1 of 1)

0.005956133 = product of:
  0.017868398 = sum of:
    0.017868398 = product of:
      0.05360519 = sum of:
        0.05360519 = weight(_text_:retrieval in 4472) [ClassicSimilarity], result of:
          0.05360519 = score(doc=4472,freq=6.0), product of:
            0.15433937 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.051022716 = queryNorm
            0.34732026 = fieldWeight in 4472, product of:
              2.4494898 = tf(freq=6.0), with freq of:
                6.0 = termFreq=6.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.046875 = fieldNorm(doc=4472)
      0.33333334 = coord(1/3)
  0.33333334 = coord(1/3)

Abstract

This paper reports the results of a study funded by the Arts and Humanities Research Board which sought to investigate links between Web search strategies and retrieval effectiveness. A total of 68 students, enrolled on masters programmes in librarianship, information management and information systems, searched for two topics using the AltaVista search engine. Logs of the resultant 341 queries, along with relevance judgements for over 4,000 retrieved items, were analysed using factor analysis and regression. The differing but complementary types and strengths of evidence produced by these two forms of analysis are discussed and presented. Retrieval effectiveness was associated positively with best-match searching and negatively with Boolean searching. The implications of these findings for Web searching are discussed.

0.005615495 = product of:
  0.016846485 = sum of:
    0.016846485 = product of:
      0.050539456 = sum of:
        0.050539456 = weight(_text_:retrieval in 641) [ClassicSimilarity], result of:
          0.050539456 = score(doc=641,freq=12.0), product of:
            0.15433937 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.051022716 = queryNorm
            0.32745665 = fieldWeight in 641, product of:
              3.4641016 = tf(freq=12.0), with freq of:
                12.0 = termFreq=12.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.03125 = fieldNorm(doc=641)
      0.33333334 = coord(1/3)
  0.33333334 = coord(1/3)

Abstract

This chapter explores cognitive issues relating not only to the use and effectiveness of information retrieval (IR) systems, but also to the generation of new research knowledge relevant to enhancing such use and to the development of improved systems. There is still much that we do not know about how effectively, or not as the case may be, current IR systems support different individuals and groups of people in effectively acquiring the knowledge they need to help them in the tasks in which they are engaged. We need greater levels of knowledge of how we might optimize the symbiotic interactions between IR systems and people working in different contexts, and of the directions we might most profitably take in the development of new systems. The chapter begins by establishing working definitions of "knowledge", "information", "understanding", and related concepts including "information retrieval" and "information behavior". Such definitions are necessary if we are to achieve any clear focus on what are important issues for the evaluation and development of IR systems and practices. Knowledge is defined here as a conceptual system that enables its possessor (whether human or machine) to act in the world (e.g. in the form of autonomous activity or response to stimuli). Information is defined here as potential knowledge, and understanding as the process of transforming information into knowledge. Perceiving an information need represents the realization that one is in a situation for which one's existing knowledge is not adequate. Information is needed to generate, via understanding, appropriate new knowledge. However, the need for knowledge is broader than the information need in that the former entails defining the nature of the sought-for knowledge, as opposed to the type and nature of the information which may be used to generate it. Importantly in this context, functionally the same knowledge may be generated via the processing of alternative items of information. The realization and specification of the knowledge need, along with the evaluation of information behavior in terms of its contribution to satisfying the knowledge need, are termed here knowledge behavior. Information behavior comprises those activities entailed in the acquisition of information that may be transformed into knowledge. It subsumes information encountering and information seeking, the latter subsuming searching and retrieval. Although information retrieval is often used narrowly to denote the latter activity taking place within information seeking, a broader definition is used here to include the development, use and evaluation of systems designed to support the range of activities denoted by the term information behavior.

Series

The information retrieval series, vol. 19

Source

New directions in cognitive information retrieval. Eds.: A. Spink, C. Cole

0.004052635 = product of:
  0.012157904 = sum of:
    0.012157904 = product of:
      0.03647371 = sum of:
        0.03647371 = weight(_text_:retrieval in 4538) [ClassicSimilarity], result of:
          0.03647371 = score(doc=4538,freq=4.0), product of:
            0.15433937 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.051022716 = queryNorm
            0.23632148 = fieldWeight in 4538, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4538)
      0.33333334 = coord(1/3)
  0.33333334 = coord(1/3)

Abstract

Research into information retrieval (IR) cannot yet answer the basic question of how we can design IR systems to help people search for information with optimal levels of effectiveness. In relation to human-system interaction, we have failed to develop any valid and at the same time robust user models capable of driving practical system development. If we strip away assumptions and over-optimism relating to the generalisability of what are essentially sporadic and fragmented research efforts, the great "darkness to light" ratio characterising our knowledge of human aspects of IR becomes apparent. From a more critical and pessimistic (but by no means less realistic) perspective, we are getting nowhere fast. A range of strategies is proposed to improve the situation by supporting relatively "horizontal" as well as "vertical" knowledge integration. These consist of: greater use of pluralistic research approaches; enhanced access to research data; more multidisciplinary and multi-perspective integrative reviews and conceptual mappings; and establishing a greater critical mass of published research findings sufficient to support the generation of a less sparse and fragmented evidence-based knowledge map. The potential of electronic publishing and data access for helping achieve these goals is discussed.

0.004052635 = product of:
  0.012157904 = sum of:
    0.012157904 = product of:
      0.03647371 = sum of:
        0.03647371 = weight(_text_:retrieval in 2842) [ClassicSimilarity], result of:
          0.03647371 = score(doc=2842,freq=4.0), product of:
            0.15433937 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.051022716 = queryNorm
            0.23632148 = fieldWeight in 2842, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.0390625 = fieldNorm(doc=2842)
      0.33333334 = coord(1/3)
  0.33333334 = coord(1/3)

Abstract

Purpose - The purpose of this paper is to describe: a new taxonomy of metacognitive skills designed to support the study of metacognition in the context of web searching; a data collection instrument based on the taxonomy; and the results of testing the instrument on a sample of university students and staff. Design/methodology/approach - The taxonomy is based on a review of the literature, and is extended to cover web searching. This forms the basis for the design of the data collection instrument, which is tested with 405 students and staff of Sheffield University. Findings - Subjects regard the range of metacognitive skills focused on as broadly similar. However, a number of significant differences in reported metacognition usage relating to age, gender and discipline. Practical implications - These findings contribute to the long-term aims of the research which are to: develop a model of the actual and potential role of metacognition in web searching, and identify strategic "metacognitive interventions" that can be built into an intelligent information retrieval system, driven by the model, capable of enhancing retrieval effectiveness by compensating for metacognitive weaknesses on the part of the searcher. Originality/value - The value of the paper lies in: the consideration of metacognition in the context of web searching, the presentation of an extensible taxonomy of metacognitive skills, development and testing of a prototype metacognitive inventory, finding of significant differences in reported metacognition usage according to age, gender and discipline, and reflection of the implications of the results for future research into web searching.

0.004011904 = product of:
  0.012035711 = sum of:
    0.012035711 = product of:
      0.03610713 = sum of:
        0.03610713 = weight(_text_:retrieval in 1862) [ClassicSimilarity], result of:
          0.03610713 = score(doc=1862,freq=2.0), product of:
            0.15433937 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.051022716 = queryNorm
            0.23394634 = fieldWeight in 1862, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.0546875 = fieldNorm(doc=1862)
      0.33333334 = coord(1/3)
  0.33333334 = coord(1/3)

Abstract

This report explores the intellectual processes entailed during information seeking, as information needs are generated and information is sought and evaluated for relevance. It focuses an the details of cognitive processing, reviewing a number of models. In particular, Popper's model of the communication process between an individual and new information is explored and elaborated from the perspective of Pask's Conversation Theory. The implications of this theory are discussed in relation to the development of what Cole has termed "enabling" information retrieval systems.

0.0034387745 = product of:
  0.0103163235 = sum of:
    0.0103163235 = product of:
      0.03094897 = sum of:
        0.03094897 = weight(_text_:retrieval in 6978) [ClassicSimilarity], result of:
          0.03094897 = score(doc=6978,freq=2.0), product of:
            0.15433937 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.051022716 = queryNorm
            0.20052543 = fieldWeight in 6978, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.046875 = fieldNorm(doc=6978)
      0.33333334 = coord(1/3)
  0.33333334 = coord(1/3)

Abstract

This article reports the results of a study of the role of individual differences in Internet searching. The dimensions of individual differences forming the focus of the research consisted of: cognitive styles; levels of prior experience; Internet perceptions; study approaches; age; and gender. Sixty-nine Masters students searched for information on a prescribed topic using the AItaVista search engine. Results were assessed using simple binary relevance judgements. Factor analysis and multiple regression revealed interesting differences, retrieval effectiveness being linked to: male gender; low cognitive complexity; an imager (as opposed to verbalizer) cognitive style; and a number of Internet perceptions and study approaches grouped here as indicating low self-efficacy. The implications of these findings for system development and for future research are discussed.

0.0034387745 = product of:
  0.0103163235 = sum of:
    0.0103163235 = product of:
      0.03094897 = sum of:
        0.03094897 = weight(_text_:retrieval in 5240) [ClassicSimilarity], result of:
          0.03094897 = score(doc=5240,freq=2.0), product of:
            0.15433937 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.051022716 = queryNorm
            0.20052543 = fieldWeight in 5240, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.046875 = fieldNorm(doc=5240)
      0.33333334 = coord(1/3)
  0.33333334 = coord(1/3)

Abstract

In this issue we begin with the first of four parts of a five part series of papers by Spink, Wilson, Ford, Foster, and Ellis. Spink, et alia, in the first section of this report set forth the design of a project to test whether existing models of the information search process are appropriate for an environment of mediated successive searching which they believe characterizes much information seeking behavior. Their goal is to develop an integrated model of the process. Data were collected from 198 individuals, 87 in Texas and 111 in Sheffield in the U.K., with individuals with real information needs engaged in interaction with operational information retrieval systems by use of transaction logs, recordings of interactions with intermediaries, pre, and post search interviews, questionnaire responses, relevance judgments of retrieved text, and responses to a test of cognitive styles. Questionnaires were based upon the Kuhlthau model, the Saracevic model, the Ellis model, and incorporated a visual analog scale to avoid a consistency bias.

0.0032421078 = product of:
  0.009726323 = sum of:
    0.009726323 = product of:
      0.029178968 = sum of:
        0.029178968 = weight(_text_:retrieval in 4397) [ClassicSimilarity], result of:
          0.029178968 = score(doc=4397,freq=4.0), product of:
            0.15433937 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.051022716 = queryNorm
            0.18905719 = fieldWeight in 4397, product of:
              2.0 = tf(freq=4.0), with freq of:
                4.0 = termFreq=4.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.03125 = fieldNorm(doc=4397)
      0.33333334 = coord(1/3)
  0.33333334 = coord(1/3)

Abstract

Purpose - The purpose of this paper is to review recent developments in educational informatics relating to the provision by information systems of pedagogical support to web-based learners, and to propose further investigation of the feasibility and potential value of web-based "conversational" information systems to complement adaptive hypermedia and information retrieval systems. Design/methodology/approach - The potential of Pask's conversation theory is considered as a potentially useful framework for the development of information systems capable of providing pedagogical support for web-based learners, complementary to that provided by existing computer-assisted learning and adaptive hypermedia systems. The potential role and application of entailment meshes are reviewed in relation to other forms of knowledge representation including classifications, semantic networks, ontologies and representations based on knowledge space theory. Findings - Concludes that conversation theory could be a useful framework to support the development of web-based "conversational" information that would complement aspects of computer-assisted learning, adaptive hypermedia and information retrieval systems. The entailment mesh knowledge representation associated with conversation theory provides the potential for providing particularly rich pedagogical support by virtue of its properties of cyclicity, consistency and connectivity, designed to support deep and enduring levels of understanding. Research limitations/implications - Although based on a considerable body of theoretical and empirical work relating to conversation theory, the paper remains speculative in that the gap is still great between, on the one hand, what has so far been achieved and, on the other, the practical realisation of its potential to enhance web-based learning. Much work remains to be done in terms of exploring the extent to which procedures developed and benefits found in relatively small-scale experimental contexts can effectively be scaled to yield enhanced support for "real world" learning-related information behaviour. Originality/value - The ideas of Pask, discussed in this paper, are capable of guiding the structuring of information according to parameters designed to facilitate deep and enduring understanding via interactive "conversational" engagement between the conceptual structures of information source authors and learners. If one can scale Pask's work to "real world" learning-related information behaviour, one can increase the range of web-based information systems and services capable of providing pedagogical support to web-based learners.

0.0028656456 = product of:
  0.008596936 = sum of:
    0.008596936 = product of:
      0.025790809 = sum of:
        0.025790809 = weight(_text_:retrieval in 4006) [ClassicSimilarity], result of:
          0.025790809 = score(doc=4006,freq=2.0), product of:
            0.15433937 = queryWeight, product of:
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.051022716 = queryNorm
            0.16710453 = fieldWeight in 4006, product of:
              1.4142135 = tf(freq=2.0), with freq of:
                2.0 = termFreq=2.0
              3.024915 = idf(docFreq=5836, maxDocs=44218)
              0.0390625 = fieldNorm(doc=4006)
      0.33333334 = coord(1/3)
  0.33333334 = coord(1/3)

Abstract

Explores the role of information seeking and retrieval in the development of information systems to support personalized and autonomous learning.