1,720,963 research outputs found
How psychology and cognition can inform the creation of ontologies in semantic technologies
No full textThis paper demonstrates how cognitive psychology can contribute to the development of ontologies for semantic technologies and the semantic web. Specifically, the way in which the human cognitive system structures and processes conceptual information can act as a model for structuring formal ontologies, and can guide knowledge elicitation and the use of controlled natural languages. One conclusion is that during knowledge elicitation the dynamic nature of human information retrieval needs to be taken into account to obtain an ontology that is appropriate for its context of use. A further practical implication is that ontology developers need to be more specific and explicit about what they mean by the term ontology (e.g. does an ontology describe typical concept attributes or attributes that are true of most instances?) when explaining the use of concepts in ontologies to domain experts
The Extended Mind and Network-Enabled Cognition
No full textIn thinking about the transformative potential of network technologies with respect to human cognition, it is common to see network resources as playing a largely assistive or augmentative role. In this paper we propose a somewhat more radical vision. We suggest that the informational and technological elements of a network system can, at times, constitute part of the material supervenience base for a human agent’s mental states and processes. This thesis (called the thesis of network-enabled cognition) draws its inspiration from the notion of the extended mind that has been propounded in the philosophical and cognitive science literature. Our basic claim is that network systems can do more than just augment cognition; they can also constitute part of the physical machinery that makes mind and cognition mechanistically possible. In evaluating this hypothesis, we identify a number of issues that seem to undermine the extent to which contemporary network systems, most notably the World Wide Web, can legitimately feature as part of an environmentally-extended cognitive system. Specific problems include the reliability and resilience of network-enabled devices, the accessibility of online information content, and the extent to which network-derived information is treated in the same way as information retrieved from biological memory. We argue that these apparent shortfalls do not necessarily merit the wholesale rejection of the network-enabled cognition thesis; rather, they point to the limits of the current state-of-the-art and identify the targets of many ongoing research initiatives in the network and information sciences. In addition to highlighting the importance of current research and technology development efforts, the thesis of network-enabled cognition also suggests a number of areas for future research. These include the formation and maintenance of online trust relationships, the subjective assessment of information credibility and the long-term impact of network access on human psychological and cognitive functioning. The nascent discipline of web science is, we suggest, suitably placed to begin an exploration of these issues
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Cognitive Extension and the Web
No full textThere has been a growing interest in recent years regarding the relationship between social interaction processes, technological artefacts and human cognition. Human cognition, it is argued, is often dependent on features of our social and technological environments, and changes to these environments can exert a profound influence on the kind of cognitive processing that we are capable of. Given this assertion, our attempts to understand a technology as pervasive as the Web assumes a new significance; for inasmuch as Web resources and technologies are apt for potent forms of cognitive extension and incorporation, we may fully expect such resources and technologies to fundamentally transfigure the space of human thought and reason. Our aim in this paper is to evaluate the legitimacy of this claim. We assess whether the current properties of the Web enable it to meet the criteria for cognitive extension that have been proposed in the philosophical and cognitive scientific literature. Our analysis suggests that the Web is capable of participating in the external realization of (at least some) human mental states, but that further work is required to leverage its full potential. Relevant capability targets for future research and technology development include (but are not limited to) a move from resource-centric to data-centric modes of information representation, enhanced mechanisms for information quality assessment, and improved opportunities for the active (re-)structuring and personalization of information content. We conclude that the Web does constitute a potentially important element of the bio-technological matrix associated with mind and cognition; however, we suggest that further technological innovation is required to enable it to participate in the external realization of human mental states and processes. The notions of distributed and extended cognition seem to be highly relevant in understanding the transformative potential of the Web in relation to human cognition, and the continued study of the psycho-cognitive effects of the Web should, we argue, be key elements of a mature web science discipline
The Network-Extended Mind
No full textWhereas the traditional view in cognitive science has been to view mind and cognition as something that is the result of essentially inner, neural processes, the extended cognition perspective claims that at least some human mental states and processes stem from complex webs of causal influence involving extra-neural resources, most notably the resources of our social and technological environments. In this chapter, we explore the possibility that contemporary and near-future network systems are poised to extend and perhaps transform our human cognitive potential. We also examine the extent to which the information and network sciences are relevant to our understanding of various forms of cognitive extension, particularly with respect to the formation, maintenance and functioning of extended cognitive systems in network-enabled environments. Our claim is that the information and network sciences are relevant on two counts: firstly, they support an understanding of the mechanisms underpinning socially- and technologically-mediated forms of cognitive extension; secondly, they serve to guide and inform engineering efforts that strive to enhance and expand our cognitive capabilities. We discuss the relevance and applicability of these conclusions to current and future research exploring the contribution of network technologies to military coalition operations
It is not worth learning if it is not remembered: designing e-learning to increase memory
Get PDFThe collation, storage and retrieval of information are essential components of successful learning. Whether information is retained depends on a variety of factors, including how the information fits with an individual’s existing knowledge, the way in which information is presented, and its complexity. Some of these factors are under the direct control of the e-learning designers and developers. Investigating these factors and how they impact on memory is important and can enhance the quality of e-learning. Evidence from cognitive neuroscience suggests that information is stored in a semantically meaningful manner. It follows that e-learning technologies, which either mimic how knowledge is structured in the mind or which allow individuals to organise their own exploration of the information space, should facilitate learning and memory. However, the ability to freely explore an information space is also more taxing on an individual’s cognitive resources. Learners would need to expend cognitive resources remembering where they have been, as well as on deciding where to go next. These additional demands may impede learning, especially for more complex information. Most critical to investigate is the trade-off between the ability to build knowledge according to the learners’ cognitive structures and style (which is also more engaging), on the one hand; and the extra cognitive load associated with giving learners more control and information, on the other hand.In this study we investigated the relationship between information layout, complexity of information content, and memory. Seventy-six participants took part in the study. A third of them were presented with information that was laid out in a linear fashion: learners encountered the items of information in a fixed and constrained sequence. This layout provided a structure for remembering the presented information and minimised cognitive load. Another third of the participants were given full control; they could select the order in which they learned the different topics and could freely navigate between them. This layout increased cognitive load and eliminated context structure, but was also potentially more engaging and allowed for individual differences. The remaining third of participants received an intermediate version, giving some, but not total, control. All the participants studied eight topics, half of them were given relatively simple information on each topic, whereas the other half where given more complex information.The acquisition and retention of the learned material was assessed in all the experimental conditions. We found that constraining both the amount of information presented to the learners and the degree of navigational freedom they are given enhances information acquisition and retention. These factors are further discussed in terms of Cognitive Load Theory (CLT). Finally, the implication and application to e-learning design is considered
An Analysis of the Origins of Ontology Mismatches on the Semantic Web
No full textDespite the potential of domain ontologies to provide consensual representations of domain-relevant knowledge, the open, distributed and decentralized nature of the Semantic Web means that individuals will rarely, if ever, countenance a common set of terminological and representational commitments during the ontology design process. More often than not, differences between ontologies are likely to occur, and this is the case even when the ontologies describe identical or overlapping domains of interest. Differences between ontologies are often referred to as ontology mismatches and there is an extensive research literature geared towards the technology-mediated reconciliation of such mismatches. Our approach in the current paper is not to comment on the relative merits or demerits of the various technological solutions that could be used to resolve ontological differences; rather, we aim to explore the reasons why such differences may arise in the first place. In addition to a review of the various factors that contribute to ontology mismatches on the Semantic Web, we also discuss a number of focus areas for future research in this area. An improved understanding of the origins of ontology mismatches will, we argue, complement existing research into semantic integration techniques. In particular, by understanding more about the complex cognitive, epistemic and socio-cultural factors associated with the ontology development process, we may be able to develop knowledge acquisition and modeling tools/techniques that attenuate the impact of ontology mismatches for large-scale information sharing and data integration on the Semantic Web
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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