Probabilistic hyperspace analogue to language

Song and Bruza introduce a framework for Information Retrieval(IR) based on Gardenfor's three tiered cognitive model; Conceptual Spaces. They instantiate a conceptual space using Hyperspace Analogue to Language (HAL to generate higher order concepts which are later used for ad-hoc retrieval. In this poster, we propose an alternative implementation of the conceptual space by using a probabilistic HAL space (pHAL). To evaluate whether converting to such an implementation is beneficial we have performed an initial investigation comparing the concept combination of HAL against pHAL for the task of query expansion. Our experiments indicate that pHAL outperforms the original HAL method and that better query term selection methods can improve performance on both HAL and pHAL

Cognitive trait model for persistent and fine-tuned student modelling in adaptive virtual learning environments : a thesis presented in partial fulfilment of the requirements for the degree of Master of Information Science in Information Systems at Massey University

The increasing need for individualised instructional in both academic and corporate training environment encourages the emergence and popularity of adaptivity in virtual learning environments (VLEs). Adaptivity can be applied in VLEs as adaptivity content presentation, which generates the learning content adaptively to suit the particular learner's aptitude, and as adaptive navigational control, which dynamically modifies the structure of the virtual learning environment presented to the learner in order to prevent overloading the learner's cognitive load. Techniques for both adaptive content presentation and adaptive navigational control need to be integrated in a conceptual framework so their benefits can be synthesised to obtain a synergic result. Exploration space control (ESC) theory attempts to adjust the learning space, called exploration space, to allow the learners to reach an adequate amount of information that their cognitive load is not overloaded. Multiple presentation (MR) approach provides guidelines for the selection of multimedia objects for both the learning content presentation and as navigational links. ESC is further formalised by including the consideration of individual learner's cognitive traits, which are the cognitive characteristics and abilities the learner relevant in the process of learning. Cognitive traits selected in the formalisation include working memory capacity, inductive reasoning skill, associative learning skill, and information processing speed. The formalisation attempts to formulate a guideline on how the learning content and navigational space should be adjusted in order to support a learner with a particular set of cognitive traits. However, in order to support the provision of adaptivity, the learners and their activities in the VLEs need to be profiled; the profiling process is called student modelling. Student models nowadays can be categorised into state models, and process models. State models record learners' progress as states (e.g. learned, not learned), whereas a process model represents the learners in term of both the knowledge they learned in the domain, and the inference procedures they used for completing a process (task). State models and process models are both competence-based, and they do not provide the information of an individual's cognitive abilities required by the formalisation of exploration space control. A new approach of student modelling is required, and this approach is called cognitive trait model (CTM). The basis of CTM lies in the field of cognitive science. The process for the creation of CTM includes the following subtasks. The cognitive trait under inquiry is studied in order to find its indicative signs (e.g. sign A indicates high working memory capacity). The signs are called the manifests of the cognitive trait. Manifests are always in pairs, i.e. if manifest A indicates high working memory capacity, A's inverse, B, would indicates low working memory capacity. The manifests are then translated into implementation patterns which are observable patterns in the records of learner-system interaction. Implementation patterns are regarded as machine-recognisable manifests. The manifests are used to create nodes in a neural network like structure called individualised temperament network (ITN). Every node in the ITN has its weight that conditions and is conditioned by the overall result of the execution of ITN. The output of the ITN's execution is used to update the CTM. A formative evaluation was carried out for a prototype created in this work. The positive results of the evaluation show the educational potential of the CTM approach. The current CTM only cater for the working memory capacity, in the future research more cognitive traits will be studied and included into the CTM

3D audio as an information-environment: manipulating perceptual significance for differntiation and pre-selection

Contemporary use of sound as artificial information display is rudimentary, with little 'depth of significance' to facilitate users' selective attention. We believe that this is due to conceptual neglect of 'context' or perceptual background information. This paper describes a systematic approach to developing 3D audio information environments that utilise known cognitive characteristics, in order to promote rapidity and ease of use. The key concepts are perceptual space, perceptual significance, ambience labelling information and cartoonification

Learning in complex tasks: A comparison of cognitvie load and dual space theories.

Cognitive Load Theory (CLT) and Dual Space Theory (DST) offer differing accounts of learning in complex settings. CLT argues that reducing processing demands on working memory (i.e. reducing cognitive load) will facilitate learning. Conversely, DST suggests that learning is improved by encouraging learners to focus on task rules (rule space search) rather than task instances (instance space search). Despite these differences, CLT researchers have proposed that the theories are complementary, suggesting that rule space search is contingent on low cognitive load. Three studies were conducted to examine this proposal with particular focus on the goal free effect. Study 1 trained participants on a complex task under conditions of high or low rule space search with cognitive load held constant. Results indicated that the high rule space search group acquired greater knowledge despite equivalent cognitive load between the groups. However, results may have been confounded by motivational differences. Study 2 manipulated rule space search and cognitive load in a 2 (goal type) x 2 (information level) between-subjects design. Manipulations were intended to create conditions where cognitive load and rule space search were both high or low, contrary to their proposed dependence. Results however were mixed. Whilst cognitive load and rule space search were unrelated in between-group comparisons, they were negatively related overall, consistent with CLT’s proposal. Study 3 refined the previous 2 x 2 design to clarify these findings. Results indicated that groups encouraged to search rule space did so independently of cognitive load, though results were not entirely consistent with either theory. Taken together, results tentatively suggest that cognitive load does not influence rule space search in all situations. The theories may therefore be independent explanations of learning in complex settings

Learning in complex tasks: A comparison of cognitvie load and dual space theories.

Cognitive Load Theory (CLT) and Dual Space Theory (DST) offer differing accounts of learning in complex settings. CLT argues that reducing processing demands on working memory (i.e. reducing cognitive load) will facilitate learning. Conversely, DST suggests that learning is improved by encouraging learners to focus on task rules (rule space search) rather than task instances (instance space search). Despite these differences, CLT researchers have proposed that the theories are complementary, suggesting that rule space search is contingent on low cognitive load. Three studies were conducted to examine this proposal with particular focus on the goal free effect. Study 1 trained participants on a complex task under conditions of high or low rule space search with cognitive load held constant. Results indicated that the high rule space search group acquired greater knowledge despite equivalent cognitive load between the groups. However, results may have been confounded by motivational differences. Study 2 manipulated rule space search and cognitive load in a 2 (goal type) x 2 (information level) between-subjects design. Manipulations were intended to create conditions where cognitive load and rule space search were both high or low, contrary to their proposed dependence. Results however were mixed. Whilst cognitive load and rule space search were unrelated in between-group comparisons, they were negatively related overall, consistent with CLT’s proposal. Study 3 refined the previous 2 x 2 design to clarify these findings. Results indicated that groups encouraged to search rule space did so independently of cognitive load, though results were not entirely consistent with either theory. Taken together, results tentatively suggest that cognitive load does not influence rule space search in all situations. The theories may therefore be independent explanations of learning in complex settings

The space station: Human factors and productivity

Human factor researchers and engineers are making inputs into the early stages of the design of the Space Station to improve both the quality of life and work on-orbit. Effective integration of the human factors information related to various Intravehicular Activity (IVA), Extravehicular Activity (EVA), and teletobotics systems during the Space Station design will result in increased productivity, increased flexibility of the Space Stations systems, lower cost of operations, improved reliability, and increased safety for the crew onboard the Space Station. The major features of productivity examined include the cognitive and physical effort involved in work, the accuracy of worker output and ability to maintain performance at a high level of accuracy, the speed and temporal efficiency with which a worker performs, crewmember satisfaction with their work environment, and the relation between performance and cost

Quantifying the Evolutionary Self Structuring of Embodied Cognitive Networks

We outline a possible theoretical framework for the quantitative modeling of networked embodied cognitive systems. We notice that: 1) information self structuring through sensory-motor coordination does not deterministically occur in Rn vector space, a generic multivariable space, but in SE(3), the group structure of the possible motions of a body in space; 2) it happens in a stochastic open ended environment. These observations may simplify, at the price of a certain abstraction, the modeling and the design of self organization processes based on the maximization of some informational measures, such as mutual information. Furthermore, by providing closed form or computationally lighter algorithms, it may significantly reduce the computational burden of their implementation. We propose a modeling framework which aims to give new tools for the design of networks of new artificial self organizing, embodied and intelligent agents and the reverse engineering of natural ones. At this point, it represents much a theoretical conjecture and it has still to be experimentally verified whether this model will be useful in practice.

Quantum Aspects of Semantic Analysis and Symbolic Artificial Intelligence

Modern approaches to semanic analysis if reformulated as Hilbert-space problems reveal formal structures known from quantum mechanics. Similar situation is found in distributed representations of cognitive structures developed for the purposes of neural networks. We take a closer look at similarites and differences between the above two fields and quantum information theory.Comment: version accepted in J. Phys. A (Letter to the Editor