An Analysis of the Origins of Ontology Mismatches on the Semantic Web

Despite 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

The genetic architecture of the human cerebral cortex

The cerebral cortex underlies our complex cognitive capabilities, yet little is known about the specific genetic loci that influence human cortical structure. To identify genetic variants that affect cortical structure, we conducted a genome-wide association meta-analysis of brain magnetic resonance imaging data from 51,665 individuals. We analyzed the surface area and average thickness of the whole cortex and 34 regions with known functional specializations. We identified 199 significant loci and found significant enrichment for loci influencing total surface area within regulatory elements that are active during prenatal cortical development, supporting the radial unit hypothesis. Loci that affect regional surface area cluster near genes in Wnt signaling pathways, which influence progenitor expansion and areal identity. Variation in cortical structure is genetically correlated with cognitive function, Parkinson's disease, insomnia, depression, neuroticism, and attention deficit hyperactivity disorder

Impact of COVID-19 on cardiovascular testing in the United States versus the rest of the world

Objectives: This study sought to quantify and compare the decline in volumes of cardiovascular procedures between the United States and non-US institutions during the early phase of the coronavirus disease-2019 (COVID-19) pandemic. Background: The COVID-19 pandemic has disrupted the care of many non-COVID-19 illnesses. Reductions in diagnostic cardiovascular testing around the world have led to concerns over the implications of reduced testing for cardiovascular disease (CVD) morbidity and mortality. Methods: Data were submitted to the INCAPS-COVID (International Atomic Energy Agency Non-Invasive Cardiology Protocols Study of COVID-19), a multinational registry comprising 909 institutions in 108 countries (including 155 facilities in 40 U.S. states), assessing the impact of the COVID-19 pandemic on volumes of diagnostic cardiovascular procedures. Data were obtained for April 2020 and compared with volumes of baseline procedures from March 2019. We compared laboratory characteristics, practices, and procedure volumes between U.S. and non-U.S. facilities and between U.S. geographic regions and identified factors associated with volume reduction in the United States. Results: Reductions in the volumes of procedures in the United States were similar to those in non-U.S. facilities (68% vs. 63%, respectively; p = 0.237), although U.S. facilities reported greater reductions in invasive coronary angiography (69% vs. 53%, respectively; p < 0.001). Significantly more U.S. facilities reported increased use of telehealth and patient screening measures than non-U.S. facilities, such as temperature checks, symptom screenings, and COVID-19 testing. Reductions in volumes of procedures differed between U.S. regions, with larger declines observed in the Northeast (76%) and Midwest (74%) than in the South (62%) and West (44%). Prevalence of COVID-19, staff redeployments, outpatient centers, and urban centers were associated with greater reductions in volume in U.S. facilities in a multivariable analysis. Conclusions: We observed marked reductions in U.S. cardiovascular testing in the early phase of the pandemic and significant variability between U.S. regions. The association between reductions of volumes and COVID-19 prevalence in the United States highlighted the need for proactive efforts to maintain access to cardiovascular testing in areas most affected by outbreaks of COVID-19 infection

The Network-Extended Mind

Whereas 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

Cognitive Extension and the Web

There 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

It is not worth learning if it is not remembered: designing e-learning to increase memory

The 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

GIVING THE LEARNERS CONTROL OF NAVIGATION: COGNITIVE GAINS AND LOSSES

E-learning often involves exploration of the information space that is somewhat similar to the exploration of space in the real world. Initial paths taken in any environment (be it a physical, virtual, or any other type) will not only guide the discoveries of what the environment contains, but also formulate the underlying organising principles. The suggested route in an art gallery frequently presents artworks that are either chronological or conceptually tied together. Deviating from this –and taking a route of our own, if at all possible – might be either confusing or insightful. The structure of the information, and the control that the learners have in exploring it, plays a major role in determining mental representations and learning. In the virtual world these possibilities and degrees of freedom in navigation are less constrained than in the physical world, and thus, can be colossal. The question that arises is what are the gains and losses of allowing the learners to control their explorations in an information space? To investigate this, we designed three e-learning environments that differed in their navigational possibilities and structure, but all contained the same eight topics to be learned. The topics in the first environment (Linear) were in a strict order and the layout did not allow any alternation from this defined sequence of page visits. With this Linear structure, the learners had very little contro