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Journal articles on the topic 'Context knowledge'

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Author: Grafiati
Published: 25 May 2024

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1

Cohen, Stewart. "Knowledge and Context." Journal of Philosophy 83, no. 10 (October 1986): 574. http://dx.doi.org/10.2307/2026434.

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2

Detel, Wolfgang. "Knowledge and Context." Philosophical Inquiry 23, no. 3 (2001): 1–25. http://dx.doi.org/10.5840/philinquiry2001233/430.

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3

Vallet, David, Pablo Castells, Miriam Fernndez, Phivos Mylonas, and Yannis Avrithis. "Personalized Content Retrieval in Context Using Ontological Knowledge." IEEE Transactions on Circuits and Systems for Video Technology 17, no. 3 (March 2007): 336–46. http://dx.doi.org/10.1109/tcsvt.2007.890633.

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4

Şen, Mehmet, Ceren Öztekin, and Betül Demirdöğen. "Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division." Journal of Science Teacher Education 29, no. 2 (February 2, 2018): 102–27. http://dx.doi.org/10.1080/1046560x.2018.1425819.

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5

Tichá, I., and J. Hron. "Knowledge in the business strategy context." Agricultural Economics (Zemědělská ekonomika) 52, No. 1 (February 16, 2012): 7–11. http://dx.doi.org/10.17221/4991-agricecon.

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The paper builds on the resource-based approach to the firm and develops it further towards the knowledge-based approach by exploring the importance of knowledge in a modern firm. Various concepts explaining characteristics of knowledge are compared and contrasted in order to contribute to the current strategic management thinking and to stimulate adoption of the concepts of knowledge management in modern businesses. The paper draws from the literature review made within the project Information and Knowledge Support for Strategic Management financed by the Czech Ministry of Education, Youth and Sports.
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6

Sosa, Ernest. "On Knowledge and Context." Journal of Philosophy 83, no. 10 (October 1986): 584. http://dx.doi.org/10.2307/2026435.

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7

DeRose, Keith. "Assertion, Knowledge, and Context." Philosophical Review 111, no. 2 (April 2002): 167. http://dx.doi.org/10.2307/3182618.

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8

Sappelli, Maya. "Knowledge Work in Context." ACM SIGIR Forum 50, no. 2 (February 14, 2017): 107–8. http://dx.doi.org/10.1145/3053408.3053429.

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9

Coyne, R. D., and J. S. Gero. "Design knowledge and context." Environment and Planning B: Planning and Design 12, no. 4 (1985): 419–42. http://dx.doi.org/10.1068/b120419.

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10

DeRose, K. "Assertion, Knowledge, and Context." Philosophical Review 111, no. 2 (April 1, 2002): 167–203. http://dx.doi.org/10.1215/00318108-111-2-167.

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11

Stentoft Arlbjørn, Jan, and Arni Halldorsson. "Logistics knowledge creation: reflections on content, context and processes." International Journal of Physical Distribution & Logistics Management 32, no. 1 (February 2002): 22–40. http://dx.doi.org/10.1108/09600030210415289.

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12

Kindermann, Dirk. "Knowledge, Pragmatics, and Error." Grazer Philosophische Studien 93, no. 3 (July 13, 2016): 429–57. http://dx.doi.org/10.1163/18756735-09303005.

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‘Know-that’, like so many natural language expressions, exhibits patterns of use that provide evidence for its context-sensitivity. A popular family of views – call itpragmatic invariantism– attempts to explain the shifty patterns by appeal to a pragmatic thesis: while the semantic meaning of ‘know-that’ is stable across all contexts of use, sentences of the form ‘S knows [doesn’t know] that p’ can be used to communicate a pragmatic content that depends on the context of use. In this paper, the author argues that pragmatic invariantism makes inaccurate predictions for a wide range of well-known use data and is committed to attributing systematic pragmatic error to ordinary speakers. But pragmatic error is unprecedented, and it is doubtful that speakers are systematically wrong about what they intend to communicate.
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13

Svahn, Fredrik, and Ola Henfridsson. "Situated Knowledge in Context-Aware Computing." International Journal of Advanced Pervasive and Ubiquitous Computing 1, no. 3 (July 2009): 23–41. http://dx.doi.org/10.4018/japuc.2009090802.

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A central feature of ubiquitous computing applications is their capability to automatically react on context changes so as to support users in their mobility. Such context awareness relies on models of specific use contexts, embedded in ubiquitous computing environments. However, since most such models are based merely on location and identity parameters, context-aware applications seldom cater for users’ situated knowledge and experience of specific contexts. This is a general user problem in well-known, but yet dynamic, user environments. Drawing on a sequential multimethod study of in-car navigation, this paper explores the role of situated knowledge in designing and using context-aware applications. This focus is motivated by the current lack of empirical investigations of context-aware applications in actual use settings. In-car navigation systems are a type of context-aware application that includes a set of contextual parameters for supporting route guidance in a volatile context. The paper outlines a number of theoretical and practical implications for context-aware application design and use.
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14

Gavrilova, Tatiana, and Tatiana Andreeva. "Knowledge elicitation techniques in a knowledge management context." Journal of Knowledge Management 16, no. 4 (July 13, 2012): 523–37. http://dx.doi.org/10.1108/13673271211246112.

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15

May, Tim, and Beth Perry. "Urban Research in the Knowledge Economy: Content, Context and Outlook." Built Environment 37, no. 3 (August 23, 2011): 352–67. http://dx.doi.org/10.2148/benv.37.3.352.

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16

Rosenberg, Joshua M., and Matthew J. Koehler. "Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review." Journal of Research on Technology in Education 47, no. 3 (July 3, 2015): 186–210. http://dx.doi.org/10.1080/15391523.2015.1052663.

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17

González, N., and A. Rossi. "Examining pedagogical knowledge content on mitosis in a University context." Multidisciplinary Journal for Education, Social and Technological Sciences 3, no. 2 (October 3, 2016): 79. http://dx.doi.org/10.4995/muse.2016.4653.

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<p>Mitosis is a process of cell division occurring in eukaryotic organisms. Students from many countries experience difficulties learning this science topic, and its teaching demands substantial effort. Effective teachers develop a wide range of knowledge types to successfully transform science matter for students; this transformation of knowledge has been conceptualized as pedagogical content knowledge (PCK). In this study the PCK of two University teachers on mitosis was explored. As informed by the instruments employed (Content Representation and Pedagogical (CoRe), and Professional experiences Repertoires, analytical rubric (PaP-eR), and semi-structured interviews) both participants’ PCK on mitosis can be characterized as incomplete, however not identical. PCK evolves throughout the professional practice so, in a context mostly limited to a traditional teacher-centered transmission of knowledge such as the university, development of teachers’ PCK emerges as a strategy to re-orient the teaching of mitosis to modalities based on the construction of scaffoldings to facilitate students’ learning. </p>
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18

Bentor, Claire Theresa S., Mae V. Ceblano, and Roland A. Niez. "Investigating Faculty Technological and Pedagogical Content Knowledge: The BiPSU Context." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 12 (December 12, 2022): 2558–65. http://dx.doi.org/10.11594/ijmaber.03.12.09.

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One of the components that shape the educational system is the instructor. They do several tasks at school that significantly impact students' character, value system, principles, and the character of the entire population. Because of the teacher's position in the classroom, the need for teacher professionalism, discipline, competence, commitment, and innovation is crucial for teachers to contribute to the country's educational aim of obtaining an exceptional education. Per the recommendations of the Accrediting Agency of Chartered Colleges and Universities in the Philippines, this study surveyed 31 faculty members in the School of Arts and Sciences department. It evaluated their competency in integrating technology into pedagogical content using Johnson's (2001) cross-sectional descriptive design. Using the updated TPACK (Technology, Pedagogical, and Content Knowledge) instrument developed by Valtonen et al. (2017), the study found that liberal arts faculty understand how various technologies can be used in the classroom. They also recognized that incorporating technology into the classroom may change their teaching. A strong relationship was found between teachers' service length, pedagogical knowledge, sex, and technological knowledge. It was suggested that school administrators prioritize program and investment strategies that develop an experienced teaching workforce of high-quality individuals. It is also advised that the faculty of the School of Arts and Sciences engage in activities that optimize Information and Communication Technology (ICT) to increase their content knowledge, professional growth, and professional learning.
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19

Bhatnagar, Raj. "CONTEXT HYPOTHESIZATION USING PROBABILISTIC KNOWLEDGE." Fundamenta Informaticae 23, no. 2,3,4 (1995): 225–46. http://dx.doi.org/10.3233/fi-1995-232343.

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20

LÖWE, Benedikt, and Thomas MÜLLER. "MATHEMATICAL KNOWLEDGE IS CONTEXT DEPENDENT." Grazer Philosophische Studien 76, no. 1 (2008): 91–107. http://dx.doi.org/10.1163/9789401206020_005.

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21

O'Hear, Anthony. "Knowledge in an evolutionary context." International Studies in the Philosophy of Science 8, no. 2 (January 1994): 125–38. http://dx.doi.org/10.1080/02698599408573489.

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22

Thompson, Mark P. A., and Geoff Walsham. "Placing Knowledge Management in Context." Journal of Management Studies 41, no. 5 (July 2004): 725–47. http://dx.doi.org/10.1111/j.1467-6486.2004.00451.x.

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23

Cole, Raymond J. "Changing context for environmental knowledge." Building Research & Information 32, no. 2 (March 2004): 91–109. http://dx.doi.org/10.1080/0961321042000211396.

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24

Calabrese, Francesco A. "Knowledge‐based organizations in context." VINE 36, no. 1 (January 2006): 12–16. http://dx.doi.org/10.1108/03055720610667318.

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25

Bennet, Alex, and David Bennet. "CONTEXT: the shared knowledge enigma." VINE 37, no. 1 (April 17, 2007): 27–40. http://dx.doi.org/10.1108/03055720710742007.

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26

Fals-Borda, Orlando, and Luis E. Mora-Osejo. "Context and Diffusion of Knowledge." Action Research 1, no. 1 (July 2003): 29–37. http://dx.doi.org/10.1177/14767503030011003.

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27

Goodson, Ivor. "Context, curriculum and professional knowledge." History of Education 43, no. 6 (November 2, 2014): 768–76. http://dx.doi.org/10.1080/0046760x.2014.943813.

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28

Bolchini, C., C. A. Curino, E. Quintarelli, F. A. Schreiber, and L. Tanca. "Context information for knowledge reshaping." International Journal of Web Engineering and Technology 5, no. 1 (2009): 88. http://dx.doi.org/10.1504/ijwet.2009.025015.

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29

Millie Kwan, M., and P. Balasubramanian. "KnowledgeScope: managing knowledge in context." Decision Support Systems 35, no. 4 (July 2003): 467–86. http://dx.doi.org/10.1016/s0167-9236(02)00126-4.

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30

Cohen, Stewart. "Knowledge, context, and social standards." Synthese 73, no. 1 (October 1987): 3–26. http://dx.doi.org/10.1007/bf00485440.

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31

Davis, Wayne A. "Knowledge claims and context: belief." Philosophical Studies 172, no. 2 (March 22, 2014): 399–432. http://dx.doi.org/10.1007/s11098-014-0309-9.

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32

Jayez, Jacques. "Problems of context and knowledge." Argumentation 3, no. 3 (August 1989): 303–19. http://dx.doi.org/10.1007/bf00128943.

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33

Scaringella, Laurent. "Knowledge, knowledge dynamics, and innovation." European Journal of Innovation Management 19, no. 3 (August 8, 2016): 337–61. http://dx.doi.org/10.1108/ejim-05-2015-0031.

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Purpose – Knowledge is a strategic resource for firms and it can enable them to achieve competitive advantage. Large companies engaged in internationalization pay particular attention to knowledge as a source of innovation. The purpose of this paper is to investigate current debates in the field: the first is about cumulative vs composite knowledge; the second concerns the degree of diversity and redundancy in knowledge-based dynamics; and the third debate is about incremental vs radical innovation. Design/methodology/approach – The authors have used an inductive approach to perform a longitudinal case study of multinational corporation-semiconductor (MNC-SC). Total of 13 interviews were conducted over a four-year period. The MNC-SC case study has given the opportunity to analyse knowledge resources, knowledge, and innovation processes in a context of internationalization. Findings – The findings indicate that in order to achieve technological innovation in a context of internationalization, the company builds knowledge in a cumulative fashion, which can create a path dependency problem. To ensure complementarity between cross-functional teams located long distances from one another, and maximize the utilization of resources, MNC-SC must establish common standards. To maximize returns from composite knowledge, in a context of internationalization, knowledge diversity is preferable over redundancy. However, true knowledge transfer, sharing, and learning are limited. Combinatorial and incremental innovation through internationalization is a process based on trial and error; it maximizes technological performance and enables the company to fulfil needs without diverging from the technological trajectory of the SC industry. Originality/value – The internationalization process revealed limitations: limited understanding of the content of each knowledge module, competency traps, limited innovativeness, and therefore limited wealth creation.
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34

Bashir Memon, Salman, Wajid Hussain Rizvi, and Sumaiya Syed. "Operationalization of knowledge management in knowledge-intensive Pakistani banks: a qualitative case study." Knowledge and Performance Management 1, no. 1 (July 3, 2017): 36–45. http://dx.doi.org/10.21511/kpm.01(1).2017.04.

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This exploratory study deals with the core issues related to the operationalization of knowledge management in knowledge-intensive Pakistani banks. In terms of scientific relevance, this study is important, because it contributes to the body of literature on knowledge management issues in the context of banks in Pakistan. A qualitative research approach involving semi-structured interviews with senior managers and HR heads was adopted for the study. A total of sixteen interviews were conducted with senior managers and HR heads. All the interviews were carried out face to face amongst purposively selected participants from four commercial banks. The research findings were derived from the rigorous analytical process based on the qualitative content analysis method for making replicable and valid inferences from data in their context. The findings indicate that the present knowledge management system of the banks in Pakistan has helped members to meet the information needs through capture and to share explicit knowledge.
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35

Oliveira, Euzébio, Daniel Carlos Neto, and Carla Viana Dendasck. "Dengue: knowledge for coping in the Neoliberal context." Revista Científica Multidisciplinar Núcleo do Conhecimento 02, no. 07 (July 9, 2016): 96–115. http://dx.doi.org/10.32749/nucleodoconhecimento.com.br/health/dengue-context-liberal.

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36

Yu, Minghe, Fan Li, Hengyu Liu, Tiancheng Zhang, and Ge Yu. "ContextKT: A Context-Based Method for Knowledge Tracing." Applied Sciences 12, no. 17 (September 2, 2022): 8822. http://dx.doi.org/10.3390/app12178822.

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Knowledge tracing, which is used to predict students’ performance based on their previous practices, has attracted many researchers’ attention. Especially in this rising period of intelligent education, many knowledge tracing methods have been developed. However, most of the existing knowledge tracing methods focus on the personality of practices and knowledge concepts but ignore the contexts related to the studying process. In this paper, we propose a context-based knowledge tracing model, which combines students’ historical performance and their studying contexts during knowledge mastery. To be specific, we first define five studying contexts for performance prediction. The basic context is the current knowledge state of a student, which is described by their practice sequences. Then, a QR-matrix is defined to represent the relationship among questions, knowledge concepts, and responses, which describes the contexts of questions and knowledge. Furthermore, an improved LSTM model is proposed to capture the context of students’ memory and forgetness, and a multi-head attention mechanism is designed to capture the context of students’ behaviors. Finally, based on the captured contexts, the prediction model ContextKT is established. Our prediction model is evaluated on two real educational datasets. The experimental results show our model is effective and efficient in student performance prediction, and it outperforms the other existing methods.
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37

Martial, Charlotte, David Stawarczyk, and Arnaud D'Argembeau. "Neural correlates of context-independent and context-dependent self-knowledge." Brain and Cognition 125 (August 2018): 23–31. http://dx.doi.org/10.1016/j.bandc.2018.05.004.

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38

McKenzie, Kevin M. "Transferring Expert Knowledge: Interpersonal Knowledge Exchange between Extreme Knowledge Workers." Journal of Information & Knowledge Management 03, no. 02 (June 2004): 127–34. http://dx.doi.org/10.1142/s0219649204000730.

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This paper reports on a qualitative case study that investigated how consultants source, exchange and deliver specific knowledge within a medium-sized Australian consulting firm to solve client problems in context. This detailed examination of consultants as extreme knowledge workers resulted in the proposal of an eight-stage model of interpersonal knowledge exchange. Utilising the concept of "payload knowledge" (a concept that emerged from the research data as comprising that, specific distillation of knowledge, both tacit and explicit, required to resolve an applied problem in context), respondents described how the interpersonal knowledge exchange process allows them to decontextualise their knowledge and pass it to a requesting consultant, who is able to skilfully recontextualise the content close to its original full meaning. This negotiation process relies on the community's shared language, mental models, social etiquette and cultural norms to compress and funnel the meaning of the payload knowledge to a form that can be transferred meaningfully to a requesting consultant for application to meet the specific need of the client. The process is shown to be predicable in terms of passing through eight identifiable stages, yet unpredictable in terms of knowing how each community interaction will develop into payload knowledge. Within this process, the sourcing, handover, distillation and implementation of payload knowledge are seen as an artistic endeavour, characterised by social community based exchanges that 'hop' the consultants toward their specific contextual need.
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39

Zaman, Tariq, and Hasnain Falak. "Framing Indigenous Knowledge in Digital Context." International Journal of End-User Computing and Development 7, no. 2 (July 2018): 36–51. http://dx.doi.org/10.4018/ijeucd.2018070103.

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For more than three decades, designers have been increasingly involved in various design activities through a large number of participatory design projects in indigenous communities. To understand the indigenous information taxonomies, the designers need active participation and engagement of the local community in the design process. Designers are in the continuous quest for methods and tools that can work as “all-in-one solutions.” However, every project is unique, and it is necessary to decide which design approach, method and tool to use in a specific context. This article covers the experiences of the community-driven design process in the development of indigenous knowledge management systems in a rural site of Borneo. The authors' endeavors lead them to question the validity of techniques and interpretations of interactions originating from a Western scientific paradigm and pursue the creation of an indigenous HCI paradigm to frame design methods. It hoped that the experience will help designers to understand the importance of local communities' active engagement in the design process.
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40

Jinghai Xu, and Hong Huang. "Geographic Context Restricted Geospatial Knowledge Modeling." International Journal of Advancements in Computing Technology 5, no. 6 (March 31, 2013): 704–10. http://dx.doi.org/10.4156/ijact.vol5.issue6.82.

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41

Borodkin, Leonid Iosifovich. "From information to knowledge: historical context." Историческая информатика, no. 1 (January 2022): 164–75. http://dx.doi.org/10.7256/2585-7797.2022.1.38024.

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The article reflects the author's speech in the discussion club of the journal "Historical Informatics" at a meeting dedicated to the discussion of the collective monograph "Information. A Historical Companion", published in 2021 at Princeton. The author examines not only the history of the functioning and evolution of information in various historical societies, but also the social history of science and technology related to the production of information and its transmission, dissemination and processing. It is this second aspect of this publication that is discussed in the article, it is he who is of the greatest interest in the context of modern applications of Data Science in the social sciences and humanities, as well as discussions about historical information and historical knowledge in the "digital age". Starting from the materials of the Companion, the article discusses the following questions: What role did discrete and analog approaches play in the formation of the concept of information in the late 1940s? What was the mutual influence of the outstanding scientists who created the theory of information? To what extent can these achievements be of interest to the historical (and, more broadly, the humanities) sciences? The position of the authors of the Companion is also discussed on the question of whether the concepts of "information" and "knowledge" should be associated with the position of the historian-researcher or with the perception of the subject of historical research? Peter Burke's point of view seems justified here, believing that throughout the centuries under consideration, people belonging to various historical societies were aware of information as a critical aspect of their lives.
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42

Bookhamer, Paul, and Zuopeng (Justin) Zhang. "Knowledge Management in a Global Context." Information Resources Management Journal 29, no. 1 (January 2016): 57–74. http://dx.doi.org/10.4018/irmj.2016010104.

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This paper establishes a formal framework of managing knowledge assets in global enterprises. The suggested framework holistically integrates the following eight components: global information infrastructure, IT capabilities, global outsourcing, global information system design, development, and implementation, trans-border data flow, IT cultures, global virtual teams, and information resource management strategies, which serve as the crucial enablers of the success of knowledge management initiatives in a global context. Validated by a case study, the proposed framework provides meaningful insights for future research and valuable guidance for practicing managers of global knowledge management.
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43

Rysiew, Patrick. "The Context-Sensitivity of Knowledge Attributions." Nous 35, no. 4 (December 2001): 477–514. http://dx.doi.org/10.1111/0029-4624.00349.

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44

Kompa, Nikola. "THE CONTEXT SENSITIVITY OF KNOWLEDGE ASCRIPTIONS." Grazer Philosophische studien 64, no. 1 (August 12, 2002): 1–18. http://dx.doi.org/10.1163/18756735-90000772.

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45

Yang, Lee-Xieng, and Stephan Lewandowsky. "Context-gated knowledge partitioning in categorization." Journal of Experimental Psychology: Learning, Memory, and Cognition 29, no. 4 (2003): 663–79. http://dx.doi.org/10.1037/0278-7393.29.4.663.

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46

Gao, Huan, Jun Shi, Guilin Qi, and Meng Wang. "Triple Context-Based Knowledge Graph Embedding." IEEE Access 6 (2018): 58978–89. http://dx.doi.org/10.1109/access.2018.2875066.

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47

Verheggen, Theo. "Review: Received Knowledge in Dated Context." Theory & Psychology 19, no. 4 (August 2009): 565–67. http://dx.doi.org/10.1177/0959354309336322.

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48

Tsai, Mei-hui. "Presenting medical knowledge in multilingual context." Journal of Asian Pacific Communication 20, no. 2 (July 15, 2010): 279–302. http://dx.doi.org/10.1075/japc.20.2.10tsa.

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Because preventive care is a critical step in promoting public health, medical professionals provide health education in order to inform the public how to avoid diseases. However, in a multilingual society such as Taiwan, where Western medical discourse is carried on mainly in Mandarin (the official language) and English (a foreign language and the lingua franca of Western medicine), the issue of how medical professionals communicate their knowledge to the lay public, especially to elderly patients who are monolingual in the local dialect of Southern Min, is a pressing concern. In this paper, I examine two osteoporosis education talks conducted by a male visiting physician at a teaching hospital in southern Taiwan. My analysis focuses on the speaker’s choice of language and lexical synonyms in conveying the two key concepts of ‘bone quality’ and ‘non-solid’, i.e., osteoporosis. By applying Ferguson’s high and low varieties (1972: 234) and Tsai’s four principles in quantifying lexical formality (2008), I observe that, due to the lack of an established writing system, Southern Min is hardly used in the written slides of the speaker’s presentation, and in fact occurs even less often than English does. Instead, Chinese characters representing Mandarin are the dominant language used in the written messages. While this form of presentation might cause comprehension problems for illiterate and monolingual speakers of Southern Min, this communication problem is offset by the speaker’s preference for Southern Min, the vernacular language, in the spoken form. Further discourse analysis leads to my arguments that (1) the speaker’s preference for linguistic expressions with less formality in the spoken discourse is a strategy in providing comprehensive and easy-to-access medical knowledge for the lay audience, (2) the de-formalization process of medical jargon moves from the higher codes to the lower ones in the discourse flow, and (3) the complementary distribution of higher codes on the written slides and lower codes in the spoken form facilitates the speaker’s task of delivering medical knowledge. The pedagogical implications of this research provide a practical guideline for medical professionals with regard to promoting the public’s medical literacy.
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49

Brachos, Dimitris, Konstantinos Kostopoulos, Klas Eric Soderquist, and Gregory Prastacos. "Knowledge effectiveness, social context and innovation." Journal of Knowledge Management 11, no. 5 (September 18, 2007): 31–44. http://dx.doi.org/10.1108/13673270710819780.

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50

León Araúz, Pilar, Arianne Reimerink, and Alejandro García Aragón. "Dynamism and context in specialized knowledge." Terminology 19, no. 1 (April 29, 2013): 31–61. http://dx.doi.org/10.1075/term.19.1.02leo.

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EcoLexicon is a terminological knowledge base (TKB) on the environment which seeks to enhance both cognitive and communicative needs of different users. In order to achieve this, TKBs should reflect conceptual structures in a similar way to how concepts relate in the human mind (Meyer et al. 1992). Categorization itself is a dynamic context-dependent process. Therefore, representation and acquisition of specialized knowledge should certainly focus on contextual variation. In EcoLexicon, such contextualization takes the form of dynamic information modules, such as conceptual networks, images, textual information, and terminological variance. Recontextualization provides a way of representing the dynamic and multidimensional nature of conceptualization processes in the mind. On the one hand, it offers a qualitative criterion for the representation of specialized concepts in line with the workings of the human conceptual system. On the other hand, it provides a quantitative solution to the problem of information overload, as it significantly reduces irrelevant context-free information.
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