Hierarchical Knowledge Structure Research Articles

Exploring conceptual legal knowledge building in law students’ reflective reports using theoretical constructs from the sociology of education: what, how and why?

ABSTRACTThe substantive content of the undergraduate law curriculum in the UK is currently under scrutiny as a result of forthcoming changes in the entry level requirements of the legal profession. As a result LLB curriculum designers are evaluating what knowledge should be included in the curriculum, how students should access this knowledge, and which pedagogic approaches to adopt. This study will analyse student submissions for an assessment item at York Law School called the reflective report to explore how students are building their conceptual legal knowledge, and what this means for curriculum designers. The data analysis will be informed by the theoretical constructs of three sociologists of education, Michael Young, Basil Bernstein, and Karl Maton, including their respective concepts of social realism, hierarchical and horizontal knowledge structures, and semantic gravity. It develops themes exploring how students can weaken the semantic gravity of knowledge to make meanings that reach beyond the learning context. It draws some conclusions about the implications of the research on future curriculum design and the importance of developing students’ engagement with powerful knowledge in the delivery of legal education in an academic environment.

Towards the Crypto-functional Motive of Existential there: A Systemic Functional Perspective

This paper, based on the proposal of crypto-functions of existential there in Dong (2016a), mainly focuses on the motive of crypto-functions in existential there. The constraints of genre on existential there in terms of indirect realization relationship between genre and lexicogrammar are firstly discussed in an attempt to locate its motive path. Then such a path is followed to explore the distribution frequencies of existential there in each genre in COCA for the intention of shedding light on the motive of crypto-functions of existential there. It is found that existential there enjoys the highest distribution frequencies, among other genres, in academic genre characteristic of hierarchical knowledge structures, and that existential there structures conducive to the verticality of the discourse in academic genre help form a semantic network about Existents, i. e. NPs and in the meantime result in the crypto-function of existential there.

An analysis of how students construct knowledge in a course with a hierarchical knowledge structure

Passing the introductory accounting semester is often seen as a challenge for first year students. Being aware of both effective and ineffective ways of constructing knowledge in a discipline with a hierarchical knowledge structure will be of value to students and teachers alike in assisting in the development of effective styles of learning. This article, which is part of a larger body of research, analyses how students in an introductory financial accounting class at Rhodes University constructed knowledge. Previous research described the course as having a hierarchical knowledge structure.In this research, first year accounting students at Rhodes University were interviewed to gain an improved understanding of how they constructed knowledge in this course. This article describes how students who were successful in passing this semester course used similar, effective ways of constructing knowledge, while students who were not successful also employed similar but less effective ways of constructing knowledge. These different ways of constructing knowledge, both effective and ineffective, were analysed, using the Bernstein’s pedagogic device and Maton’s Legitimation Code Theory.This article provides those involved in teaching and learning in a discipline with a hierarchical knowledge structure, with a theoretical explanation of why some methods of constructing knowledge are more effective than others. Understanding and being explicit about more (and less) effective ways of constructing knowledge in a course with a hierarchical knowledge structure can guide those involved in teaching and learning to improve results.

A Recommendation System Based on Hierarchical Clustering of an Article-Level Citation Network

The scholarly literature is expanding at a rate that necessitates intelligent algorithms for search and navigation.For the most part, the problem of delivering scholarly articles has been solved. If one knows the title of an article, locating it requires little effort and, paywalls permitting, acquiring a digital copy has become trivial. However, the navigational aspect of scientific search – finding relevant, influential articles that one does not know exist – is in its early development. In this paper, we introduce Eigenfactor Recommends – a citation-based method for improving scholarly navigation. The algorithm uses the hierarchical structure of scientific knowledge, making possible multiple scales of relevance for different users. We implement the method and generate more than 300 million recommendations from more than 35 million articles from various bibliographic databases including the AMiner dataset. We find little overlap with co-citation, another well-known citation recommender, which indicates potential complementarity. In an online A-B comparison using SSRN, we find that our approach performs as well as co-citation, but this new approach offers much larger recommendation coverage. We make the code and recommendations freely available at babel.eigenfactor.org and provide an API for others to use for implementing and comparing the recommendations on their own platforms.

Knowledge structures and their relevance for teaching and learning in introductory financial accounting

The structure of knowledge within a discipline has implications for the teaching and learning within the discipline. This research examines how the hierarchical knowledge structure found in accounting impacts on the teaching and learning which takes place in the first-semester introductory financial accounting course. Students used online questionnaires and interviews to explain how they engaged with the discipline and describe the difficulties they experienced during the semester. Bernstein's pedagogic device and Maton's Legitimation Code Theory were used to analyse the structure of knowledge within the discipline and as theoretical lenses through which to view these students’ perceptions. This research provides a theoretical explanation for the impact that a hierarchical knowledge structure has on teaching and learning within the discipline; how students need to develop a “trained gaze” and thereby gain mastery over the “procedures of investigation” to be able to produce the “legitimate text” required for success in the course. This research also explains why some students experience a “code clash” and the implications this has for their success in the discipline. Other pedagogical difficulties which were experienced by these students, as a result of the hierarchical knowledge structure within the discipline, are also discussed. In addition to providing a better understanding of the phenomena that drive or hinder student learning, which could contribute towards improving pedagogy and hence student learning, theorising these concepts provides a common language to enable more informed debate on these issues.

The synthesis map is a multidimensional educational tool that provides insight into students' mental models and promotes students' synthetic knowledge generation.

Concept mapping was developed as a method of displaying and organizing hierarchical knowledge structures. Using the new, multidimensional presentation software Prezi, we have developed a new teaching technique designed to engage higher-level skills in the cognitive domain. This tool, synthesis mapping, is a natural evolution of concept mapping, which utilizes embedding to layer information within concepts. Prezi's zooming user interface lets the author of the presentation use both depth as well as distance to show connections between data, ideas, and concepts. Students in the class Biology of Cancer created synthesis maps to illustrate their knowledge of tumorigenesis. Students used multiple organizational schemes to build their maps. We present an analysis of student work, placing special emphasis on organization within student maps and how the organization of knowledge structures in student maps can reveal strengths and weaknesses in student understanding or instruction. We also provide a discussion of best practices for instructors who would like to implement synthesis mapping in their classrooms.

Causal reasoning with forces.

Causal composition allows people to generate new causal relations by combining existing causal knowledge. We introduce a new computational model of such reasoning, the force theory, which holds that people compose causal relations by simulating the processes that join forces in the world, and compare this theory with the mental model theory (Khemlani et al., 2014) and the causal model theory (Sloman et al., 2009), which explain causal composition on the basis of mental models and structural equations, respectively. In one experiment, the force theory was uniquely able to account for people's ability to compose causal relationships from complex animations of real-world events. In three additional experiments, the force theory did as well as or better than the other two theories in explaining the causal compositions people generated from linguistically presented causal relations. Implications for causal learning and the hierarchical structure of causal knowledge are discussed.

Knowledge quality

This paper presents the theoretical underpinnings and measures employed in the assessment of knowledge quality. It aims to identify a conceptual and operational measure of knowledge quality within the context of an e-learning environment. The review is conducted in two phases. First, the conceptual and operational measures of knowledge quality are explained based on the epistemic concept of the essence of knowledge and the knowledge hierarchy structure. Next, a detailed analysis of the dimensions measuring data quality (DQ), information quality (IQ), and knowledge quality (KQ) in 33 studies ranging from research on information systems (IS), to knowledge and information management, e-learning, and data warehouses is presented. Minimal biased methods were used to acquire the literature for this review. The findings reveal that there is an evident lack of research in measuring KQ based on a definite conceptual understanding of the hierarchical structure of knowledge. Furthermore, researchers’ repeated use of the DQ and IQ dimensions to measure KQ has failed to develop a reliable KQ measure. Subsequently, an operational view of KQ is proposed with six distinct dimensions: Adaptable, Applicable, Expandable, True, Innovative, and Justified. This proposed KQ model that is based on the hierarchical structure of knowledge; it identifies the dimensions distinct to the KQ construct. It may be useful for the conceptualization and measure of KQ in various information environments, including e-learning and IS. The proposed model provides a more explicit way to conceptualize and measure the KQ construct by acknowledging that it is an extension of the IQ construct but with distinct and unique dimensions.

Operationalizing Levels of Academic Mastery Based on Vygotsky's Theory: The Study of Mathematical Knowledge.

The present study tested the possibility of operationalizing levels of knowledge acquisition based on Vygotsky's theory of cognitive growth. An assessment tool (SAM-Math) was developed to capture a hypothesized hierarchical structure of mathematical knowledge consisting of procedural, conceptual, and functional levels. In Study 1, SAM-Math was administered to 4th-grade students (N = 2,216). The results of Rasch analysis indicated that the test provided an operational definition for the construct of mathematical competence that included the three levels of mastery corresponding to the theoretically based hierarchy of knowledge. In Study 2, SAM-Math was administered to students in 4th, 6th, 8th, and 10th grades (N = 396) to examine developmental changes in the levels of mathematics knowledge. The results showed that the mastery of mathematical concepts presented in elementary school continued to deepen beyond elementary school, as evidenced by a significant growth in conceptual and functional levels of knowledge. The findings are discussed in terms of their implications for psychological theory, test design, and educational practice.

“I don’t teach language”

From a disciplinary discourse perspective, all university courses can be said to involve content and language integrated learning (CLIL) even in monolingual settings. Clearly, however, things become much more complex when two or more languages are involved in teaching and learning. The aim of this paper is to introduce readers to the linguistic situation in Swedish universities, where two languages - English and Swedish - are commonly used in the teaching and learning of a number of disciplines. The paper describes the linguistic landscape of Swedish higher education and presents an illustrative case study from a single discipline (physics) with a hierarchical knowledge structure (Bernstein 1999). Semi-structured interviews were carried out with ten physics lecturers from four Swedish universities. The lecturers were asked about their disciplinary language-learning expectations for their students. These interviews were analysed using qualitative methods inspired by the phenomenographic approach. Six main themes resulting from the analysis are presented and discussed. From a CLIL perspective, one recurring theme is that none of the lecturers saw themselves as teachers of disciplinary Swedish or English. The paper concludes by discussing the generalizability of the findings to other disciplines with similar (hierarchical) knowledge structures.

Making geography visible as an object of study in the secondary school curriculum

This article considers disciplinary‐based knowledge and its recontextualisation and acquisition in the secondary school curriculum. It starts from the premise that teaching disciplinary knowledge is important. The focus is the subject of geography and the increasingly influential realist school of thought in the sociology of education and the endeavour to ‘bring knowledge back’ into education. Social realist theorists emphasise the importance of the explanatory power of specialist or disciplinary knowledge. Basil Bernstein%s ideas of hierarchical and horizontal knowledge structures are being developed in order to bring into view the epistemological principles that underpin the recontextualisation of such knowledge within the school curriculum that can support meaningful learning. The generative capacity of Bernstein%s typology is illustrated by the work of Maton who places knower structures and legitimation codes alongside Bernstein%s knowledge structures. The article outlines this ‘structure of knowledge’ approach before discussing the nature of geographical knowledge. Consideration is then given to how these ideas about the structuring of knowledge might influence thinking about the geography curriculum and pedagogy. In recognising the significance of the social realist approach to knowledge and the link between discipline and curriculum, the article ends with some thoughts about the limitations of social realism as an overarching theory of knowledge for educational purposes. These revolve around the nature of epistemic communities and specifically: the extent to which social realism recognises the socio‐epistemic relation between educational and disciplinary contexts; the under‐theorisation of the field of knowledge production itself; and the fact that social realist theorists tend to ignore a key aspect of the epistemic relation of knowledge – what knowledge is about. Engagement with such issues is necessary to support a model of education centred on the student, the teacher and knowledge and concerned with knowledge orientation as well as knowledge acquisition.

Stepping out of the academic brew: using critical research to break down hierarchies of knowledge production

Critical theory and critical research are undeniably useful for revealing oppressive social structures and challenging the status quo in the realm of grand theory; yet, they are also useful for creating knowledge structures when academics deploy them on the ground. This article explores how critical theory and critical research can be used to critique hierarchies of knowledge in academia and society in order to create new opportunities for learning and researching dialogically, a process that the author calls, ‘stepping out of the academic brew’. Using the concept of REDO (reveal, examine, dismantle, open) and an example of critical research done with and by urban high school students, the author offers a framework for how critical researchers (with the help of those with whom they work) might begin flattening hierarchical knowledge structures in education, in themselves, and in life.

A Fuzzy Knowledge Fusion Framework for Terms Conflict Resolution in Concurrent Engineering

Due to the increased complexity of engineering products and design process, concurrent engineering practices still face enormous challenges. Design teams often provide the knowledge involving multiple disciplines in natural language at conceptual design stage. As a result, conflicts often arise during communications. To increase the efficiency of design process, it is necessary to avoid interpretation conflicts. This article presents a system framework to resolve terminology conflicts. First, a semantic hierarchical structure of knowledge is proposed. Knowledge is decomposed into terms and predicates. Second, a fuzzy knowledge fusion framework is proposed to identify and resolve terminology conflicts. The conflict is resolved by unifying the usage of terminologies. By using the fuzzy linguistic computational model based on extension principle to measure the similarity of terms, the terminology conflict problem is converted into a linguistic decision-making problem. Finally, the methodology is applied to a piece of automotive electronics knowledge. The best term to describe electronic control unit is identified.

Ibn Kamm´na on the Nature of Knowledge

This article examines the nature of knowledge in the Baghdadian physician-philosopher Sa>d b. Man§´r Ibn Kamm´na (d. 683/1284), who is one of the most important and influential philosophers of the post-Avicennan period. In order to accomplish this aim, the article begins with a brief look at his view on the conception of the quiddity of knowledge, and then analyses his concept of knowledge and its closely related terms such as perception, consciousness, conception, assent, and truth. Next, the article outlines and discusses his view of the hierarchical structure of knowledge, which includes sensual, rationaland prophetic knowledge. The study is concluded with some brief comments on the place of Ibn Kamm´na’s position in the history of Islamic philosophy, arguing that although he follows a trend established by Avicenna, hisviews on the issue are not complete reproductions of Avicenna’s ideas, but rather a synthesis, in which new philosophical and theological findings of the post- Avicennan period are integrated into the tradition established by his master.

Tabulating Queer: Space, Perversion, and Belonging

KO KNOWLEDGE ORGANIZATION , Seite 240 - 248

Using XML and XSLT for flexible elicitation of mental-health risk knowledge

Current tools for assessing risks associated with mental-health problems require assessors to make high-level judgements based on clinical experience. This paper describes how new technologies can enhance qualitative research methods to identify lower-level cues underlying these judgements, which can be collected by people without a specialist mental-health background. Content analysis of interviews with 46 multidisciplinary mental-health experts exposed the cues and their interrelationships, which were represented by a mind map using software that stores maps as XML. All 46 mind maps were integrated into a single XML knowledge structure and analysed by a Lisp program to generate quantitative information about the numbers of experts associated with each part of it. The knowledge was refined by the experts, using software developed in Flash to record their collective views within the XML itself. These views specified how the XML should be transformed by XSLT, a technology for rendering XML, which resulted in a validated hierarchical knowledge structure associating patient cues with risks. Changing knowledge elicitation requirements were accommodated by flexible transformations of XML data using XSLT, which also facilitated generation of multiple data-gathering tools suiting different assessment circumstances and levels of mental-health knowledge.

行動地理学への多次元尺度構成法の応用

The aim of this paper is to review the applications of multidimensional scaling (MDS) to the studies of behavioral geography focusing on the spatial analysis of cognitive maps. Although various studies have applied MDS to the spatial cognition or environmental evaluation in other fields, a notable feature of geographic approach lies in the emphasis on careful scrutiny of the spatial patterns and their relationship with geographic environments. Accordingly, methods of spatial analysis for comparing the configurations obtained by MDS with actual maps and aggregating individual data have been developed. This comprises bidimensional regression and standard deviational ellipse. However, several problems remained in the previous studies: methods for analyzing asymmetric nature of cognitive distances, dimensionality of cognitive maps, and hierarchical structure of the spatial knowledge.

Self-organizing information fusion and hierarchical knowledge discovery: a new framework using ARTMAP neural networks

Classifying novel terrain or objects from sparse, complex data may require the resolution of conflicting information from sensors working at different times, locations, and scales, and from sources with different goals and situations. Information fusion methods can help resolve inconsistencies, as when evidence variously suggests that an object's class is car, truck, or airplane. The methods described here address a complementary problem, supposing that information from sensors and experts is reliable though inconsistent, as when evidence suggests that an object's class is car, vehicle, and man-made. Underlying relationships among classes are assumed to be unknown to the automated system or the human user. The ARTMAP information fusion system uses distributed code representations that exploit the neural network's capacity for one-to-many learning in order to produce self-organizing expert systems that discover hierarchical knowledge structures. The fusion system infers multi-level relationships among groups of output classes, without any supervised labeling of these relationships. The procedure is illustrated with two image examples, but is not limited to the image domain.

MDS를 이용한 개별문서의 계층적 지식구조 브라우징 인터페이스 설계

The purpose of this study is to propose a hierarchical user interfaces for browsing the knowledge structure of a single document. To generate the hierarchical knowledge structure, hierarchical term clustering and cluster representative term selection were performed with a single thesis in information science field, and the result was applied to design the interfaces which browse a single document hierarchically using multidimensional scaling. The interfaces can be applied to develop the user-friendly information retrieval system.

Interface methods for using intranet portal organizational memory information system

In this paper, an intranet portal is considered as an information infrastructure (organizational memory information system, OMIS) supporting organizational learning. The properties and the hierarchical structure of information and knowledge in an intranet portal OMIS was identified as a problem for navigation tools of an intranet portal interface. The problem relates to navigation and retrieval functions of intranet portal OMIS and is expected to adversely affect user performance, satisfaction, and usefulness. To solve the problem, a conceptual model for navigation tools of an intranet portal interface was proposed and an experiment using a crossover design was conducted with 10 participants. In the experiment, a separate access method (tabbed tree tool) was compared to an unified access method (single tree tool). The results indicate that each information/knowledge repository for which a user has a different structural knowledge should be handled separately with a separate access to increase user satisfaction and the usefulness of the OMIS and to improve user performance in navigation.