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Tech Report KMI-06-01 Abstract


Exploiting Semantic Association To Answer Vague Queries
Techreport ID: KMI-06-01
Date: 2006
Author(s): Jianhan Zhu, Marc Eisenstadt, Dawei Song, Chris Denham
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Although today's web search engines are very powerful, they still fail to provide intuitively relevant results for many types of queries, especially ones that are vaguely-formed in the user's own mind. We argue that associations between terms in a search query can reveal the underlying information needs in the users' mind and should be taken into account in search. We propose a multi-faceted approach to detect and exploit such associations. The CORDER method measures the association strength between query terms, and queries consisting of terms having low association strength with each other are seen as 'vague queries'. For a vague query, we use WordNet to find related terms of the query terms to compose extended queries, relying especially on the role of least common subsumers (LCS). We use relation strength between terms calculated by the CORDER method to refine these extended queries. Finally, we use the Hyperspace Analogue to Language (HAL) model and information flow (IF) method to expand these refined queries. Our initial experimental results on a corpus of 500 books from Amazon shows that our approach can find the right books for users given authentic vague queries, even in those cases where Google and Amazon's own book search fail.

Publication(s):

To appear in Proc. of The Fourth International Conference on Active Media Technology (AMT 2006), June 2006, Brisbane, Australia.
 
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Knowledge Management is...


Knowledge Management
Creating learning organisations hinges on managing knowledge at many levels. Knowledge can be provided by individuals or it can be created as a collective effort of a group working together towards a common goal, it can be situated as "war stories" or it can be generalised as guidelines, it can be described informally as comments in a natural language, pictures and technical drawings or it can be formalised as mathematical formulae and rules, it can be expressed explicitly or it can be tacit, embedded in the work product. The recipient of knowledge - the learner - can be an individual or a work group, professionals, university students, schoolchildren or informal communities of interest.
Our aim is to capture, analyse and organise knowledge, regardless of its origin and form and make it available to the learner when needed presented with the necessary context and in a form supporting the learning processes.