KMi Seminars
Multimodal Representations as Basis for Cognitive Architecture Making
This event took place on Friday 26 March 2004 at 14:00

 
Professor Balakrishnan Chandrasekaran Ohio State University, USA

Abstract:

In this talk, I outline a view of "cognitive state" as fundamentally multi-modal, i.e., as an integrated and interlinked collection of "images" in various modalities: the perceptual ones, and the kinesthetic and conceptual modalities. Thinking, problem solving, reasoning, etc. are best viewed as sequences of such states, in which there is no intrinsically preferred mode. Representational elements in one mode invoke elements in other modes. The external world also at various points contributes elements to one mode or another. Perception and imagination are more continuous in this view than in the traditional views. In recent years, there has been much interest in the notion of "mental images." However, the focus in this stream of research has been on a very special class of mental images, namely visual ones. The proposed view is an extension and generalization of this notion, not only to other perceptual modalities, but also to kinesthetic and conceptual modalities. I think the proposed view of the essential nature of the mental state opens up new ways of thinking about cognitive architecture, and also suggests new ways of building smart machines. I'll outline why I think so.

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KMi Seminars Event | SSSW 2013, The 10th Summer School on Ontology Engineering and the Semantic Web Journal | 25 years of knowledge acquisition
 

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.