Limits of Conceptualization - Essay Example

Conceptual Analysis The Limits of Conceptualization Conceptual Structures has been a seminal work by John Sowa (1984) that combined linguistics, logic, and Artificial Intelligence (AI) thereby sketching out a cognitive framework for further development. In a cognitive architecture he laid down, Sowa (1984) described how a computing system could be designed so as to simulate the functioning of a human brain or to be more precise, the human faculty of cognition. Following this basic foundation, various architectures and systems were developed in order to design such a computational system which mimicked the human cognition. Conceptual Graphs (CG) were central versions of conceptual structures that were meant to be psychologically sensible, semantically triggered, logically solid, and computationally efficient (Sowa, 1984). Thus, conceptual graphs provided a visual representation of logic derived from linguistic networks of AI and other graphs. Sowa’s book provided a structure for future researchers to build upon in the scope cognitive science and the significance of reasoning laying down the foundations of AI. The CG provided a mathematical notation of knowledge helping to logically represent cognitive linguistics. Reasoning plays a significant role in weighing out different operators so as to manipulate it. The various principles of CG representation require the presence of psychologically sensible operations for perception, reasoning, and linguistic comprehension. Sowa (1984) has explained how reasoning works in computational systems as memory structures are organized in a way so as to employ the reasoning processes. CG again, visualize the graphic logical structure, in this case allowing for deductions to be made in a realistic manner. In trying to break down any cognitive issue, conceptual analysis lends itself to the inference of logical conclusions. Conceptual analysis and especially, cognitive graphs have helped process natural languages, where the mapping and visualization is done and in a systematic logical way thereby building the cognitive capacities of computational systems. Using the foundational structures of conceptual analysis along with other philosophical concepts, Sowa (1984) analyzes languages in terms of semantics, syntax, linguistics, and human language abilities. By delving deep into the development of linguistic capacities, he attempted to analyze the language perspective. Sowa (1984) also gives brief references to Augmented Transition Networks (ATNs) a graphical structure used in defining languages. However, no deep discussion is presented as ATNs as to its relation with semantics and syntax. Linguistics is just one aspect of the proper use of conceptual analysis. Conceptual Analysis frameworks also lend itself to database inferential problem solving, knowledge engineering, artificial intelligence, decision systems, data mining, and other information systems. Here, Sowa (1984) has described the area of knowledge engineering with emphasis on research in the field of Artificial Intelligence in order to make logical computational systems that closely imitate the human cognitive workings of the brain. Sowa (1984) gives several descriptions of how conceptual structures can help solve problems in information systems, knowledge systems, database semantics, and knowledge retrieval. While conceptual analysis proves indispensible in several of problems, however it does have some limitations where the computational system cannot mimic the human cognition entirely. The chapter on Limits of Conceptualization presents several limitations of logic. Sowa (1984) explains how conceptual analysis and its rationale can develop logical arguments but later the same arguments may present a paradoxical contradiction in its own form. He also explains that while modern computational systems may be better at inferential findings that human cognition nevertheless they only form one fourth of the cycle. The challenge, as Sowa (1984) himself recognizes, is to design more flexible and human-like systems that are able to cover their limitations through their cognitive capabilities. Since every scientific discipline arises from the observation of actual happenings of nature, these abstractions may ignore the impacts of other factors that have not been incorporated. Many topics are considered in isolation from their environments which can lead to an illogical conclusion. Therefore, limitations arise when logic is in its entirety without consideration that logic itself is inclusive in a system of learning, and rationale. As a result, a systematic approach is required in order to develop computational systems as human-like, in terms of cognition, as possible. On the whole, the conceptual architecture provided by Sowa (1984), which breaks down problems into sub parts allows logical deductions to be made. Conceptual analysis therefore is helpful particularly the cognitive graph notations in visualizing and reasoning cognitive processes. Many a times, there are no theories to help where analogies may prove useful. But to have a greater understanding of logic, database inference, and knowledge engineering, knowledge of artificial intelligence and cognitive abilities will be useful. Conceptualizing What We See Although pictorial messages have not been recognized as being a universal code for communication, it is ubiquitous in its presence. Hoardings, public signs, and many advertisements use pictorial messages in order to communicate a particular message. Pictorial messages use imagery, visualization, and a wide variety of animate signs in order to transmit an image within the minds of the onlooker. That is why pictorial messages, in themselves, hold messages which they aim to transmit. The perception of the beholder is an important factor in determining how a pictorial sign will be interpreted by any particular person. Prior knowledge of a culture or object also influences how a pictorial message is perceived by the person. An example present in Hall’s (2012) book is that of a Turkish fez, a hat with a hanging tassel typically worn by men in Muslim countries and particularly Turkey. The human beings possess a certain capacity in order to sense graphic signs which helps them in drawing meaningful conclusions. The sensory ability to perceive pictorial messages and their ubiquitous presence does make a case for their universal existence. Due to their wide presence and visibility, pictorial messages can be considered to be delivering the messages embedded within them. And the ability of humans to understand pictorial messages using the cognitive capabilities and not necessarily prior exposure of knowledge illustrates that such visual messages are capable of transforming messages. Every alternate page in Hall’s (2012) book is dedicated to pictorial messages which can be understood in a variety of different ways or are interpreted based on the various embedded features. While some pictures are universally understood in a similar context, there does appear to be some inconsistency as to what any pictorial sign means. Some images do require some prior knowledge or exposure while others are just illusory by nature. Therefore, many messages may be understood in similar ways by the people. A common example question asks to recognize a pictorial individual based on his haircut. The media has constructed several images in their minds of human beings which they relate with a particular person. These artifacts are identifiers of a particular person or object. But while these artifacts do help us in recognizing popular socially constructed images of objects or people, such ways of seeing or perceiving may sometimes deceive. Although, pictorial language is ubiquitous and universal, it may not be understood in similar ways so as to qualify it as a “universal language”. Various factors come into play when interpreting or drawing out meaning from pictorial signs. It has been established that different factors are involved that shape our perception of the embedded meaning within any pictorial message. Culture and the environmental context are also critical factors that may change the perception of a given message or signal. Since pictorial and visual cues are interpreted by our senses, it is also possible that wrong interpretations are made. Human beings may also made deductions based on their background information which often co-relates with the environmental cues. Also, important here is the concept of intra-textuality where the internal meanings embedded within a text becomes significantly important when drawing out meanings from visual messages (Hall, 2012). However, in inter-textuality, the text is considered relative to other texts where the derivation of a meaning may depend on the context. Although several pictorial cues are quickly understood by people however they may not be considered as universal languages due to the nature of the embedded message and the chosen pictorial form. While some pictorial signs, objects, or artifacts may stimulate instant meaning within the human brain, other visual signs may not trigger faster perceptions. The reasons for not considering pictorial messages as universal languages are numerous including differences in culture, context, and the background information. Also, the kind of pictorial message used also differs in their arrangement and structure which may delay the transmission of the message. Pictorial messages are prevalent and one may encounter several of them during each day, however, such coded forms of communication may only stay as it is. This is due to an absence of contextual coherence within pictorial message. While pictorial messages may be widely understood by people but it may not qualify as a universal language taking its own form. Cultural dimensions, context, and the environment are key determinants of how a visual sign will be interpreted. Thus, there are regional and contextual variations as to how a given pictorial message will be interpreted in a given situation. Where Is Here? Conceptually Speaking Mental models have been identified by Senge (2006) as one of the basic component technologies that distinguish between learning and conventional organizations. Learning organizations by definitions are those where the workers are continually involved in enhancing their thinking processes and their rational capacity in order to make them more result oriented and hence enable them to achieve their goals. Indeed, mental models play a significant role as they are a key dimension of how the thinking is enhanced. Since mental models differ from person to person in terms of their mentally deep seated generalizations and assumptions, they tend to understand and take actions in a different manner (Senge, 2006). Given the situation when planning to meet, the same place the two actors refer to may mean different places for the two persons. The reason is an underlying difference between their mental models which have been exposed to different hypotheses thereby leading them to draw different meanings. Thus, even though the two may talk about the same place or location, the two may be misled to a different location or place. Coherence of mental models is therefore required in order to find the place which the two may be referring to. The ‘learning organization’ which Senge’s (2006) book refers to describes a workplace where the workers may train their mental models in order to enhance their capacity to reason so that there is a coherence of knowledge. The result is, fairly synchronized mental models helping the two individuals to find the place and meet. The presence of coherent mental models would enable the individuals to be on the same wavelength letting them understand the directions being mentioned. Following represents my instructions based on the concept of location and procedure: Location As agreed, we both would meet at the Great Hall at the Champlain College, Trent University. Ideally, I would try to secure a place near the Hall entrance so that my friend can easily find me. Right after my friend reaches the Champlain College, I may try to establish contact via phone call so that we both can know where we are and possibly help lead the way to the hall. Procedure It would be more helpful to consider meeting in an easily identifiable area so that locating the place is easier for my friend. In helping my friend to find me in the Great Hall at the Champlain College of Trent University, I will describe the location based on an easy-to-remember landmark. Landmarks are important in the formation of a rough idea which helps in remembering and identifying locations. Thus, simple landmarks such as stairs, corridor, hallway, and so on, can help my friend in finding out the location. When my friend inquires about where I will be, I should mention a larger area and then come down to a smaller area identifying a visible landmark at each stage. Having a sense of direction and an understanding of the two side orientations – the right and left hand side – is also important in helping to direct to the right location. This is extremely important because when visualizing a place in the mind, my right side could be my friend’s left hand side. Thus, I should keep in my friend’s orientation so that he is able to find the way without any issues with the directions. The two domains of discourse including the instructions for location and procedure differ in their construction of mental models. They both refer to the same location however the instruction for location is quite straightforward in terms of precisely pointing out the agreed location where the two individuals have to be met. On the other hand, the instructions for procedure describe the direction thereby paying attention to orientation and the systematic thinking linked with mental models. Both domains of discourse may enable me and my friend to reach the same location however they both employ a different thinking process. The location provides a definite location where I can be found, that is the Great Hall. However, the procedure describes the way and other landmarks which may help in getting to the specified location. Also, orientation does not play an important role in simple questions like where I will be because location points out a single distinct place where one will be found. However, procedural instructions identify and take into consideration both sides as to where I am and where my friend is at a particular time. This helps better in coordinating decisions so as to assist the meeting. References Hall, S. (2012). This Means This, This Means That. London: Laurence King Pub. Senge, P. M. (2006). The Fifth Discipline. New York: Doubleday/Currency. Sowa, J. F. (1984). Conceptual Structures. Reading, Mass.: Addison-Wesley. Read More