Conceptual Analysis of Computing and Information System - Term Paper Example

Conceptual Analysis Introduction Conceptual analysis is human cognitive activities that identify concepts behind words. A concept is a mental generalization, image of a given feature and aspects that constitute an item. Conceptualization has limits that determine a proper or improper use of conceptual analysis. Some pictorial messages have universal meaning while others are convened to use in a given society. The Limits of Conceptualization In the last chapter of Sowa’s book Conceptual Structure, Limits of Conceptualization has been discussed. The chapter surveys continuous aspect of the world that is difficult to express adequately in conceptual relations and discrete concepts. Conceptual analysis ishuman cognitive activity that identifies and analyses concepts behind us of words. Some aspects of the mind lie beyond conceptual graphs (Sowa, 1984). These aspects of the world do not fall in any conceptual relation and district concepts. They can be summarized as conceptual relativity that sets a limitation of conceptual analysis. Since concepts are interventions of the human mind that are used to construct a model of the world, they may have proper and improper use conceptual analysis (Sowa, 1984). Proper use of conceptual analysis leads to identification and constructions of models of the world. Concepts are defined for a particular purpose. Generalizing the concepts beyond intended purpose, which is allowed, brings concepts into conflict with other concepts that are defined for other purposes. Conceptual analysis, therefore, should be carried out in a specific purpose to identify and analyze concepts behind words. Formal or informal conceptual analysis is a basic method of determining meanings. Meanings define the human mental models and are an epilogue regarding limits of formal reasoning. Conceptual analysis comprises of conceptual graph that are finite connected two parts consisting of concepts and conceptual analysis. Conceptual relation links to concepts (Sowa, 1984). Whereas conceptual analysis can be used properly, they can be subjects to improper use. Improper uses are one that deviates from identification and constructions of models of the world. Using a network of concepts is an improper use of conceptual analysis. Network of concepts cannot present a perfect model of the world. The world is a continuum and the discrete that are identified and constructed and displaying network of concepts deviate them from their purpose creating conflicts between conflicts with a different purpose (Sowa, 1984). Another improper is using perceptual analysis to express an aspect of reality that is fixed. Concepts are inventions of the mind that comes from experience. For this reason, one set of concepts may not be more fundamental or natural than others. One cannot object one concept as false while the other concept as real. Reality is relative and conceptual relativity is a limitation to conceptual analysis. Concepts, despite their usefulness, are not absolute. A person with notion that concepts are absolute, he, or she focuses only on words; hence, concepts they symbolize miss realities they express. One may use concepts, but he, or she should not be bound to them as absolute (Sowa, 1984). Concepts and sub-concepts are different. The distinction seems intuitively appealing as a way of capturing two different thinking styles and can be a significant step to understanding role of connectionist models in cognitive modeling. Mental models are typically conceptual models that contain intuitive sub-conceptual. A concept is a mental generalization, image of a given feature and aspects that constitute an item. For instance, the concept may be a gadget used for communication that is capable of sending and receiving messages and making and receiving calls. The concept can be labeled as a cell phone. On the other hand, sub concepts are parts of concepts. They are features that constitute concepts. They are, therefore, parts of inventions of human minds that are used to construct models of the world (Sowa, 1984). Conceptualizing what we see Visual arts forms such as paintings, drawings, photography, and sculptures are source of information mentorship. Semiotics incorporates graphical, interactive, and textual communication methods (Hall, 2012). They can be used to decipher complex challenges in all languages, in the world. Signs are produced and consumed in the context of a given society. Although some pictorial messages are universal, others can only be created and consumed in confinement of a given society. For instance, the cross is a symbol on Christian society. Although it is universal, only the Christians who created the cross attach some meanings to them. Other religious societies that do not share the sign of the symbol of the cross with Christians do not attach the meanings Christians do. Some signs are not universal while other has a wide audience giving them the notion of universality. Societies create signs and assign them meanings that that are beyond them. A pictorial message may have multiple meanings. Its users and preparers may interpret a pictorial message with multiple meaning. Different experiences and backgrounds trigger different interpretation (Hall, 2012). Users may overlook some of the messages that are complex and symbolic and may see more messages that the preparer intended them to see. Reading Hall’s book, readers recognize that the culture education has an impact on how one understand representation in the form of pictorial messages. Some signs may be universal. A sign of a skull with two bones crossing on an electric post is a universal sign of danger of electric shock. A similar sign on a chemical can mean the content is fatal. Such signs have a universal usage. They are widely accepted. The manner in which pictorial message is represented leads to a given interpretation. Hall in his book notes that a handle extending from a class door bearing a sign “push” misleads people who tend to pull it instead of pushing. Even if there are instructions directing a person to push, the direction is ignored. The shape of the handle invites a person to pull rather than push. The meaning of a visual message is interpreted depending on its shape rather than instructions (Hall, 2012). In most communities of the world, beckoning is a visual message that invites a person near the one beckoning. Another example is the road signs. If turn right sign is placed in the place of a turn left sign, drivers will tend to obey its meaning. The streetlight instructs drivers on how to behave while driving. They show the driver when to stand and when to move. In as much we can say that most of the pictorial messages are confined to a given society, some are universal. Some, for instance crosses in Christian society, are attributed to a particular meaning. Other such as road signs have universal meanings, which are understood many people. One can conclude, though not a rule, because some are exempted, that most of pictorial messages comprise of a universally understandable new language. Where is here? Conceptually Speaking Different people have different mental models. Mental models shape the understanding of the world around a person. This is the reason two people may be talking about same place, but provide information that differs in discourse. This may be described as mental model paradox. Such paradox is a conflict between what one expects based on the mental model against what is the situation as referent world (Senge, 2006). Being on a Monday, I will be at the campus main hall. I will be seated on the rear end of the hall. From the rear end, the hall has three doors. There are two-side door on each side and the main door, which is the main entrance. I will be seated on the rear end of the hall on the left side near the left door. From the entrance to university, parking ground there is a footpath leading to the library about 30 meters. The library is painted white. From the monument in front of the library, take the left footpath. The path joins west-wing path road that leads to the hall of the main campus. Make a right at the notice board and go straight down the road until you reach the football field. The main hall is on your left opposite the football field. There is a sign labeled “Main Hall” at the entrance. The concept of location and concept of direction have similarities and differences. The two domain of discourse provides instruction on how to locate a place. They are both organized in a manner that leads to a given objective, in this case to give directions. They are meant to shape another person’s mental model and make is similar to the person giving the instructions. The main difference between the two domains is that the concept of location provides the notion of here of the instructor while concept of direction demonstrate how to reach the “here” of the instructor. The concept of location answers the question “where are you”. On the other hand, concept of direction answers the question “Where are you coming from?” In conclusion, conceptual relativity sets limitation of conceptual analysis. Proper use of conceptual analysis leads to identification and constructions of models of the world while improper uses are one that deviates from identification and constructions of models of the world. Pictorial messages may be confined in a given society while others may be universal. Differences in mental models account for the difference in discourse as two different people speak about same place. References Hall, S. (2012). This means this, this means that. London: L. King Pub. Senge, P. M. (2006). The fifth discipline. New York: Doubleday/Currency. Sowa, J. F. (1984). Conceptual structures. Information processing in mind and machine. Addison-Wesley. Read More