Qualitative and Quantitative Knowledge in Classical Mechanics

This thesis investigates what knowledge is necessary to solve mechanics problems. A program NEWTON is described which understands and solves problems in mechanics mini-world of objects moving on surfaces. Facts and equations such as those given in mechanics text need to be represented. However, this is far from sufficient to solve problems. Human problem solvers rely on "common sense" and "qualitative" knowledge which the physics text tacitly assumes to be present. A mechanics problem solver must embody such knowledge. Quantitative knowledge given by equations and more qualitative common sense knowledge are the major research points exposited in this thesis. The major issue in solving problems is planning. Planning involves tentatively outlining a possible path to the solution without actually solving the problem. Such a plan needs to be constructed and debugged in the process of solving the problem. Envisionment, or qualitative simulation of the event, plays a central role in this planning process.

Qualitative Knowledge, Casual Reasoning and the Localization of Failures

This report investigates some techinques appropriate to representing the knowledge necessary for understanding a class of electronic machines -- radio receivers. A computational performance model - WATSON - is presented. WATSONs task is to isolate failures in radio receivers whose principles of operation have been appropriately described in his knowledge base. The thesis of the report is that hierarchically organized representational structures are essential to the understanding of complex mechanisms. Such structures lead not only to descriptions of machine operation at many levels of detail, but also offer a powerful means of organizing "specialist" knowledge for the repair of machines when they are broken.

Representing Knowledge of Large-Scale Space

This dissertation presents a model of the knowledge a person has about the spatial structure of a large-scale environment: the "cognitive map". The functions of the cognitive map are to assimilate new information about the environment, to represent the current position, and to answer route-finding and relative-position problems. This model (called the TOUR model) analyzes the cognitive map in terms of symbolic descriptions of the environment and operations on those descriptions. Knowledge about a particular environment is represented in terms of route descriptions, a topological network of paths and places, multiple frames of reference for relative positions, dividing boundaries, and a structure of containing regions. The current position is described by the "You Are Here" pointer, which acts as a working memory and a focus of attention. Operations on the cognitive map are performed by inference rules which act to transfer information among different descriptions and the "You Are Here" pointer. The TOUR model shows how the particular descriptions chosen to represent spatial knowledge support assimilation of new information from local observations into the cognitive map, and how the cognitive map solves route-finding and relative-position problems. A central theme of this research is that the states of partial knowledge supported by a representation are responsible for its ability to function with limited information of computational resources. The representations in the TOUR model provide a rich collection of states of partial knowledge, and therefore exhibit flexible, "common-sense" behavior.

The Structure of Mathematical Knowledge

This report develops a conceptual framework in which to talk about mathematical knowledge. There are several broad categories of mathematical knowledge: results which contain the traditional logical aspects of mathematics; examples which contain illustrative material; and concepts which include formal and informal ideas, that is, definitions and heuristics.

The Use of Equality in Deduction and Knowledge Representation

This report describes a system which maintains canonical expressions for designators under a set of equalities. Substitution is used to maintain all knowledge in terms of these canonical expressions. A partial order on designators, termed the better-name relation, is used in the choice of canonical expressions. It is shown that with an appropriate better-name relation an important engineering reasoning technique, propagation of constraints, can be implemented as a special case of this substitution process. Special purpose algebraic simplification procedures are embedded such that they interact effectively with the equality system. An electrical circuit analysis system is developed which relies upon constraint propagation and algebraic simplification as primary reasoning techniques. The reasoning is guided by a better-name relation in which referentially transparent terms are preferred to referentially opaque ones. Multiple description of subcircuits are shown to interact strongly with the reasoning mechanism.

Heuristics for protecting competitive knowledge in association rule mining.

2006

The role of knowledge facilitators and inhibitors: lessons from airline reservations systems.

Strategic frameworks seeking to explain how an organisation may generate superior performance are numerous. Earlier approaches centred on the competitive position of an organisation within its industry, with subsequent attention focused on an organisation's core competences. More recently, research has concentrated on knowledge and organisational learning. By reference to a study of airline-developed computer reservation systems (CRSs), this article explores the strategic importance of information in creating knowledge to generate superior performance. By examining developments in the use, management and control of information derived from CRSs, evidence is presented to explain how CRS-owning airlines have circumvented regulatory controls and increasingly competition to sustain competitive advantage through the development of their information and knowledge systems. This research demonstrates the need for organisations to develop 'knowledge facilitators' that foster the creation of new knowledge. Equally, managers must develop 'knowledge inhibitors' that help to sustain competitive advantage by limiting the abilities of competitors to create knowledge themselves.

Knowledge based strategy: appraising knowledge creation capability in organisations.

This thesis sets out a journey which culminates in the development of an analytical framework, the "Organisational Creativity Appraisal" which is intended to assist organisations in evaluating their ability to support and develop creativity. This framework is derived from the common thread of the thesis, which is drawn from a range of research and consultancy projects, and the resulting published work, spanning an eight year period, centring on the role of knowledge and creativity in the strategy and performance of organisations. The literature of strategy, learning and creativity increasingly recognises that organisational context is critical to the formation of strategy, to the content of the strategy and to its successful implementation. The thesis explores the ways in which learning and creativity, the basis of knowledge-based strategy, are influenced by organisational context or social architecture. The research explores the ways in which managers can gain greater understanding of the social architectures of their organisations so as to assist in supporting their strategic development. The central core of the thesis is the nine published papers upon which it is based but it also derives from the broader perspective of my published work in the form of both articles and books. The thesis further draws upon my own experience as a leader and manager in the context of university business schools and as a consultant, researcher and developer in the context of a range of international private and public sector organisations. The work is based upon a premise that theory should inform practice and that practice should inform theory. The "Organisational Creativity Appraisal" framework is informed by both theory and practice and is intended to assist in management practice. There is no assumption that management research can arrive at prescriptions for managerial and organisational behaviour. On the other hand management research can usefully inform management and organisational behaviour, as long as it is employed in a critically reflective manner. The "Organisational Creativity Appraisal" presented in this work should be regarded as the framework in its present form which is likely to develop further as my research progresses in the future.