The background of the question is an interest in modeling human learning, for example, language learning. I have updated the question for clarification).
Example:
Speakers of a language know many things about their language only implicitly - e.g., they understand and produce well-formed sentences without being able to name the grammatical rules. Thus knowledge of the rules (competence) may underly the utterance (performance).
Knowledge structure
It is (relatively) easy to enter the rules into a knowledge graph. However, it could also be that not rules but associative learning and generalizations from input underly the performance of speakers (i.e., rules would be known by the speaker only implicitly).
Questions:
1. Do you think it is possible to design knowledge graphs for implicit knowledge?
2. Another question is whether and how to differentiate receptive and productive knowledge or context dependency (e.g., I only understand passive sentences in conversations about traffic but not (yet) in conversation about sport)? Would every node have two levels, or would it be multiple sub-graphs both for contexts and deepness of knowledge?
curious about your thougts :)
As a layman, if I may, I first ask a question to clarify the matter (for myself):
"it is possible to design knowledge graphs for implicit knowledge?": Why not start from explicit knowledge modeling? Are there differences between the two designs?
Hi Amin
I dont know either. The Same Performance (i.e. the utterance of a verbal expression) cold be explained by the fact that the Speaker knows when To use (pragmatically) which wordforms (i call this implicit knowledge of grammar) - Ort by the fact that the Speaker ist applying grammatical rules To Form the sentence in a certain Way.
Does that make sense?
Good morning
I am not sure, what do you want?
Best regards
Ph.D. Ingrid del Valle Garcia Carreño
Dear Ingrid Del Valle García Carreño
i want to track learning progress and provide automated feedback and suggestions for further learning to the learner.
usually feedback-systems assume that the learner has the concepts (linke noun, verb, simple past, etc) that are part of the expert linguistic knowledge system (basically a formal description of the structure of an utterance). However, research in language learnig seems to suggest that learners knowledge is more local (the are able to build sentences that are similar to the ones they used or heard earlier in similar contexts. The building blocks of the learners utterances are formulaec chunks - not analyzed into its parts.
my question is 1) whether there are approaches out there trying to model the learner's knowledge (i.e. construct a knowledge graph) and 2) whether and how these two ways to describe the structure of a sentence (recycled chunks vs. application of grammatical rules) can be combined into one knowledge graph.
hope that makes sense?
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