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Epistemic Skills: Reasoning about Knowledge and Oblivion

Created by
  • Haebom

Author

Xiaolong Liang, Y i N. W ang

Outline

This paper presents a set of cognitive logics that capture the dynamics of knowledge acquisition and forgetting while incorporating the concept of collective knowledge. Based on a weighted model system, we introduce a "cognitive skill" measure that represents the cognitive ability associated with knowledge updating. Within this framework, knowledge acquisition is modeled as a process of skill enhancement, while forgetting is a consequence of skill degradation. Furthermore, we explore "knowability" and "forgetability," defined as the likelihood of knowledge acquisition through skill enhancement and the likelihood of forgetting through skill degradation, respectively. Furthermore, we provide a detailed analysis of the difference between cognitive de re and de dicto representations. We examine the computational complexity of model validation and the satisfiability problem, providing insights into the theoretical foundations and practical implications.

Takeaways, Limitations

Takeaways: Provides a novel framework for dynamic modeling of knowledge acquisition and forgetting, including collective knowledge. The "cognitive skill" metric allows for quantitative analysis of the knowledge updating process. The concepts of "knowability" and "forgetfulness" are introduced to explore the potential of cognition. A clear analysis of the difference between de re and de dicto representations is provided. Analysis of the computational complexity of model validation and satisfiability problems provides theoretical foundations and practical applicability.
Limitations: Further discussion is needed regarding the practical applicability and limitations of the proposed cognitive skill scale. Comprehensive modeling of various types of knowledge forgetting and the resulting cognitive skill changes may be lacking. Further research is needed to explore the application of complexity analysis results to real-world systems. It is possible that the focus was limited to a specific type of collective knowledge, and its extensibility to other forms of collective knowledge should be examined.
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