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USEFULNESS OF THEMETA-INFORMATION OF THE LOGIC OF PRESUPPOSITION FOR INFORMATION RETRIEVAL: TOWARDS A DETERMINATION OF IMPLICIT AND CONTEXTUAL INFORMATION?
Abstract
Increasing the production of unstructured information on the Web requires further analysis of the query component of information retrieval systems. The problem concerns the extraction of knowledge from the "raw query" formulated during an interrogation of the index databases of the Web which evolves constantly with the multiplication of the data. The activity of retrieving information from the initial query makes it possible to understand the information extraction (or behavioral) capabilities of the user on the Web by aiming at the need for real and desired information by the user. We will examine the link between the terms formulated in the query and the search presupposition of its sender (user). This surge of heterogeneous and multilingual data masses generates documentary noise. The solutions offered by information retrieval systems are not complementary to those that have succeeded. Indeed, the main problem of indexing is related to the factors of presuppositions (metacognition) during the extraction of contextual and referential knowledge of the query. The problem of the presupposition between the propositions is real. Indeed, the demand for information carried by the question (Q) and the response (R) provided by a search engine raises the problem of presuppositions relations induced between two situations in an information retrieval system. We observed 20 students in a web-based literature search by analyzing the problem according to the presupposition logic and asked them for their analytical approach to intra-problem terminological inference. The "meta-query" strategy represents any activity that a user (student) uses to acquire knowledge from the presupposed information is referential. This approach allows users to retrieve the hidden information (presupposed), to develop the information required to reformulate other targeted and relevant queries on the Web. As part of the library research training, students are included in a web communication device. We found that students only partially express the "presupposed" intra-examination logic and leave unexplained explicit information.
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