based information. However, an argument can be made [Dretske, 1981, 1983] that
the notion of uncertainty-based information is sufficiently rich as a basis for addi-
tional treatment, through which the broader concept of information, pertaining to
human communication and cognition, can adequately be formalized.
1.5. The concept of information has also been investigated in terms of the theory of
computability. In this approach, which is not covered in this book, the amount of
information represented by an object is measured by the length of its shortest
description in some standard language (e.g., by the shortest program for the stan-
dard Turing machine). Information of this type is usually referred to as descriptive
information or algorithmic information [Kolmogorov, 1965; Chaitin, 1987], and it
is connected with the concept of Kolmogorov complexity [Li and Vitányi, 1993].
1.6. Some additional approaches to information have appeared in the literature since
the early 1990s. For example, Devlin [1991] formulates and investigates informa-
tion in terms of logic, while Stonier [1990] views information as a physical prop-
erty defined as the capacity to organize a system or to maintain it in an organized
state. Another physics-based approach to information is known in the literature
as Fisher information [Fisher, 1950; Frieden, 1998]. A more recent, measurement-
based approach was developed by Harmuth [1992]. Again, these various
approaches are not covered in this book.
1.7. A digest of most mathematical concepts that are relevant to the subject of this
book is in Section 1.4.A useful reference for strengthening the background in clas-
sical set theory, which is suitable for self-study is Set Theory and Related Topics by
S. Lipschutz (Schaum Series/McGraw-Hill, New York). Basic familiarity with cal-
culus and some aspects of mathematical analysis are also needed for understand-
ing this book. The book Mathematical Analysis by T.M. Apostol (Addison-Wesley,
Reading, MA) is recommended as a useful reference in this area.
EXERCISES
1.1. For which of the following pairs of sets is A = B?
(a) A = {0, 1, 2, 3}; B = {1, 3, 2, 0}
(b) A = {0, 1, 0, 2, 3}; B = {0, 1, 2, 3, 2}
(c) A =∆; B = {∆}
(d) A = {0}; B = {∆}
1.2. Which of the following definitions are acceptable as definitions of clas-
sical (crisp) sets?
(a) A = {a | a is a real number}
(b) B = {b | b is a real number much greater than 1}
(c) C = {c | c is a living organism}
(d) D = {d | d is a section in this book}
(e) E = {e | e is a set}
(f) F = { f | f is a pretty girl}
EXERCISES 23