"knowledge hierarchy" is a correct and usable phrase in written English.
It is used to refer to an organizational structure of knowledge, which can be based on specialized areas of expertise, certain categories of facts, or other relevant criteria. For example, "a university professor may create a knowledge hierarchy in their classroom to help students focus their research and ensure that both the teacher and students have a thorough understanding of the subject."
It also feels significant that data rests at the very bottom of the so-called knowledge hierarchy — below information, knowledge and wisdom.
The phonological features are the most basic unit of a speech knowledge hierarchy.
He gives informal arguments that the common knowledge hierarchy is generated from a finite set of axioms.
A first knowledge editing module relies on classification-based reasoning for detecting mismatches and redundancies in the edited knowledge hierarchy.
Lewis (1969) argues that the common knowledge hierarchy should be viewed as a chain of implications, and not as steps in anyone's actual reasoning.
To resolve the incomplete, ambiguous, uncertain and subjective nature of innovative design knowledge, the product platform represented in a design knowledge hierarchy (DKH) is generated using general sorting.
Epistemologically, it challenges knowledge hierarchies and promotes the free flow of ideas.
Garicano (2000) and Garicano and Rossi-Hansberg (2006) model the market equilibrium from occupational choices in knowledge hierarchies that involve optimal matching.
They show that a knowledge-based hierarchy is an optimal way to foster transmission of skills.
The transitive inference (TI) paradigm has several attractive properties that lend itself to studying the mechanisms that support relational knowledge about hierarchies.
Second, and related to the issue of variable transitivity performance, is the question of why only a minority of subjects typically develop relational (or declarative) knowledge of the hierarchy, as indexed by the accuracy with which participants are able to recall the order of items in hierarchy (e.g., Smith and Squire, 2005)—e.g., 8 out of 65 participants in the experiment by Frank et al., 2005.
