Educational psychologists recognize different types of learning but in general they are understood as one of the products of getting exposed to information. Other posts have explored some of the characteristics of information. In most cases these effects are proposed as inferences because of the elusive nature of information and the difficulties of directly seeing its behavior. Observable phenomenon is due to human reaction to a given unit of information, which in many cases is difficult to compose. A good analogy was presented earlier with where without defining information, it is the substance encapsulated by a container.
In an attempt to understand the characteristics of information, one can see it as a substance of a certain degree of complexity that can be incorporated into a body of knowledge. From the opposite perspective, information can then be a portion of a body of knowledge, thus a body of knowledge can be seen as a whole, or network, of integrated components that could be defined as information.
In this description, information is a part of the whole and can have any size shape or form that is part of that whole. An independent unit on its own right, this component may have subcomponents which may be similar in nature, that is also be information units themselves. The idea of self-similarity can be borrowed from the physical sciences to describe this relationship at some level.
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