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  1. The Newell test should commit to diagnosing dysfunctions.William J. Clancey - 2003 - Behavioral and Brain Sciences 26 (5):604-605.
    “Conceptual coordination” analysis bridges connectionism and symbolic approaches by positing a “process memory” by which categories are physically coordinated in time. Focusing on dysfunctions and odd behaviors, like slips, reveals the function of consciousness, especially constructive processes that are often taken for granted, which are different from conventional programming constructs. Newell strongly endorsed identifying architectural limits; the heuristic of “diagnose unusual behaviors” will provide targets of opportunity that greatly strengthen the Newell Test.
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  • Reflections of idiographic long-term memory characteristics in resting-state neuroimaging data.Peiyun Zhou, Florian Sense, Hedderik van Rijn & Andrea Stocco - 2021 - Cognition 212 (C):104660.
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  • (1 other version)Abstract Planning and Perceptual Chunks: Elements of Expertise in Geometry.Kenneth R. Koedinger & John R. Anderson - 1990 - Cognitive Science 14 (4):511-550.
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  • The Nature and Processing of Errors in Interactive Behavior.Wayne D. Gray - 2000 - Cognitive Science 24 (2):205-248.
    Understanding the nature of errors in a simple, rule‐based task—programming a VCR—required analyzing the interactions among human cognition, the artifact, and the task. This analysis was guided by least‐effort principles and yielded a control structure that combined a rule hierarchy task‐to‐device with display‐based difference‐reduction. A model based on this analysis was used to trace action protocols collected from participants as they programmed a simulated VCR. Trials that ended without success (the show was not correctly programmed) were interrogated to yield insights (...)
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  • Cognitive Task Analysis for Implicit Knowledge About Visual Representations With Similarity Learning Methods.Blake Mason, Martina A. Rau & Robert Nowak - 2019 - Cognitive Science 43 (9).
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  • Episodic Learner Modeling.Gerhard Weber - 1996 - Cognitive Science 20 (2):195-236.
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  • Applications in Education and Training: A Force Behind the Development of Cognitive Science.Susan E. F. Chipman - 2010 - Topics in Cognitive Science 2 (3):386-397.
    This paper reviews 30 years of progress in U.S. cognitive science research related to education and training, as seen from the perspective of a research manager who was personally involved in many of these developments.
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  • Autonomous agents modelling other agents: A comprehensive survey and open problems.Stefano V. Albrecht & Peter Stone - 2018 - Artificial Intelligence 258 (C):66-95.
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  • Skill Acquisition and the LISP Tutor.John R. Anderson, Frederick G. Conrad & Albert T. Corbett - 1989 - Cognitive Science 13 (4):467-505.
    An analysis of student learning with the LISP tutor indicates that while LISP is complex, learning it is simple. The key to factoring out the complexity of LISP is to monitor the learning of the 500 productions in the LISP tutor which describe the programming skill. The learning of these productions follows the power‐law learning curve typical of skill acquisition. There is transfer from other programming experience to the extent that this programming experience involves the same productions. Subjects appear to (...)
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  • Model-based reasoning about learner behaviour.Kees de Koning, Bert Bredeweg, Joost Breuker & Bob Wielinga - 2000 - Artificial Intelligence 117 (2):173-229.
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  • Resolving the paradox of the active user: stable suboptimal performance in interactive tasks.Wai-Tat Fu & Wayne D. Gray - 2004 - Cognitive Science 28 (6):901-935.
    This paper brings the intellectual tools of cognitive science to bear on resolving the “paradox of the active user” [Interfacing Thought: Cognitive Aspects of Human–Computer Interaction, Cambridge, MIT Press, MA, USA]—the persistent use of inefficient procedures in interactive tasks by experienced or even expert users when demonstrably more efficient procedures exist. The goal of this paper is to understand the roots of this paradox by finding regularities in these inefficient procedures. We examine three very different data sets. For each data (...)
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  • The Construction of Causal Schemes: Learning Mechanisms at the Knowledge Level.Andrea A. diSessa - 2014 - Cognitive Science 38 (5):795-850.
    This work uses microgenetic study of classroom learning to illuminate (1) the role of pre-instructional student knowledge in the construction of normative scientific knowledge, and (2) the learning mechanisms that drive change. Three enactments of an instructional sequence designed to lead to a scientific understanding of thermal equilibration are used as data sources. Only data from a scaffolded student inquiry preceding introduction of a normative model were used. Hence, the study involves nearly autonomous student learning. In two classes, students developed (...)
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