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Artificial intelligence and tutoring systems : computational and cognitive approaches to the communication of knowledge /
Artificial Intelligence and Tutoring Systems.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Los Altos, Calif. :
Morgan Kaufmann Publishers,
�1987.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Front Cover; Artificial Intelligence and Tutoring Systems: Computational and Cognitive Approaches to the Communication of Knowledge; Copyright Page; Foreword; Acknowledgments; Table of Contents; Part I: A first glance:introducing the field; Chapter 1. Knowledge communication systems; 1.1 Implicit versus explicit encoding of knowledge; 1.2 Knowledge communication; 1.3 Practical and theoretical implications; 1.4 An interdisciplinary enterprise; Summary and conclusion; Bibliographical notes; Chapter 2. Basic issues; 2.1 Domain knowledge: the object of communication
- 2.2 Student model: the recipient of communication2.3 Pedagogical knowledge: the skill of communication; 2.4 Interface: the form of communication; Summary and conclusion; Bibliographical notes; Part II: A panorama:people, ideas, and systems; Chapter 3. Tutorial dialogues: from semantic netsto mental models; 3.1 SCHOLAR: launching a new paradigm; 3.2 Natural reasoning and tutorial dialogues; 3.3 WHY: the Socratic method; 3.4 From local strategies to multiple mental models; Summary and conclusion; Bibliographical notes; Chapter 4. SOPHIE:from quantitativeto qualitative to qualitative simulation
- 4.1 Simulation: dialogues and learning environments4.2 Natural-language interface: semantic grammars; 4.3 SOPHIE-I: simulation-based inferences; 4.4 SOPHIE-II: an articulate expert; 4.5 SOPHIE-III: humanlike reasoning; 4.6 Mental models: qualitative reasoning; Summary and conclusion; Bibliographical notes; Chapter 5. Interactive simulations: communicatingmental models; 5.1 STEAMER: simulation and abstraction; 5.2 QUEST: progressions of qualitative models; Summary and conclusion; Bibliographical notes; Chapter 6. Existing CAI traditions:other early contributions
- 6.1 Early attempts to tailor problem-solving experiences6.2 Pedagogical experiments: teaching expertise; Summary and conclusion; Bibliographical notes; Chapter 7. Learning environments:coaching ongoing activities; 7.1 LOGO: knowledge communication as learning; 7.2 WEST: relevance and memorability of interventions; 7.3 The design of learning environments; 7.4 WUSOR: toward learner-oriented models of expertise; 7.5 Architectures organized around curricula; Summary and conclusion; Bibliographical notes; Chapter 8. Bugs in procedural skills:the 'buggy repair step' story
- 8.1 BUGGY: an enumerative theory of bugs8.2 DEBUGGY: a diagnostic system; 8.3 REPAIR theory: a generative theory of bugs; 8.4 STEP theory: a learning model of bug generation; Summary and conclusion; Bibliographical notes; Chapter 9. More on student modeling: toward domain-independentmechanisms; 9.1 PSM/ACE: interactive diagnosis; 9.2 LMS: inferential diagnosis with rules and mal-rules; 9.3 PIXIE: generating mal-rules; 9.4 UMFE: a generic modeling subsystem; Summary and conclusion; Bibliographical notes; Chapter 10. Bug reconstruction:beyond libraries of bugs