Artificial Intelligence and Education: Proceedings of the 4th International Conference on AI and Education, 24-26 May 1989, Amsterdam, Netherlands, Volume 4Dick Bierman, Joost Breuker, Jacobijn Sandberg IOS, 1989 - 339 pages |
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Page 144
... PROLOG clauses are given in appendix 2 . It is evident from the PROLOG clauses that these models contain quite distinct sets of information , and that each can answer questions unanswerable by the other . For example , the question ...
... PROLOG clauses are given in appendix 2 . It is evident from the PROLOG clauses that these models contain quite distinct sets of information , and that each can answer questions unanswerable by the other . For example , the question ...
Page 145
... PROLOG , the interpreter itself would act as this operator responding to questions of the form : ? controls ( x , steam ) . by trying to find a legal value for ' x ' . The second operator examines the system state , and combines two or ...
... PROLOG , the interpreter itself would act as this operator responding to questions of the form : ? controls ( x , steam ) . by trying to find a legal value for ' x ' . The second operator examines the system state , and combines two or ...
Page 146
... PROLOG interpreter how to use this representation to set up new goals on the path to satisfying the first goal set up above ) . The subjects assume that the level of reaction is related the the amount of damping being applied to the ...
... PROLOG interpreter how to use this representation to set up new goals on the path to satisfying the first goal set up above ) . The subjects assume that the level of reaction is related the the amount of damping being applied to the ...
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Abstract Abstract Interpretation actions algebra algorithm analysis Anderson applied approach architecture Artificial Intelligence behavior Blackboard COACH cognitive Cognitive Science components Computer Science concepts constraints construct correct described diagnosis diagrams dialogue discourse discovery learning discussion level domain knowledge dynamic instructional educational environment equation error evaluation example expert module expert system expertise explanation explicit feedback Figure flag tutor forward chaining function fuzzy goal granularity graphical hierarchy hypothesis Igoals implemented inference input instantiations instructional plan instructional planner Intelligent Tutoring Systems interaction interface interpretation knowledge base knowledge representation language learner lesson LISP programming manipulation mathematical misconceptions monitor node novice objects operators output performance problem solving procedures reasoning recursion represented rules schema selected semantic simulation skills solution specific step structure student model subgoals subjects task teacher teaching troubleshooting tutorial strategy types understanding user model word problem XTRA-TE