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 3
... dialogue moves , or dialogue goals . Recent work in dialogue research ( Elsom - Cook 1984 , 1989 ; Grosz & Sidner 1986 ) has realised the necessity to integrate intentional ( goal- directed ) and topical structures . Our model ...
... dialogue moves , or dialogue goals . Recent work in dialogue research ( Elsom - Cook 1984 , 1989 ; Grosz & Sidner 1986 ) has realised the necessity to integrate intentional ( goal- directed ) and topical structures . Our model ...
Page 6
... dialogue focus ( activation level ) of each dialogue participant , since activation propagation depends on the specific relative node and link strengths in a network . Dialogue move negotiation Negotiation preconditions serve the ...
... dialogue focus ( activation level ) of each dialogue participant , since activation propagation depends on the specific relative node and link strengths in a network . Dialogue move negotiation Negotiation preconditions serve the ...
Page 196
... dialogue ) modelling , in that the agent can produce / understand connected text sequences and can organise such sequences according to her own goals . We propose that in generative dialogue , any agent must be regarded as both a ...
... dialogue ) modelling , in that the agent can produce / understand connected text sequences and can organise such sequences according to her own goals . We propose that in generative dialogue , any agent must be regarded as both a ...
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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 sequence simulation skills solution specific step structure student model subgoals subjects task teacher teaching troubleshooting tutorial strategy types understanding user model word problem XTRA-TE