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 101
... example . A concrete counter example , to present to the student , is generated by instantiating this abstract definition . PG has been successfully evaluated on a corpus of production rule models from the domain of fraction subtraction ...
... example . A concrete counter example , to present to the student , is generated by instantiating this abstract definition . PG has been successfully evaluated on a corpus of production rule models from the domain of fraction subtraction ...
Page 102
... example , WHY represents knowledge about rainfall as a set of scripts . In such domains , counter example generation involves a manageable search through a finite set of possible instantiations . However , in many domains , such as ...
... example , WHY represents knowledge about rainfall as a set of scripts . In such domains , counter example generation involves a manageable search through a finite set of possible instantiations . However , in many domains , such as ...
Page 127
... examples . " Variabilization " [ Char 84 ] seems to be a better candidate . For example , the rule inferred in the previous section can be generalized by replacing the value 2 by a variable to yield The number of n - digit numbers whose ...
... examples . " Variabilization " [ Char 84 ] seems to be a better candidate . For example , the rule inferred in the previous section can be generalized by replacing the value 2 by a variable to yield The number of n - digit numbers whose ...
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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