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 52
... input light intensity . This component here is a light dependent resistor .. Now , The behaviour of the light detector unit may be explained as follows : Suppose the input light intensity is high ( light ) . What do you think the output ...
... input light intensity . This component here is a light dependent resistor .. Now , The behaviour of the light detector unit may be explained as follows : Suppose the input light intensity is high ( light ) . What do you think the output ...
Page 103
... input / output pair from each model , and then instantiating the input to form a concrete problem . Two abstract input / output pairs are said to be ' non - equivalent ' if their abstract inputs overlap ( i.e. the intersection , I , of ...
... input / output pair from each model , and then instantiating the input to form a concrete problem . Two abstract input / output pairs are said to be ' non - equivalent ' if their abstract inputs overlap ( i.e. the intersection , I , of ...
Page 105
... input . For example , if some path in model - 1 requires that x be even , then there is no point in pairing it with a path in model - 2 which constrains x's value to odd numbers - there is no concrete input which can simultaneously ...
... input . For example , if some path in model - 1 requires that x be even , then there is no point in pairing it with a path in model - 2 which constrains x's value to odd numbers - there is no concrete input which can simultaneously ...
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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