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 |
From inside the book
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Page 42
... reasoning which uses different grain sizes of knowledge , how to view the reasoning process from different perspectives ( procedural , strategical , and conceptual ) , how to make explicit the underlying reasoning ( heuristics of ...
... reasoning which uses different grain sizes of knowledge , how to view the reasoning process from different perspectives ( procedural , strategical , and conceptual ) , how to make explicit the underlying reasoning ( heuristics of ...
Page 229
... reasoning rules and plans . Each rule contains a description of the properties of new intermediate data products that a given LISP step creates . The tutor understands how each step transforms the data so that it might guide the student ...
... reasoning rules and plans . Each rule contains a description of the properties of new intermediate data products that a given LISP step creates . The tutor understands how each step transforms the data so that it might guide the student ...
Page 230
... reasoning , and provides a distinct visual representation that mirrors the direction of reasoning . The system supports reasoning about steps in whatever temporal order is natural for the student , even though it may not match the ...
... reasoning , and provides a distinct visual representation that mirrors the direction of reasoning . The system supports reasoning about steps in whatever temporal order is natural for the student , even though it may not match 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 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