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 28
... relations . Both inheritance and non - inheritance relations are necessary . Apart from the commonly supported relations such as is - a , symmetric , inverse , etc. , users are allowed to define their own relations . This is essential ...
... relations . Both inheritance and non - inheritance relations are necessary . Apart from the commonly supported relations such as is - a , symmetric , inverse , etc. , users are allowed to define their own relations . This is essential ...
Page 110
... relations of two types . Abstraction granularity is represented with the " abstraction " relation , which connects specific , specialized strategy objects to more general strategy objects . In Figure 1 , abstraction relations are shown ...
... relations of two types . Abstraction granularity is represented with the " abstraction " relation , which connects specific , specialized strategy objects to more general strategy objects . In Figure 1 , abstraction relations are shown ...
Page 121
... relations can be graphed in a Cartesian plane , the provision that their dimensions be " sensible " restricts our modeling language to situations where locative one - dimensional relations like " adjacent " and two dimensional operators ...
... relations can be graphed in a Cartesian plane , the provision that their dimensions be " sensible " restricts our modeling language to situations where locative one - dimensional relations like " adjacent " and two dimensional operators ...
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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