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 4
... statement of supporting evidence . In our initial conceptually simple implementation , a concrete claim can be made when the concept node possesses unmentioned instances , and an abstract claim corresponds to something like a general ...
... statement of supporting evidence . In our initial conceptually simple implementation , a concrete claim can be made when the concept node possesses unmentioned instances , and an abstract claim corresponds to something like a general ...
Page 90
... statement . That is , the student lacks a basic schema - recognition skill , which becomes an instructional target . Educational / Theoretical Significance It is important to characterize the types of errors that are common within ...
... statement . That is , the student lacks a basic schema - recognition skill , which becomes an instructional target . Educational / Theoretical Significance It is important to characterize the types of errors that are common within ...
Page 125
... statement . Application of a selected rule results in the manipulation of the problem tree by creating new nodes . We note the direct correspondence between the problem tree available to a student and the tree used as the working memory ...
... statement . Application of a selected rule results in the manipulation of the problem tree by creating new nodes . We note the direct correspondence between the problem tree available to a student and the tree used as the working memory ...
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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 simulation skills solution specific step structure student model subgoals subjects task teacher teaching troubleshooting tutorial strategy types understanding user model word problem XTRA-TE