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
Results 1-3 of 64
Page 61
... subject - verb agreement and pronominal errors ( which are the only ones being tested so far ) is 100 % accurate . Type 1 subjects make no pronominal errors , but make subject - verb agreement errors occasionally , especially when the ...
... subject - verb agreement and pronominal errors ( which are the only ones being tested so far ) is 100 % accurate . Type 1 subjects make no pronominal errors , but make subject - verb agreement errors occasionally , especially when the ...
Page 231
... subjects had little difficulty learning to use GIL . No subject asked the experimenter for assistance with the interface beyond the ten - minute demonstration . Speed of Solution Students read the text and completed the problems in ...
... subjects had little difficulty learning to use GIL . No subject asked the experimenter for assistance with the interface beyond the ten - minute demonstration . Speed of Solution Students read the text and completed the problems in ...
Page 233
... Subjects generally understood and accepted GIL's feedback . Subjects were able to immediately fix approximately 50 % of the errors described by GIL . Otherwise , subjects either tried a different step . produced another error , or asked ...
... Subjects generally understood and accepted GIL's feedback . Subjects were able to immediately fix approximately 50 % of the errors described by GIL . Otherwise , subjects either tried a different step . produced another error , or asked ...
Common terms and phrases
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