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1
Extending the Rule Space Model to a Semantically-Rich Domain: Diagnostic Assessment in Architecture.
In: DTIC AND NTIS (1993)
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2
A Psychometrically Sound Cognitive Diagnostic Model: Effect of Remediation as Empirical Validity
In: DTIC AND NTIS (1992)
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3
Human Learning of Schemas from Explanations in Practical Electronics
In: DTIC AND NTIS (1991)
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4
A Tale of Two Settings: The Lab and the Classroom
In: DTIC AND NTIS (1991)
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5
Feedback Effects in Computer-Based Skill Learning
In: DTIC AND NTIS (1989)
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6
Reasoning and Comprehension Processes of Linguistic Minority Persons Learning from Text
In: DTIC AND NTIS (1989)
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7
Story Problem Solver: A Schema-Based System of Instruction
In: DTIC AND NTIS (1989)
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8
Academic Text Features and Reading in English as a Second Language
In: DTIC AND NTIS (1989)
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9
Strategies for Understanding Information Organization in Discourse
In: DTIC AND NTIS (1988)
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10
Answering Questions from Oceanography Texts: Learner, Task and Text Characteristics.
In: DTIC AND NTIS (1987)
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11
Toward Intelligence Systems for Testing.
In: DTIC AND NTIS (1987)
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12
Cognitive Modelling and Intelligent Tutoring
In: DTIC AND NTIS (1986)
Abstract: The ACT theory of skill acquisition and its PUPS successor provide production-system models of the acquisition of skills such as LISP programming, geometry theorm-proving, and solving of algebraic equations. Knowledge begins in declarative form and is used by analogical processes to solve specific problems. Domain specific productions are compiled from the traces of these problem solutions. The model-tracing methodology has been developed as a means of displaying this cognitive theory in intelligent tutoring. Implementation of the model-tracing methodology involves developing a student model, a pedagogical module, and an interface. issues associated with the development of each of these components are discussed. Work on tutoring and work on skill acquisition have proven to symbiotic; that is, each has furthered the other's development. Keywords: Analogy; Artificial Intelligence; Cognitive Science; Computer-Assisted Instruction. ; Sponsored in part by Grants NSF-MDR84-70337 and NSF-IST83-18629.
Keyword: *COGNITION; *COMPUTER AIDED INSTRUCTION; *MODELS; ACQUISITION; ALGEBRA; ANALOGIES; ARTIFICIAL INTELLIGENCE; Bionics; COMPUTER PROGRAMMING; EQUATIONS; LISP PROGRAMMING LANGUAGE; PE61153N; PROBLEM SOLVING; Psychology; SKILLS; STUDENTS; THEORY; WUNR667530
URL: http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA165981
http://www.dtic.mil/docs/citations/ADA165981
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13
Inexpert Calibration of Comprehension.
In: DTIC AND NTIS (1986)
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14
Controlled Test Procedures for Using Intervocalic Consonants to Assess Speech Intelligibility: A Feasibility Study.
In: DTIC AND NTIS (1983)
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15
Ability, Involvement and Climate as Multiple and Interactive Predictors of Performance.
In: DTIC AND NTIS (1979)
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