The Cognitive Psychology of KnowledgeG. Strube, K.F. Wender Elsevier, 1993. gada 1. okt. - 452 lappuses The present book is a result of a seven-year (1986-1992) national research program in cognitive science in Germany, presumably the first large scale cognitive science program there. Anchored in psychology, and therefore christened Wissenpsychologie (psychology of knowledge), it has found interdisciplinary resonance, especially in artificial intelligence and education. The research program brought together cognitive scientists from over twenty German universities and more than thirty single projects were funded. The program was initiated by Heinz Mandl and Hans Spada, the main goals of which were to investigate the acquisition of knowledge, the access to knowledge, and the modification and application of knowledge from a psychological perspective. Emphasis was placed on formalisms of knowledge representation and on the processes involved. In many of the projects this was combined with computer simulations. A final but equally important goal was the development of experimental paradigms and methods for data analysis that are especially suited to investigate knowledge based processes. The research program has had a major impact on cognitive psychology in Germany. Research groups were established at many universities and research equipment was provided. It also inspired a considerable number of young scientists to carry out cognitive research, employ modeling techniques from artificial intelligence for psychological theorizing, and construct intelligent tutoring systems for education. Close contacts with cognitive scientists in the U.S. have helped to firmly integrate the program with international research endeavours. Each year, one or two workshops were held. The present volume is the result of the final workshop which was held in September 1992. Selected results from seventeen projects are presented in this book. The volume is enriched by three guest scholars who agreed to participate in the final workshop and to comment on the chapters of the book. |
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1.–5. rezultāts no 62.
... components, i.e., problemsolving monitor, state model of the learner, and process model of knowledge acquisition ... component of their LISP tutor system, which relies on case-based reasoning, and show how this component can facilitate ...
... component, whereas the naming response is severely hampered by the irrelevant word. Therefore, there has been a long line of attempts to find a reversed Stroop effect, that is, a condition in which processing of the word is inhibited by ...
... component due to the word. The first of these modifications required nonverbal motor responses as sorting cards or pressing keys instead of spoken words. The second modification was to draw some form of semantic inference based on the ...
... component the response time per element (i.e., the time to sort the whole pile divided by the number of cards), is in the range of about two times the reaction time in Stroop experiments with single stimuli (cf. Treisman & Fearnley ...
... component to a nonverbal response is privileged over the pathway from a stimulus word to a nonverbal response and, conversely, that the reading pathway is privileged over the naming pathway. Reversing the Stroop interference by semantic ...
Saturs
1 | |
Knowledge Acquisition and Diagnosis | 139 |
Learning Procedures and Tutorial Systems | 203 |
Complex Problem Solving and Applications | 313 |
Commentaries | 387 |
Author Index | 435 |
Subject Index | 445 |
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