6937633
A Theory of Language Acquisition Based on General Learning Principles
A simulation model is described for the acquisition of the control of syntax in language generation. This model makes use of general learning principles and general principles of cognition. Language generation is modelled as a problem solving process involving principly the decomposition of a lobe-communicated semantic structure into a hierarchy of subunits for generation. The syntax of the language controls this decomposition. It is shown how a sentence and semantic structure can be compared to infer the decomposition that led to the sentence. The learning processes involve generalizing rules to classes of words, learning by discrimination the various contextual constraints on a rule application, and a strength process which monitors a rule's history of success and failure. This system is shown to apply to the learning of noun declensions in Latin, relative clause constructions in French, and verb auxiliary structures in English.
1998598
Dynamic Student Modelling in an Intelligent Tutor for LISP Programming
We describe an intelligent tutor for LISP programming. This tutor achieves a set of pedagogical objectives derived from Anderson's (1983) learning theory provide instruction in the context of problem-solving, have the student generate as much of each solution as possible, provide immediate feedback on errors, and represent the goal structure of the problem-solving. The tutorial interface facilitates communication and prevents distracting low-level errors Field tests of the tutor in college classes demonstrate that it is more effective than conventional classroom instruction.
195901903
Integrating analogical mapping and general problem solving: the path-mapping theory
This article describes the path-mapping theory of how humans integrate analogical mapping and general problem solving. The theory posits that humans represent analogs with declarative roles, map analogs by lower-level retrieval of analogous role paths, and coordinate mappings with higher-level organizational knowledge. Implemented in the ACT-R cognitive architecture, the path-mapping theory enables models of analogical mapping behavior to incorporate and interface with other problem-solving knowledge. Path-mapping models thus can include task-specific skills such as encoding analogs or generating responses, and can make behavioral predictions at the level of real-world metrics such as latency or correctness. We show that the path-mapping theory can successfully account for the major phenomena addressed by previous theories of analogy. We also describe a path-mapping model that can account for subjects' incremental eye-movement and typing behavior in a story-mapping task. We discuss extensions and implications of this work to other areas of analogy and problem-solving research.
17702751
The Geometry Tutor
The tutor for doing proofs in high school geometry consists of a cot of ideal and buggy rules (IRR), a tutor, and an interface. The IBR is responsible for ehiuertly computing matcher, to all the correct and incorrect rules The interface is responsible for interacting with the student and graphically representing the proof. The tutor is responsible for directing the IBR and interface to achieve a current tutorial strategy. The strategy wo employ involves tracing the student's behavior in terms of what rules in the IBR it instantiates, correcting the student when behavior deviates below a minimum threshold, and helping the student over hurdles. While incomplete, current evidence indicates the geometry tutor is guite effective. 
 
The Advanced Computer Tutoring Project has been working on the development of intelligent computerhased tutors for mathematics and science subjects in the range of senior high-school to junior college. This paper describes the general framework that we have developed and its instantiation in the case of a tutor tor generating proofs in geometry. First, we will describe the general philosophy of out tutoring efforts. Second, we will describe the basic structure of the geometry tutor that we have built. Third, we will describe the ongoing efforts to evaluate the tutor.
8794180
The generality/specificity of expertise in scientific reasoning
Previous research on scientific reasoning has shown that it involves a diverse set of skills. Yet, little is known about generality or domain specificity of those skills, an important issue in theories of expertise and in attempts to automate scientific reasoning skills. We present a study designed to test what kinds of skills psychologists actually use in designing and interpreting experiments and contrast expertise within a particular research area with general expertise at designing and interpreting experiments. The results suggest that psychologists use many domain-general skills in their experimentation and that bright and motivated Carnegie Mellon undergraduates are missing many of these skills. We believe that these results have important implications for psychological and artificial intelligence models of expertise, as well as educational implications in the domain of science instruction.
12617679
Human Symbol Manipulation Within an Integrated Cognitive Architecture
This article describes the Adaptive Control of Thought-Rational (ACT-R) cognitive architecture (Anderson et al., 2004; Anderson & Lebiere, 1998) and its detailed application to the learning of algebraic symbol manipulation. The theory is applied to modeling the data from a study by Qin, Anderson, Silk, Stenger, & Carter (2004) in which children learn to solve linear equations and perfect their skills over a 6-day period. Functional MRI data show that: (a) a motor region tracks the output of equation solutions, (b) a prefrontal region tracks the retrieval of declarative information, (c) a parietal region tracks the transformation of mental representations of the equation, (d) an anterior cingulate region tracks the setting of goal information to control the information flow, and (e) a caudate region tracks the firing of productions in the ACT-R model. The article concludes with an architectural comparison of the competence children display in this task and the competence that monkeys have shown in tasks that require manipulations of sequences of elements.
46723192
On the role of metaphor and language in design of third party payments in eBanking: Usability and quality
This paper describes results of a usability study of contrasting user-interface designs for Internet Banking (eBanking). Two specific interface metaphors were compared in the first experiment, linear form filling and array editing interaction modes. Terminology in the interaction dialogue was compared in the second experiment, using typical banking language and a generic, plain language interface. This research aimed to perform usability evaluation and comparison of the alternative interface designs to illuminate the development of new eBanking services. This research involved sixty-one participants (Internet users and customers of the involved Bank) exploring the designs in controlled experiments involving hands-on experience. Banks are interested in ensuring their eBanking services are highly customer-centric and that the interface matches customer expectations in order to drive customers towards this lower cost channel. The results of the first experiment (N=32, where N indicates the number of participants in the cohort) concluded that the simple form-filling metaphor, taken from the traditional paper-based procedure, was generally more usable than a Spreadsheet metaphor. In the second experiment (N=29), it was found that although banking terminology was not completely understood across the cohort, the instructional language changes did not impact significantly on usability.
22373766
Explorations of an incremental, Bayesian algorithm for categorization
An incremental categorization algorithm is described which, at each step, assigns the next instance to the most probable category. Probabilities are estimated by a Bayesian inference scheme which assumes that instances are partitioned into categories and that within categories features are displayed independently and probabilistically. This algorithm can be shown to be an optimization of an ideal Bayesian algorithm in which predictive accuracy is traded for computational efficiency. The algorithm can deliver predictions about any dimension of a category and does not treat specially the prediction of category labels. The algorithm has successfully modeled much of the empirical literature on human categorization. This paper describes its application to a number of data sets from the machine learning literature. The algorithm performs reasonably well, having its only serious difficulty because the assumption of independent features is not always satisfied. Bayesian extensions to deal with nonindependent features are described and evaluated.
5060275
A CAD-based computer vision system
A vision system for recognizing rigid and articulated three-dimensional objects in two-dimensional images is described. Geometrical models are extracted from a commercial computer aided design package. The models are then augmented with appearance and functional information which improves the system's hypothesis generation, hypothesis verification, and pose refinement. Significant advantages over existing CAD-based vision systems, which utilize only information available in the CAD system, are realized. Examples show the system recognizing, locating, and tracking a variety of objects in a robot work-cell and in natural scenes.
45489934
Usability Assessment of Collaborative Shared-Space Telepresence Shopping Services
This paper describes the methodology and procedure of usability trials undertaken as part of the ACTS Teleshoppe project; it also details and analyses the results of the trials. The aim of the trials was to assess user attitudes to a collaborative shared-space shopping service. Usability data were obtained using a series of Likert-style questionnaires and through a 'focus group' discussion performed with a representative subset of the trial participants. The paper presents this data and draws conclusions relevant to the future direction of research and implementation for such shopping services. In particular, the results of the trials indicate a generally positive attitude towards the collaborative shopping service used. Furthermore, those aspects of the service viewed negatively by the users are for the most part aspects which can be easily rectified and not due to technological limitations.
7659346
Skill Acquisition and the LISP Tutor
An analysis of student learning with the LISP tutor indicates that while LISP is complex, learning it is simple. The key to factoring out the complexity of LISP is to monitor the learning of the 500 productions in the LISP tutor which describe the programming skill. The learning of these productions follows the power-law learning curve typical of skill acquisition. There is transfer from other programming experience to the extent that this programming experience involves the same productions. Subjects appear to differ only on the general dimensions of how well they acquire the productions and how well they retain the productions. Instructional manipulations such as remediation, content of feedback, and timing of feedback are effective to the extent they give students more practice programming, and explain to students why correct solutions work.