Ulteriori informazioni
The papers in this book are the result of the NATO conference "Cognitive Modelling and Inter active Environments" that was held in Mierlo, the Netherlands, November 5 - 8, 1990. Within the framework of the NATO Advanced Research Workshops this invitational conference was naturally on learning, but it emphasized a number of factors that are not generally treated in dis cussions on learning and specifically in computer-assisted learning. It was realized by the orig inators of the conference that, with respect to computer-assisted instruction, the stage has not nearly been reached where it is well known how a successful interactive instructional environ ment has to be created. This contrasts strongly with the sheer number of computerized learning programs that exist already and continue to be produced. Frequently the motivation to create a computer-assisted learning program is heavily connected with a scientific discipline. Logically it is the proper task for instructional science to produce instructional programs. The high degree of formalization in linguistics allows one often in a straightforward way, to au tomate learning programs for language instruction. Artificial intelligence, in its endeavour to capture basic principles of knowledge representation and knowledge acquisition, leads naturally to Intelligent Tutoring Systems. Computer science is the logical breeding ground for programs that manipulate knowledge for many different students, that register actions reliably, and that automate parts of time-intensive teaching tasks. The joint concern of all of these approaches is the transfer of knowledge.
Sommario
1: Cognitive Modelling.- Discussion Papers.- Knowledge Acquisition and Knowledge Representation.- Cognitive Modelling and Learning.- Unraveling the Learner Model Mystery.- Contributed Papers.- Situated Cognition: A Strong Hypothesis.- Interactive Learner Performance as Evidence of Interlanguage Mapping Rules.- Generative Knowledge and the Development of Situated Know-how in Intelligent Tutoring Systems: Implications for Student Modelling.- Modelling Skill Learning.- Knowledge Acquisition for Intelligent Tutoring Systems.- Teaching Strategies in a Geometry Coaching Environment.- Training Strategies for Teaching Introductory Computer Programming.- Instructional Format Design: A Teaching Strategy to Augment Cognitive Modelling.- The Student as Expert: Personal Construct Psychology and Perceptual Recognition.- Episodic Modelling in an Intelligent Tutoring System.- Modelling Procedural Knowledge.- Three Uses of Adaptive Parsing in Intelligent Tutoring.- 2: Language Learning.- Discussion Papers.- Aids to Language Learning.- Second Language Acquisition as a Hybrid Learning Process.- Contributed Papers.- The Effectiveness of Item Selection Strategies in Paired-Associate Learning.- Interactive Ordering of Frames: With an Application to Scaling Word Difficulty.- Sequencing and Elaboration in Computer-Based Vocabulary Learning Environments.- Beginning Reading Instruction with the Aid of Computer Speech.- CALLE: A Computer-Assisted Language Learning Environment.- Knowledge Acquisition for Learner Modelling in Second Language Learning.- Watching Foreign Television Programs and Language Learning.- Syntactic Complexity Metrics and the Readability of Programs in a Functional Computer Language.- 3: Interactive Environments.- Discussion Papers.- Interactive Environments for Learning andTutoring.- Modular Prototyping in the Design of Interactive Learning Programs.- Interfaces for Learning: Motivation and the Locus of Control.- Contributed Papers.- Providing Support in Learning from Computer Simulations: Interface Aspects.- Interactive Testing.- Modelling Search Strategies in a Database Support System.- Personalized Browsing of Tutorial Material.- Item Presentation Methods for Paired-Associate Learning.- Why We Need 'Composable' User Interfaces.- Designing and Evaluating the Navigational Toolkit.- Cognitive Design of Educational Hypermedia: Towards a Typology of Navigation Features.- Author Index.- Data Diskettes.
