Why Do Only Some Events Cause Learning During Human Tutoring?

Cognition and Instruction - Tập 21 Số 3 - Trang 209-249 - 2003
Kurt VanLehn1, Stephanie Siler1, Charles Murray1, Takashi Yamauchi2, William Baggett3
1Learning, Research, & Development Center, University of Pittsburgh, Pittsburgh, PA, US
2psychology department, Texas A&M University, College Station, TX, US
3School of Computer Technology, Pittsburgh, PA, US

Tóm tắt

Từ khóa


Tài liệu tham khảo

Aleven, V. & Koedinger, K. R. (2000). Limitations of student control: Do students know when they need help? In G. Gauthier, C. Frasson, & K. VanLehn (Eds.), Intelligent tutoring systems: 5th international conference, ITS 2000 (pp. 292-303). Berlin: Springer.

10.1037//0033-295X.89.4.369

10.1016/0364-0213(89)90021-9

Anderson J. R., 1995, The Journal of the Learning Sciences, 4, 167, 10.1207/s15327809jls0402_2

Anderson J. R., 1985, Cognitive Science, 8, 87, 10.1207/s15516709cog0802_1

10.1016/0010-0285(88)90014-X

Brown J. S., 1980, Cognitive Science, 4, 379, 10.1207/s15516709cog0404_3

Bundy, A., Byrd, L., Luger, G., Mellish, C. & Palmer, M. (1979). Solving mechanics problems using meta-level inference. In Proceedings of the Sixth International Joint Conference on AI (pp. 1017-1027). San Mateo, CA: Kaufmann.

Carroll J. M., 1988, International Journal of Man-Machine Studies, 28, 11, 10.1016/S0020-7373(88)80050-6

Catrambone, R. (1994a). The effects of labels in examples on problem-solving transfer. In A. Ram & K. Eiselt (Eds.), Proceedings of the sixteenth annual conference of the Cognitive Science Society (pp. 159-164). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Catrambone R., 1994, Memory and Cognition, 22, 606, 10.3758/BF03198399

10.1002/(SICI)1099-0720(199611)10:7<33::AID-ACP436>3.3.CO;2-5

10.1016/0364-0213(89)90002-5

Chi M. T. H., 1981, Cognitive Science, 5, 121, 10.1207/s15516709cog0502_2

10.1016/S0364-0213(01)00044-1

Cho, B.I., Michael, J. A., Rovick, A. A. & Evens, M. W. (2000). An analysis of multiple tutoring protocols. In G. Gauthier, C. Frasson, & K. VanLehn (Eds.), Intelligent tutoring systems: 5th international conference (pp. 212-221). Berlin: Springer.

Collins, A. & Stevens, A. (1982). Goals and strategies for inquiry teachers. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 2, pp. 65-119). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

10.1023/A:1026505626690

de Kleer, J. (1975). Qualitative and quantitative knowledge in classical mechanics (Tech. Rep. No. AI-TR-352). Cambridge, MA: MIT AI Laboratory.

10.1037//0003-066X.41.10.1040

10.1037//0033-295X.95.2.256

10.1016/0364-0213(90)90010-T

Fox, B. A. (1993). The human tutorial dialogue project: Issues in the design of instructional systems. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Graesser A. C., 1995, Applied Cognitive Psychology, 9, 359, 10.1002/acp.2350090604

Heffernan, N. T. (2001). Intelligent tutoring systems have forgotten the tutor: Adding a cognitive model of human tutors. Unpublished doctoral dissertation, Carnegie Mellon University, Pittsburgh, PA.

Hume G., 1996, Journal of the Learning Sciences, 5, 23, 10.1207/s15327809jls0501_2

Jones, R. M. & VanLehn, K. (1994). Acquisition of children's addition strategies: A model of impassefree, knowledge-level learning. Machine Learning, 16(1/2), 11-36.

Larkin, J. (1983). The role of problem representation in physics. In D. Gentner & A. Stevens (Eds.), Mental models. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Larkin, J. H. (1981). Enriching formal knowledge: A model for learning to solve textbook physics problems. In J. R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Larkin J. H., 1980, Cognitive Science, 4, 317, 10.1207/s15516709cog0404_1

Lepper, M. R., Woolverton, M., Mumme, D. L. & Gurtner, J.L. (1993). Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors. In S. P. Lajoie & S. J. Derry (Eds.), Computers as Cognitive Tools (pp. 75-105). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Lewis, M. (1989). Developing and evaluating the CMU algebra tutor: Tension between theoretically driven and pragmatically driven design. Paper presented at the American Educational Research Association, San Franscisco, CA.

McArthur D., 1990, Cognition and Instruction, 7, 197, 10.1207/s1532690xci0703_2

McDermott, J. & Larkin, J. H. (1978). Re-representing textbook physics problems. In Proceedings of the second national conference of the Canadian Society for Computational Studies of Intelligence. Toronto, Ontario.

McKendree J., 1990, Human-Computer Interaction, 5, 381, 10.1207/s15327051hci0504_2

Merrill D. C., 1995, Cognition and Instruction, 13, 315, 10.1207/s1532690xci1303_1

Merrill D. C., 1992, The Journal of the Learning Sciences, 2, 277, 10.1207/s15327809jls0203_2

Moore, J. D. (1993). What makes human explanations effective? In W. Kintsch (Ed.), Proceedings of the fifteenth annual conference of the Cognitive Science Society (pp. 131-136). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Newell, A. & Rosenbloom, P. S. (1981). Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 1-56). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Novak, G. S. & Araya, A. A. (1980). Research on expert problem solving in physics. In Proceedings of the first national conference on Artificial Intelligence. Menlo Park, CA: AAAI Press.

Pollack, M. E. (1990). Plans as complex mental attitudes. In P. R. Cohen, J. Morgan, & M. E. Pollack (Eds.), Intentions in communications (pp. 77-104). Cambridge, MA: MIT Press.

Porayska-Pomsta K., 2000, International Journal of Artificial Intelligence in Education, 11, 254

Priest A. G., 1992, British Journal of Psychology, 83, 389, 10.1111/j.2044-8295.1992.tb02449.x

Putnam R. T., 1987, American Educational Research Journal, 24, 13, 10.3102/00028312024001013

Reimann, P. & Schult, T. J. (1993). Understanding and using worked-out examples: A computational model. In G. Strube & K. F. Wender (Eds.), The cognitive psychology of knowledge. Amsterdam: Elsevier.

Reimann, P., Wichmann, S. & Schult, T., J. (1993). A learning strategy model for worked-out examples. In P. Brna, S. Ohlsson, & H. Pain (Eds.), Artificial intelligence in education: Proceedings of AI-ED93 (pp. 290-297). Charlottesville, VA: Association for Advancement of Computing in Education.

10.1016/S0959-4752(01)00030-5

Rose, C. P., Jordan, P. W., Ringenberg, M., Siler, S., Vanlehn, K. & Weinstein, A. (2001). Interactive conceptual tutoring in Atlas-Andes. In J. D. Moore, C. Redfield, & W. L. Johnson (Eds.), Artificial intelligence in education: AI-Ed in the wired and wireless future (pp. 256-266). Washington, DC: IOS.

Schoenfeld A. H., 1992, Journal of Mathematical Behavior, 11, 293

Shute, V. J. & Psotka, J. (1996). Intelligent tutoring systems: Past, Present and Future. In D. Jonassen (Ed.), Handbook of research on educational communications and technology. Macmillan Library Reference.

Siegler, R. S. & Jenkins, E. (1989). How children discover new strategies. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

10.1016/0364-0213(89)90023-2

10.1016/0004-3702(87)90080-4

VanLehn, K. (1990). Mind bugs: The origins of procedural misconceptions. Cambridge, MA: MIT Press.

VanLehn K., 1991, Cognitive Science, 15, 1, 10.1207/s15516709cog1501_1

VanLehn, K. (1996). Cognitive skill acquisition. In J. Spence, J. Darly, & D. J. Foss (Eds.), Annual review of psychology (Vol. 47, pp. 513-539). Palo Alto, CA: Annual Reviews.

VanLehn K., 1999, Journal of the Learning Sciences, 8, 179

VanLehn, K. & Jones, R. M. (1993a). Integration of analogical search control and explanation-based learning of correctness. In S. Minton (Ed.), Machine learning methods for planning (pp. 273-315). Los Altos, CA: Morgan Kaufmann.

VanLehn, K. & Jones, R. M. (1993b). Learning by explaining examples to oneself: A computational model. In S. Chipman & A. Meyrowitz (Eds.), Cognitive models of complex learning (pp. 25-82). Boston, MA: Kluwer Academic.

VanLehn K., 1992, The Journal of the Learning Sciences, 2, 1, 10.1207/s15327809jls0201_1

Vanlehn, K., Jordan, P. W., Rose, C. P., Bhembe, D., Bottner, M., Gaydos, A., etal (2002). The architecture of Why2-Atlas: A coach for qualitative physics essay writing. In S. A. Cerri, G. Gouarderes, & F. Paraguacu (Eds.), Intelligent tutoring systems, 2002, 6th international conference (pp. 158-167). Berlin: Springer.

Wood D., 1976, Journal of Child Psychology and Psychiatry, 17, 89, 10.1111/j.1469-7610.1976.tb00381.x