Cognitive Science
SSCI-ISI SCOPUS (1977-2025)
0364-0213
Cơ quản chủ quản: Wiley-Blackwell , WILEY
Lĩnh vực:
Cognitive NeuroscienceExperimental and Cognitive PsychologyArtificial Intelligence
Các bài báo tiêu biểu
Tải Trọng Tâm Thần Trong Quá Trình Giải Quyết Vấn Đề: Ảnh Hưởng Đến Học Tập Dịch bởi AI
Tập 12 Số 2 - Trang 257-285 - 1988
Có nhiều bằng chứng cho thấy kiến thức chuyên môn dưới dạng các sơ đồ là yếu tố
chính phân biệt các chuyên gia với những người mới trong kỹ năng giải quyết vấn
đề. Bằng chứng cho thấy hoạt động giải quyết vấn đề truyền thống không hiệu quả
trong việc tiếp thu sơ đồ cũng đang gia tăng. Người ta cho rằng một lý do chính
cho sự không hiệu quả của giải quyết vấn đề như một công cụ học tập là do các
qu...
Structure‐Mapping: A Theoretical Framework for Analogy*
Tập 7 Số 2 - Trang 155-170 - 1983
A theory of analogy must describe how the meaning of an analogy is derived from
the meanings of its parts. In the structure‐mapping theory, the interpretation
rules are characterized as implicit rules for mapping knowledge about a base
domain into a target domain. Two important features of the theory are (a) the
rules depend only on syntactic properties of the knowledge representation, and
not on ...
Competitive Learning: From Interactive Activation to Adaptive Resonance
Tập 11 Số 1 - Trang 23-63 - 1987
Functional and mechanistic comparisons are made between several network models
of cognitive processing: competitive learning, interactive activation, adaptive
resonance, and back propagation. The starting point of this comparison is the
article of Rumelhart and Zipser (1985) on feature discovery through competitive
learning. All the models which Rumelhart and Zipser (1985) have described were
show...
The Large‐Scale Structure of Semantic Networks: Statistical Analyses and a Model of Semantic Growth
Tập 29 Số 1 - Trang 41-78 - 2005
AbstractWe present statistical analyses of the large‐scale structure of 3 types
of semantic networks: word associations, WordNet, and Roget's Thesaurus. We show
that they have a small‐world structure, characterized by sparse connectivity,
short average path lengths between words, and strong local clustering. In
addition, the distributions of the number of connections follow power laws that
indicat...
Diagnostic Models for Procedural Bugs in Basic Mathematical Skills*
Tập 2 Số 2 - Trang 155-192 - 1978
A new diagnostic modeling system for automatically synthesizing a deep‐structure
model of a student's misconceptions or bugs in his basic mathematical skills
provides a mechanism for explaining why a student is making a mistake as opposed
to simply identifying the mistake. This report is divided into four sections:
The first provides examples of the problems that must be handled by a diagnostic
mo...
An Activation-Based Model of Sentence Processing as Skilled Memory Retrieval
Tập 29 Số 3 - Trang 375-419 - 2005
The Knowledge‐Learning‐Instruction Framework: Bridging the Science‐Practice Chasm to Enhance Robust Student Learning
Tập 36 Số 5 - Trang 757-798 - 2012
AbstractDespite the accumulation of substantial cognitive science research
relevant to education, there remains confusion and controversy in the
application of research to educational practice. In support of a more systematic
approach, we describe the Knowledge‐Learning‐Instruction (KLI) framework. KLI
promotes the emergence of instructional principles of high potential for
generality, while expli...
Simulating a Skilled Typist: A Study of Skilled Cognitive‐Motor Performance
Tập 6 Số 1 - Trang 1-36 - 1982
We review the major phenomena of skilled typing and propose a model for the
control of the hands and fingers during typing. The model is based upon an
Activation‐Trigger‐Schema system in which a hierarchical structure of schemata
directs the selection of the letters to be typed and, then, controls the hand
and finger movements by a cooperative, relaxation algorithm. The interactions of
the pattern...
Cultural preferences for formal versus intuitive reasoning
Tập 26 Số 5 - Trang 653-684 - 2002
AbstractThe authors examined cultural preferences for formal versus intuitive
reasoning among East Asian (Chinese and Korean), Asian American, and European
American university students. We investigated categorization (Studies 1 and 2),
conceptual structure (Study 3), and deductive reasoning (Studies 3 and 4). In
each study a cognitive conflict was activated between formal and intuitive
strategies ...
Productive Failure in Learning Math
Tập 38 Số 5 - Trang 1008-1022 - 2014
AbstractWhen learning a new math concept, should learners be first taught the
concept and its associated procedures and then solve problems, or solve problems
first even if it leads to failure and then be taught the concept and the
procedures? Two randomized‐controlled studies found that both methods lead to
high levels of procedural knowledge. However, students who engaged in problem
solving befo...