Artificial Intelligence and Tutoring Systems. Computational and Cognitive Approaches to the Communication of Knowledge

Front Cover
 Artificial Intelligence and Tutoring Systems: Computational and Cognitive Approaches to the Communication of Knowledge
 Copyright Page
 Table of Contents
 Foreword
 Acknowledgments
 Part I: A first glance: introducing the field
 Chapter 1. Knowledge communication systems
 1.1 Implicit versus explicit encoding of knowledge
 1.2 Knowledge communication
 1.3 Practical and theoretical implications
 1.4 An interdisciplinary enterprise
 Summary and conclusion
 Bibliographical notes
 Chapter 2. Basic issues
 2.1 Domain knowledge: the object of communication. 2.2 Student model: the recipient of communication2.3 Pedagogical knowledge: the skill of communication
 2.4 Interface: the form of communication
 Summary and conclusion
 Bibliographical notes
 Part II: A panorama: people, ideas, and systems
 Chapter 3. Tutorial dialogues: from semantic nets to mental models
 3.1 SCHOLAR: launching a new paradigm
 3.2 Natural reasoning and tutorial dialogues
 3.3 WHY: the Socratic method
 3.4 From local strategies to multiple mental models
 Summary and conclusion
 Bibliographical notes. Chapter 4. SOPHIE: from quantitativeto qualitative to qualitative simulation4.1 Simulation: dialogues and learning environments
 4.2 Natural-language interface: semantic grammars
 4.3 SOPHIE-I: simulation-based inferences
 4.4 SOPHIE-II: an articulate expert
 4.5 SOPHIE-III: humanlike reasoning
 4.6 Mental models: qualitative reasoning
 Summary and conclusion
 Bibliographical notes
 Chapter 5. Interactive simulations: communicating mental models
 5.1 STEAMER: simulation and abstraction
 5.2 QUEST: progressions of qualitative models
 Summary and conclusion
 Bibliographical notes. Chapter 6. Existing CAI traditions: other early contributions6.1 Early attempts to tailor problem-solving experiences
 6.2 Pedagogical experiments: teaching expertise
 Summary and conclusion
 Bibliographical notes
 Chapter 7. Learning environments: coaching ongoing activities
 7.1 LOGO: knowledge communication as learning
 7.2 WEST: relevance and memorability of interventions
 7.3 The design of learning environments
 7.4 WUSOR: toward learner-oriented models of expertise
 7.5 Architectures organized around curricula
 Summary and conclusion
 Bibliographical notes. Chapter 8. Bugs in procedural skills: the \'buggy repair step\' story8.1 BUGGY: an enumerative theory of bugs
 8.2 DEBUGGY: a diagnostic system
 8.3 REPAIR theory: a generative theory of bugs
 8.4 STEP theory: a learning model of bug generation
 Summary and conclusion
 Bibliographical notes
 Chapter 9. More on student modeling: toward domain-independent mechanisms
 9.1 PSM/ACE: interactive diagnosis
 9.2 LMS: inferential diagnosis with rules and mal-rules
 9.3 PIXIE: generating mal-rules
 9.4 UMFE: a generic modeling subsystem
 Summary and conclusion
 Bibliographical notes.