Artificial Intelligence and Tutoring Systems

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 Communication 2.3 Pedagogical Knowledge: The Skill of Communication 2.4 Interface: The Form of Communication Summary and Conclusion Bibliographical NotesPart 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 Quantitative to Qualitative Simulation 4.1 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 Contributions 6.1 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' Story 8.1 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 Domainindependent 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 Chapter 10 Bug Reconstruction: Beyond Libraries of Bugs 10.1 Extending Past Knowledge with General Operators 10.2 Syntactic Manipulations on Production Systems 10.3 ACM: Machine Learning Techniques for Diagnosis 10.4 Primitive Operators Versus Bugs Summary and Conclusion Bibliographical Notes Chapter 11 Problem Solving and Design: Diagnostic Plan Analysis 11.1 The FLOW Tutor: Structured Memory Organization 11.2 SPADE: Toward a Tutor Based on a Theory of Design 11.3 The MACSYMA ADVISOR: Plans and Beliefs 11.4 MENO: Debugging and Tutoring Summary and Conclusion Bibliographical Notes Chapter 12 GUIDON: The Epistemology of an Expert System 12.1 GUIDON: A Tutor on Top of MYCIN 12.2 NEOMYCIN: Reconfiguring the Expert Knowledge 12.3 GUIDON2: Tutoring Systems for Classification Tasks Summary and Conclusion Bibliographical Notes Chapter 13 ACTP: A Marriage with Cognitive Psychology 13.1 Cognitive Theories and Pedagogy 13.2 Tutoring Systems Based on Theoretical Principles 13.3 Field Evaluation of ACTP's Tutors 13.4 Skill Acquisition and Expertise Summary and Conclusion Bibliographical NotesPart III A synopsis: The State of the Art Chapter 14 The Computer 14.1 Representational Mappings: Epistemic Fidelity 14.2 Internal Representation: The Power of Process Models 14.3 External Representation: The Power of Interfaces 14.4 Process Model and Interface: Reification 14.5 Representational Commitments Bibliographical Notes Chapter 15 The Domain 15.1 Communicability in Epistemic Terms 15.2 Compiled Knowledge 15.3 Conceptual Articulation: Contents 15.4 Epistemological Articulation: Organization 15.5 The paradox of Articulation 15.6 Articulation Versus Compilation Chapter 16 The Student 16.1 Scope of Expertise 16.2 Incorrect Knowledge 16.3 Viewpoints 16.4 Knowledge States Chapter 17 Diagnosis 17.1 Behavioral Diagnosis 17.2 Epistemic Diagnosis 17.3 Noise: Sources and Solutions 17.4 Sources of Evidence: Diagnostic Data 17.5 Aspects of Diagnostic Expertise Chapter 18 Didactics 18.1 Didactic Operations: Plans of Action 18.2 Pedagogical Contexts 18.3 Decision Base: Constraints and Resources 18.4 Target Levels of Didactic Operations 18.5 Aspects of Didactic Expertise Bibliographical Notes Chapter 19 Knowledge Communication 19.1 The Components of Knowledge Communication 19.2 Knowledge Presentation 19.3 Knowledge Communication Chapter 20 Epilogue 20.1 Direct Outcome: Useful Systems 20.2 Indirect Outcome: Articulation of Expertise 20.3 Related Research: Motivation and Validation 20.4 Research Topic: Knowledge and CommunicationBibliographyFigure CreditsAuthor IndexSubject Index