Getting started

[Ken Koedinger]

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Mike,

Here's a couple other general references relating ACT-R and education:

Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. 
(1995).  Cognitive tutors: Lessons learned.  The Journal of the 
Learning Sciences, 4 (2), 167-207.

Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. 
(1997).  Intelligent tutoring goes to school in the big city. 
International Journal of Artificial Intelligence in Education, 8, 
30-43.

And a couple more that address the issue of the "perceptual chunking" 
phenomenon that deGroot chess results famously illustrate:

Servan-Schreiber, E. & Anderson, J. R. (1990).  Learning artificial 
grammars with competitive chunking.  Journal of Experimental 
Psychology: Learning, Memory, and Cognition, 16, 592-608.

Koedinger, K. R. & Anderson, J. R. (1990).  Abstract planning and 
perceptual chunks: Elements of expertise in geometry. Cognitive 
Science, 14, 511-550.

If needed, I can have a copy of any of these mailed to you.

Cheers,
Ken



At 3:48 PM -0400 7/16/02, Christian Schunn wrote:
>John Anderson and I wrote a book chapter on the implications of 
>ACT-R for education:
>
>Anderson, J. R., & Schunn, C. D. (2000). Implications of the ACT-R 
>learning theory: No magic bullets. In R. Glaser (Ed.), Advances in 
>instructional psychology: Educational design and cognitive science, 
>Vol. 5 (pp. 1-33). Mahwah, NJ: Erlbaum.
>
>It obviously doesn't cover all possible implications or all possible 
>educational effects, but it does spell out a number of interesting 
>relationships.
>
>You can get a copy of the chapter from Helen Borek or myself if you 
>don't have easy access to the book.
>
>-Chris
>
>At 12:21 PM -0700 7/16/02, Michael Chow wrote:
>
>>I am a Technology Director for a public school
>>district in California and am looking for a newsgroup
>>or mailing list where I can ask introductory questions
>>about ACT-R and implications for education. I have
>>some experience with AI from my undergrad work at MIT
>>and have read a few of Professor Anderson's books. One
>>of my questions concerns how ACT-R theory explains the
>>results in deGroot's often cited paper on development
>>of expertise in chess masters and similar questions
>>about pattern matching and production rule theories.
>>Any pointers would be appreciated.
>>
>>Regards,
>>
>>Mike Chow
>>
>>__________________________________________________
>>
>>Do You Yahoo!?
>>
>>Sign up for SBC Yahoo! Dial - First Month Free
>>
>>http://sbc.yahoo.com
>>
>
>
>--
>======================================================
>   Christian Schunn
>   Assistant Professor of Psychology and Intelligent Systems
>   Research Scientist, Learning Research & Development Center
>   University of Pittsburgh
>
>   schunn at pitt.edu, http://www.lrdc.pitt.edu/schunn
>   ======================================================


________________________________________________________________
Kenneth R. Koedinger, Associate Professor
Human-Computer Interaction Institute
Carnegie Mellon University                  Phone:  412-268-7667
5000 Forbes Avenue                          Fax:    412-268-1266
Pittsburgh, PA 15213-3891                   koedinger at cs.cmu.edu

Web: http://act.psy.cmu.edu/ACT/people/koedinger.html
________________________________________________________________

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Mike,


Here's a couple other general references relating ACT-R and education:


Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R.
(1995).  Cognitive tutors: Lessons learned.  The Journal of the
Learning Sciences, 4 (2), 167-207.


Koedinger, K. R., Anderson, J. R., Hadley, W. H., & Mark, M. A. (1997).
 Intelligent tutoring goes to school in the big city.  International
Journal of Artificial Intelligence in Education, 8, 30-43.=20


And a couple more that address the issue of the "perceptual chunking"
phenomenon that deGroot chess results famously illustrate:


Servan-Schreiber, E. & Anderson, J. R. (1990).  Learning artificial
grammars with competitive chunking.  Journal of Experimental
Psychology: Learning, Memory, and Cognition, 16, 592-608.


Koedinger, K. R. & Anderson, J. R. (1990).  Abstract planning and
perceptual chunks: Elements of expertise in geometry. Cognitive
Science, 14, 511-550.


If needed, I can have a copy of any of these mailed to you.


Cheers,

Ken




At 3:48 PM -0400 7/16/02, Christian Schunn wrote:

<excerpt>John Anderson and I wrote a book chapter on the implications
of ACT-R for education:


<bigger>Anderson, J. R., & Schunn, C. D. (2000). Implications of the
ACT-R learning theory: No magic bullets. In R. Glaser (Ed.),<italic>
Advances in instructional psychology: Educational design and cognitive
science, Vol. 5 (pp. 1-33).</italic> Mahwah, NJ: Erlbaum.


</bigger>It obviously doesn't cover all possible implications or all
possible educational effects, but it does spell out a number of
interesting relationships.


You can get a copy of the chapter from Helen Borek or myself if you
don't have easy access to the book.


-Chris


At 12:21 PM -0700 7/16/02, Michael Chow wrote:


<excerpt>I am a Technology Director for a public school

district in California and am looking for a newsgroup

or mailing list where I can ask introductory questions

about ACT-R and implications for education. I have

some experience with AI from my undergrad work at MIT

and have read a few of Professor Anderson's books. One

of my questions concerns how ACT-R theory explains the

results in deGroot's often cited paper on development

of expertise in chess masters and similar questions

about pattern matching and production rule theories.

Any pointers would be appreciated.


Regards,


Mike Chow


__________________________________________________


Do You Yahoo!?


Sign up for SBC Yahoo! Dial - First Month Free


http://sbc.yahoo.com


</excerpt>


--=20

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   Christian Schunn

   Assistant Professor of Psychology and Intelligent Systems

   Research Scientist, Learning Research & Development Center

   University of Pittsburgh


   schunn at pitt.edu, http://www.lrdc.pitt.edu/schunn

   =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=
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________________________________________________________________

Kenneth R. Koedinger, Associate Professor

Human-Computer Interaction Institute

Carnegie Mellon University                  Phone:  412-268-7667   =20

5000 Forbes Avenue                          Fax:    412-268-1266   =20

Pittsburgh, PA 15213-3891                   koedinger at cs.cmu.edu


Web: http://act.psy.cmu.edu/ACT/people/koedinger.html =20

________________________________________________________________

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