From fschmalh at uos.de Thu Mar 6 12:52:49 2003 From: fschmalh at uos.de (Franz Schmalhofer) Date: Thu, 6 Mar 2003 18:52:49 +0100 Subject: [ACT-R-users] Paper submission for EuroCogSci03 re-opens until March 22 Message-ID: <000001c2e409$33e88430$464ead83@UOSFB08COGPSY.clki.uniosnabrueck.de> In case you receive multiple copies, please apologize. ________________________________________________________________________ __ EUROCOGSCI03, Sept 10-13 with tutorials on Sept 9/10 2003 in Osnabrueck / Germany Because of multiple requests for extending the submission deadline for papers, it has been decided that the submission for papers will be re-opened until March 22. I expect that the submission site will be re-opened at the beginning of next week. There cannot be any further extension of this new deadline of March 22. The German Cognitive Science Society (Gesellschaft f?r Kognitionswissenschaft; GK) will honor the best poster presentation of young scientists by a special prize. More information can be found on the conference website www.eurocogsci03.uos.de Best greetings Franz Schmalhofer Franz Schmalhofer Conference Co-Chair EuroCogSci03 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cl at andrew.cmu.edu Mon Mar 10 15:56:41 2003 From: cl at andrew.cmu.edu (Christian Lebiere) Date: Mon, 10 Mar 2003 15:56:41 -0500 Subject: [ACT-R-users] 2003 ACT-R Summer School and Workshop Message-ID: <121711.3256300601@[192.168.1.101]> TENTH ANNUAL ACT-R SUMMER SCHOOL AND WORKSHOP ============================================== Carnegie Mellon University - July 2003 ====================================== ACT-R is a cognitive theory and simulation system for developing cognitive models for tasks that vary from simple reaction time to air traffic control. The most recent advances of the ACT-R theory were detailed in the recent book "The Atomic Components of Thought" by John R. Anderson and Christian Lebiere, published in 1998 by Lawrence Erlbaum Associates, and in a paper available online (http://act-r.psy.cmu.edu/papers/403/IntegratedTheory.pdf). Each year, a week-plus summer school is held to train researchers in the use of the ACT-R system, followed by a three-day workshop to enable new and current users to exchange research results and ideas. The Tenth Annual ACT-R Summer School and Workshop will be held at Carnegie Mellon University in Pittsburgh in July 2003. SUMMER SCHOOL: The summer school will take place from Monday July 14 to Thursday July 24, with the intervening Sunday free. This intensive 10-day course is designed to train researchers in the use of ACT-R for cognitive modeling. It is structured as a set of ten units, with each unit lasting a day and involving a morning theory lecture, a web-based tutorial, an afternoon discussion session and a homework assignment which participants are expected to complete during the day and evening. Computing facilities will be provided. Summer school attendees are expected to attend the workshop as part of their training. To provide an optimal learning environment, admission is limited to a dozen participants, who must submit by April 1 an application consisting of a curriculum vitae and a statement of purpose. Demonstrated experience with a modeling formalism similar to ACT-R will strengthen the application. Applicants will be notified of admission by April 15, with early notification upon request. Admission to the summer school is free. A stipend of up to $750 is available to advanced graduate students for reimbursement of travel, housing and meal expenses. To qualify for the stipend, students must be US citizens and join to their application a letter of reference from a faculty member. WORKSHOP: The workshop will take place from the morning of Friday July 25 to Sunday July 27 at noon. Mornings will be devoted to research presentations, each lasting about 20 minutes plus questions. Participants are invited to present their ACT-R research by submitting a one-page abstract with their registration. Afternoons will feature more research presentations as well as discussion sessions and instructional tutorials. Suggestions for the topics of the tutorials and discussion sessions are welcome. Admission to the workshop is open to all. The early registration fee (before July 1) is $100 and the late registration fee (after July 1) is $125. Informal proceedings of past workshops can be found on the ACT-R web site (http://act-r.psy.cmu.edu/workshops/). The summer school and workshop were scheduled to just precede the Cognitive Science conference in Boston from July 30 to August 3 (http://www.cognitivesciencesociety.org/cogsci.html). Housing and computing facilities will be provided at CMU from July 27 to 30 for participants to the summer school or workshop who wish to stay on to work on their ACT-R projects and collaborate with other researchers until the start of Cogsci. A registration form is appended below. Additional information (detailed schedule, etc.) will appear on the ACT-R Web site when available or can be requested at: 2003 ACT-R Summer School and Workshop Psychology Department Attn: Helen Borek Baker Hall 345C Fax: +1 (412) 268-2844 Carnegie Mellon University Tel: +1 (412) 268-3438 Pittsburgh, PA 15213-3890 Email: helen+ at cmu.edu ________________________________________________________ Tenth Annual ACT-R Summer School and Workshop July 14 to 24, 2003 at Carnegie Mellon University in Pittsburgh REGISTRATION ============ Name: .................................................................. Address: .................................................................. .................................................................. .................................................................. Tel/Fax: .................................................................. Email: .................................................................. Summer School (July 14 to 24): ........ (check here to apply) ============================== Applications are due APRIL 1. Acceptance will be notified by APRIL 15. Applicants MUST include a curriculum vitae and a short statement of purpose. Demonstration of experience with a modeling formalism similar to ACT-R, such as a completed model, should also be included in the application. A stipend of up to $750 is available for the reimbursement of travel, lodging and meal expenses (receipts needed). To qualify for the stipend, the applicant must be a graduate student with US citizenship and include with the application a letter of reference from a faculty member. Check here to apply for stipend: ........ Workshop (July 25 to 27): ........ (check here to register) ========================= Presentation topic (optional - include one-page abstract with registration): ........................................................................... Registration fee: Before July 1: $100 ... After July 1: $125 ... The fee is due upon registration. Please send checks or money orders only. We cannot accept credit cards. HOUSING ======= Housing is available in Resnick House, a CMU dormitory that offers suite-style accommodations. Rooms include air-conditioning, a semi-private bathroom and a common living room for suite-mates. Last year's rates were $267.75/week/person or $38.25/night/person for single rooms and $192.50/week/person or $27.50/night/person for double rooms. Housing reservations will be taken after acceptance to the summer school. Do not send money. See http://www.housing.cmu.edu for further housing information. To reserve a room in Resnick House, fill in the dates and select one of the three room options: I will stay from ................ to ................ 1. ... I want a single room 2. ... I want a double room and I will room with ................ 3. ... I want a double room. Please select a roommate of ....... gender ROOM PAYMENT IS DUE UPON CHECK-IN. DO NOT SEND MONEY. The recommended hotel is the Wyndham Garden Hotel, located within easy walking distance of CMU. Contact the Wyndham directly at +1 (877) 662 6242. Send this form to: 2003 ACT-R Summer School and Workshop Psychology Department Attn: Helen Borek Baker Hall 345C Fax: +1 (412) 268-2844 Carnegie Mellon University Tel: +1 (412) 268-3438 Pittsburgh, PA 15213-3890 Email: helen+ at cmu.edu From tkelley at arl.army.mil Tue Mar 11 14:59:22 2003 From: tkelley at arl.army.mil (Kelley, Troy) Date: Tue, 11 Mar 2003 14:59:22 -0500 Subject: [ACT-R-users] Modeling ideas Message-ID: <01AB5B234641D44EABB3322695F8EAD00A94F5@ARLABML01.ds.arl.army.mil> Hello, I need to model some data with ACT-R, and I would like some ideas as to how to go about doing the modeling. First, I need to model the recognition of two types of visual stimuli, where one stimuli is more recognizable than the other stimuli. I don't think I am going to be using P/M, so I don't necessarily have to worry about how P/M would handle such a task, if it can handle such a task. I don't think I will be using an external simulation that PM can access, but I might if it is the only way to represent the discrimination of visual stimuli. I have been thinking of using partial matching to represent this discrimination problem, but any other ideas would be appreciated. Also, I have some data that shows a workload effect on performance after a certain critical workload level has been reached, which then causes performance to level off after the critical point has been reached. So, I have 3 conditions (easy, medium and hard) and performance is good during the easy condition, but it changes to be poor performance for both the medium and hard conditions. So the workload reaches a critical point during the medium condition, which negatively effects performance, and essentially stays that way for the hard condition as well. Any ideas on how to model this - "change in performance after a certain critical point has been reached" - would be appreciated. Thanks, Troy -------------- next part -------------- An HTML attachment was scrubbed... URL: From Wolfgang.Schoppek at uni-bayreuth.de Wed Mar 12 06:51:35 2003 From: Wolfgang.Schoppek at uni-bayreuth.de (Wolfgang Schoppek) Date: Wed, 12 Mar 2003 12:51:35 +0100 Subject: [ACT-R-users] Modeling ideas References: <01AB5B234641D44EABB3322695F8EAD00A94F5@ARLABML01.ds.arl.army.mil> Message-ID: <3E6F1F47.78FC7743@uni-bayreuth.de> Hello Troy, > First, I need to model the recognition of two types of visual > stimuli, where one stimuli is more recognizable than the other > stimuli. That depends on the reason why the two types of stimuli are differently recognizable. If it is perceptual conspicuity (such as number of discriminating basic features), you either have to use PM or estimate time and probability of success for the basic perceptual processes. If it is differences in complexity (such as number of parts), differences can be modeled in the cognitive layer. Categorizing more complex stimuli may take more steps (production cycles). > I don't think I am going to be using P/M, so I don't > necessarily have to worry about how P/M would handle such a task, if > it can handle such a task. I don't think I will be using an > external simulation that PM can access, but I might if it is the > only way to represent the discrimination of visual stimuli. I have > been thinking of using partial matching to represent this > discrimination problem, but any other ideas would be appreciated. For more concrete hints, could you describe your task in a little more detail? > Also, I have some data that shows a workload effect on performance > after a certain critical workload level has been reached, which then > causes performance to level off after the critical point has been > reached. So, I have 3 conditions (easy, medium and hard) and > performance is good during the easy condition, but it changes to be > poor performance for both the medium and hard conditions. So the > workload reaches a critical point during the medium condition, which > negatively effects performance, and essentially stays that way for > the hard condition as well. Any ideas on how to model this - > "change in performance after a certain critical point has been > reached" - would be appreciated. That looks like a threshold effect, which can easily be modeled using the dynamics of source spread and retrieval theshold. More workload usually means there are more chunks sources of activation and therefore, each of them spreads less activation into the network. So with growing workload the potency for being a retrieval cue goes down for the activation sources. Together with the retrieval threshold this can produce the "critical point" effect. -- WS ----------------------------------------------------------------- Dr. Wolfgang Schoppek Universitaet Bayreuth Tel.: +49 921 554140 http://www.uni-bayreuth.de/departments/psychologie/wolfgang.html ----------------------------------------------------------------- From tkelley at arl.army.mil Wed Mar 12 12:15:27 2003 From: tkelley at arl.army.mil (Kelley, Troy) Date: Wed, 12 Mar 2003 12:15:27 -0500 Subject: [ACT-R-users] Modeling ideas Message-ID: <01AB5B234641D44EABB3322695F8EAD00A94F6@ARLABML01.ds.arl.army.mil> Wolfgang, Thanks for your reply. -That depends on the reason why the two types of stimuli are differently recognizable. If it is perceptual conspicuity -----(such as number of discriminating basic features), you either have to use PM or estimate time and probability of success ---for the basic perceptual processes. If it is differences in complexity (such as number of parts), differences -can be modeled in the cognitive layer. Categorizing more complex stimuli may take more steps (production cycles). These are two different types of targets that soldiers are shooting at, one is friendly and one is enemy. There are 12 friendly and 12 enemy so they are equally distributed. There are two types of friendly, one with a large round white circle in the middle of the target, and the other friendlies are marked with a large gray circle in the middle of the target. The enemy is a flat green color with no circle marker. There is only one type of friendly target presented in each condition (either white or gray). From the data it is clear the the gray friendly targets are harder to recognize than the white friendly targets and they produce more friendly fire errors. I would like to use your last suggestion, that complex stimuli take more steps to recognize, more production cycles, that would get me away from using PM right now. Not that I don't want to use PM but I am under a time crunch for this model so the less programming the better ;-) > Also, I have some data that shows a workload effect on performance > after a certain critical workload level has been reached, which then > causes performance to level off after the critical point has been > reached. So, I have 3 conditions (easy, medium and hard) and > performance is good during the easy condition, but it changes to be > poor performance for both the medium and hard conditions. So the > workload reaches a critical point during the medium condition, which > negatively effects performance, and essentially stays that way for the > hard condition as well. Any ideas on how to model this - "change in > performance after a certain critical point has been reached" - would > be appreciated. -That looks like a threshold effect, which can easily be modeled using the dynamics of source spread and retrieval -theshold. More workload - -usually means there are more chunks sources of activation and therefore, each of them spreads less activation into the ----network. So with growing workload the potency for being a retrieval cue goes down for the -activation sources. Together with the retrieval threshold this can -produce the "critical point" effect. Yes, I have spoken with Christian before about modeling workload as spreading activation, but I have never actually done it. I was also having trouble understanding how this would be a thresshold effect as well. Seems as if it were spreading activation, it would effect the performance in a linear fashion, with no drop off point. Troy From cl at andrew.cmu.edu Thu Mar 13 09:34:41 2003 From: cl at andrew.cmu.edu (Christian Lebiere) Date: Thu, 13 Mar 2003 09:34:41 -0500 Subject: [ACT-R-users] ACT-R modeler wanted Message-ID: <119816.3256536881@[192.168.1.101]> Micro Analysis and Design (MA&D) is interested in adding an ACT-R modeler to our staff. The ideal candidate will have experience in developing complex models of human performance using ACT-R in a variety of domains to include military, aviation, and user interface design. Some background in cognitive psychology is desirable. MA&D's corporate headquarters are located in Boulder, Colorado with a number of satelite offices located in other parts of the U.S. We offer an excellent employment package that includes competitive salaries, flexible hours, and a desirable work environment. Interested candidates should email a resume and citizenship information to jobs at maad.com with "ACT-R modeler" in the subject line. [Feel free to contact me if you have any inquiries about the position either by email at cl at cmu.edu or by phone at 412-362-5334. - Christian Lebiere] From steve at carnegielearning.com Thu Mar 13 18:48:55 2003 From: steve at carnegielearning.com (Steve Ritter) Date: Thu, 13 Mar 2003 18:48:55 -0500 Subject: [ACT-R-users] Data set Message-ID: I've been thinking about a project, and I'd like to get some feedback. The idea is to create a large, publicly-accessible database of student behavior in math class (specifically Algebra I), based on work that students do in our Cognitive Tutor courses. The data would be at the unit task level, representing each significant action (button press, textfield entry, etc.) in the student's work. The data would also include the Cognitive Tutor's assessment of the action (what subgoal the student was trying to achieve; whether the action was on a correct solution path; what rules/skills were involved). Our models' rules are at a much courser grainsize (1-5 seconds) than ACT-R models. Since students use our software two days a week as part of their regular math class, this would represent a substantial record of the development of students' mathematical knowledge over a school year. Carnegie Learning is starting to move to more web-based deployment, which makes it easier to gather this kind of data in a central database. Realistically, I think we could develop a database representing 10,000 students in a few years. Since this data is coming directly from interaction with our Cognitive Tutor, we wouldn't have any demographic data at the student level, though it might be possible to link to school-level demographics. I think we could get some funding from the NSDL program to support this (http://www.ehr.nsf.gov/ehr/DUE/programs/nsdl/). There are, of course, technical, legal, ethical and financial problems to overcome, but putting that aside, I know how I'd use the data, but I wanted to get a sense of how (and whether) others in the cognitive modeling community would make use of this resource. Specifically: - do you think this is worthwhile/would you find this useful? - how would you use this? - what would you want to see in the database's structure, content or associate query and analysis tools that would make it more useful? Thanks for any comments, Steve Ritter -- Steve Ritter, Ph.D. Senior Cognitive Scientist Carnegie Learning 1200 Penn Avenue Pittsburgh, PA 15222 steve at carnegielearning.com (412) 690-2442 x122 From lallende at arl.army.mil Fri Mar 14 11:13:06 2003 From: lallende at arl.army.mil (Allender, Laurel) Date: Fri, 14 Mar 2003 11:13:06 -0500 Subject: [ACT-R-users] Register now for the 2003 Behavior Representation in M&S Conference Message-ID: <01AB5B234641D44EABB3322695F8EAD007DFC5@ARLABML01.ds.arl.army.mil> 2003 Conference on Behavior Representation in Modeling and Simulation BRIMS http://www.sisostds.org/cgf-br/03BRIMS/index.htm > You can contact the Mountain Shadows resort at 800-782-2123, and tell > them you are making a reservation under the "BRIMS" group. > > > (Previously the Conference on Computer-Generated Forces > and Behavior Representation) > > In affiliation with > Simulation Interoperability Standards Organization (SISO) and the Institute for Simulation and Training (IST) > Mountain Shadows Resort > Scottsdale, Arizona > 12-15 May 2003 > > Sponsors Sponsor Representatives > > Air Force Research Laboratory Mike Young > Army Research Laboratory Laurel Allender > Defense Advanced Research Projects Agency Dylan Schmorrow > Defense Modeling and Simulation Office Mike Young > National Aeronautics and Space Administration Mike Shafto > Office of Naval Research Harold Hawkins > > Conference Chair: Kevin Gluck > Air Force Research Laboratory > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From maclaren at andrew.cmu.edu Fri Mar 14 17:12:51 2003 From: maclaren at andrew.cmu.edu (MacLaren) Date: Fri, 14 Mar 2003 17:12:51 -0500 Subject: [ACT-R-users] Is learning possible without self-explanation? Message-ID: <2147483647.1047661971@simbiosys.wv.cc.cmu.edu> I am trying to differentiate scientific reasoning from self-explanation and other meta-cognitive behavior, and it got me thinking. Chi and company claim people learn BETTER if they self-explain. They learn better if they study "carefully" and ask "better" questions when elaborating examples. It seems to me that at the very least if ANY elaboration is needed you MUST be self-explaining. Perhaps you could learn simple declarative facts, but it seems almost impossible to learn anything without doing something that should be called self-explanation. One definition I found for self-explanation was "generating explanations to oneself to clarify a worked out solution" but this seems way too specific for the process I imagine being employed more generally. Am I defining self-explanation too broadly? Perhaps Chi et al are talking only about verbalized self-explanations? Only the type that can be taught??? These seem a bit arbitrary. So is the type of self-explanation being taught merely those subsets of questions that students don't often ask themselves? If I am right then if they couldn't generate these questions they couldn't solve problems at all. Thoughts? From d.mcnamara at mail.psyc.memphis.edu Fri Mar 14 18:13:27 2003 From: d.mcnamara at mail.psyc.memphis.edu (Danielle S. McNamara) Date: Fri, 14 Mar 2003 17:13:27 -0600 Subject: [ACT-R-users] Is learning possible without self-explanation? In-Reply-To: <2147483647.1047661971@simbiosys.wv.cc.cmu.edu> References: <2147483647.1047661971@simbiosys.wv.cc.cmu.edu> Message-ID: <20030314171327.M36986@mail.psyc.memphis.edu> I would say that learning is possible without self explanation, if 1) the material (text) conveying the information is cohesive (coherent) enough such that the learner need not answer questions or generate knowledge-based inferences while learning, AND, the learner has sufficient metacognitive reading skills to actively process the information (defining active as the process of linking the information to prior knowledge) without the cohesion gaps to promote that active processing. (I could expand on that if anyone is interested.) I would define self explanation (avoiding the word explain or explanation) as the act of answering questions (for oneself) regarding the material to be learned such as: Why does the author say that?; Why does that happen?; what is this trying to say to me?; When does this happen?; How does this work?. This can be accomplished silently if the learner has sufficient skills doing so but generally it works best if it is done aloud. I'd like to point out that there can be elaborations of material that are not self explanations or explanations of the content. For example, if the text is about heart disease, I could elaborate that my uncle had a heart attack, but that does not explain anything about the material. A reader might also paraphrase a sentence during the process of attempting to self explain. While a paraphrase may help the learner at a surface level to better understand the sentence, it does not explain the sentence and will most likely have little effect on deeper learning. (Though, paraphrasing for some learners may be a huge step in the right direction!) Regarding the differentiation between SE, Scientific reasoning, and Metacogntive behaviour, I would say the SE is a specific process of answering questions regarding the material to be learned, and that this process can be improved by better scientific reasoning skills (including the knowledge of logic and science) and by better metacognitive skills. For example, we have found that SE is improved by teaching readers to use metacognitive reading strategies such as making bridging inferences, making knowledge-based or logic-based inferences, etc. Some papers on this topic can be accessed on my web site, cited below (follow reading strategies links). Danielle S. McNamara, Ph.D. 202 Psychology Building The University of Memphis (http://www.psyc.memphis.edu) Psychology Building, Rm. 434 Memphis, TN 38152-3230 Office Phone: 901-678-2326 Psychology Main Office: 901-678-2145 FAX: 901-678-2579 EMAIL: d.mcnamara at mail.psyc.memphis.edu WEB site: http://csep.psyc.memphis.edu/McNamara Shipping Address (e.g., Fed Ex): Department of Psychology University of Memphis 3693 Norri ---------- Original Message ----------- From: MacLaren To: act-r-users+ at andrew.cmu.edu Sent: Fri, 14 Mar 2003 17:12:51 -0500 Subject: [ACT-R-users] Is learning possible without self-explanation? > I am trying to differentiate scientific reasoning from self- > explanation and other meta-cognitive behavior, and it got me thinking. > > Chi and company claim people learn BETTER if they self-explain. > They learn better if they study "carefully" and ask "better" > questions when elaborating examples. > > It seems to me that at the very least if ANY elaboration is needed > you MUST be self-explaining. Perhaps you could learn simple > declarative facts, but it seems almost impossible to learn anything > without doing something that should be called self-explanation. > > One definition I found for self-explanation was "generating > explanations to oneself to clarify a worked out solution" but this > seems way too specific for the process I imagine being employed more > generally. > > Am I defining self-explanation too broadly? Perhaps Chi et al are > talking only about verbalized self-explanations? Only the type that > can be taught??? These seem a bit arbitrary. > > So is the type of self-explanation being taught merely those subsets > of questions that students don't often ask themselves? If I am > right then if they couldn't generate these questions they couldn't > solve problems at all. > > Thoughts? > > _______________________________________________ > ACT-R-users mailing list > ACT-R-users at act-r.psy.cmu.edu > http://act-r.psy.cmu.edu/mailman/listinfo/act-r-users ------- End of Original Message ------- From ritter at ist.psu.edu Mon Mar 17 15:19:13 2003 From: ritter at ist.psu.edu (Frank E. Ritter) Date: Mon, 17 Mar 2003 15:19:13 -0500 Subject: [ACT-R-users] papers recently up on Soar and ACT-R Message-ID: I've recently added a few papers to me web site that I thought I should share. Jones, G. & Ritter, F. E. (2003). Production systems and rule-based inference. In Encyclopedia of Cognitive Science. London: Macmillan. http://acs.ist.psu.edu/jonesR03.pdf [password protected ala the Soar archive, email for password if you don't know it.] Ritter, F. E. (2003). Soar. In Encyclopedia of Cognitive Science. London: Macmillan. [password protected ala the Soar archive.] http://acs.ist.psu.edu/ritter03.pdf Shakir, A. (2002). Assessment of models of human decision-making for air combat analysis. [Draft paper, abstract put on the web with permission, at http://acs.ist.psu.edu/papers/sharkir02-abstract.pdf. Copies available from Shakir or Ritter.] Cheers, Frank From eurocogsci03 at uos.de Tue Mar 18 10:27:30 2003 From: eurocogsci03 at uos.de (Franz Schmalhofer) Date: Tue, 18 Mar 2003 16:27:30 +0100 Subject: [ACT-R-users] Reminder: EuroCogSci03 paper submission DL March 22 Message-ID: <001401c2ed62$e3bfa200$464ead83@UOSFB08COGPSY.clki.uniosnabrueck.de> We would like to remind you that the very final deadline for paper and symposia submissions will be at the end of this week (Saturday, March 22). For paper and symposia submissions, only original work will be considered that has not been published or is under review for other conferences. Researchers who will present a paper at the cognitive science conference in Boston this year may, however, submit an abstract with the same contents for a poster presentation at EuroCogSci03 in Osnabrueck. This way, the European Cognitive Science community will become better aware of papers by Europeans (and others) that have been presented at the cognitive science conference in Boston. The deadline for poster submissions and the submission of showcases of Cognitive Science in Europe is May 9. Best greetings, ? Franz Schmalhofer and Richard M Young ? Program Chairs http://www.eurocogsci03.uos.de ________________________________________________________________________ __ ? EUROCOGSCI03, Sept 10-13 with tutorials on Sept 9/10? 2003 in Osnabrueck / Germany ________________________________________________________________________ __ In case you receive multiple copies, please accept our apologies.? From ritter at ist.psu.edu Tue Mar 18 13:34:31 2003 From: ritter at ist.psu.edu (Frank E. Ritter) Date: Tue, 18 Mar 2003 13:34:31 -0500 Subject: [ACT-R-users] papers recently up on Soar and ACT-R [links revised] Message-ID: I've recently added a few papers to me web site that I thought I should share. I've sent it to the act-r and soar groups, and thought you all would be interested as well, certainly as background to our project. Jones, G. & Ritter, F. E. (2003). Production systems and rule-based inference. In Encyclopedia of Cognitive Science. London: Macmillan. http://acs.ist.psu.edu/papers/jonesR03.pdf [password protected ala the Soar archive, email for password if you don't know it.] Ritter, F. E. (2003). Soar. In Encyclopedia of Cognitive Science. London: Macmillan. [password protected ala the Soar archive.] http://acs.ist.psu.edu/papers/ritter03.pdf Shakir, A. (2002). Assessment of models of human decision-making for air combat analysis. [Draft paper, abstract put on the web with permission, at http://acs.ist.psu.edu/papers/shakir02-abstract.pdf. Copies available from Shakir or Ritter.] Cheers, Frank From bej at cs.cmu.edu Thu Mar 20 11:23:37 2003 From: bej at cs.cmu.edu (Bonnie E. John) Date: Thu, 20 Mar 2003 12:23:37 -0400 Subject: [ACT-R-users] ACT-RPM using web pages? Message-ID: Does anybody have ACT-RPM interacting with web pages? I've talked with Rob Reeder already, but he didn't use PM. Thanks, Bonnie From Wai-Tat.Fu at parc.com Thu Mar 20 13:25:09 2003 From: Wai-Tat.Fu at parc.com (Wai-Tat.Fu at parc.com) Date: Thu, 20 Mar 2003 10:25:09 PST Subject: [ACT-R-users] ACT-RPM using web pages? Message-ID: <839BE2CA5177D3119C7000508B11F5DB028D7B4E@dagobah.parc.xerox.com> I did not use PM directly but have built some OLE functions that interact with the browser. Not sure if PM can handle the browser events. http://www2.parc.com/istl/projects/uir/projects/snif-act/index.html Wai-Tat Fu. > -----Original Message----- > From: Bonnie E. John [mailto:bej at cs.cmu.edu] > Sent: Thursday, March 20, 2003 8:24 AM > To: act-r-users at act-r.psy.cmu.edu > Cc: gusp at cmu.edu > Subject: [ACT-R-users] ACT-RPM using web pages? > > > > Does anybody have ACT-RPM interacting with web pages? I've talked > with Rob Reeder already, but he didn't use PM. > Thanks, Bonnie > > _______________________________________________ > ACT-R-users mailing list > ACT-R-users at act-r.psy.cmu.edu > http://act-r.psy.cmu.edu/mailman/listinfo/act-r-users > > From ritter at ist.psu.edu Thu Mar 20 12:28:52 2003 From: ritter at ist.psu.edu (Frank E. Ritter) Date: Thu, 20 Mar 2003 12:28:52 -0500 Subject: [ACT-R-users] ACT-RPM using web pages? In-Reply-To: References: Message-ID: At 12:23 -0400 20/3/03, Bonnie E. John wrote: >Does anybody have ACT-RPM interacting with web pages? I've talked >with Rob Reeder already, but he didn't use PM. >Thanks, Bonnie > >_______________________________________________ >ACT-R-users mailing list >ACT-R-users at act-r.psy.cmu.edu >http://act-r.psy.cmu.edu/mailman/listinfo/act-r-users we have act-r/pm with segman interacting with unmodified tcl/tk programs of 10 telephones and with a java driving game. segman parses the bitmaps, and passes the objects to /pm. This work is reported in the Shah paper I posted, and in an MSc thesis underway, and in a draft paper we're revising for resubmission. web pages would be more tricky, but theoretically are possible now, using any browser. it would take a day to a three months to get something working well, depending on your programmer and what you mean as 'well'. I infer that Pirolli has been doing something like this. Cheers, Frank From tkelley at arl.army.mil Thu Mar 20 16:18:36 2003 From: tkelley at arl.army.mil (Kelley, Troy) Date: Thu, 20 Mar 2003 16:18:36 -0500 Subject: [ACT-R-users] ACT-RPM using web pages? Message-ID: <01AB5B234641D44EABB3322695F8EAD00A29C1@ARLABML01.ds.arl.army.mil> Bonnie, You might want to check on the state of JACT-R, which is the JAVA version of ACT-R. JAVA should be able to interact with web pages. We started doing something like this, but I think Tony is still busy developing JACT-R. Troy -----Original Message----- From: Wai-Tat.Fu at parc.com [mailto:Wai-Tat.Fu at parc.com] Sent: Thursday, March 20, 2003 1:25 PM To: bej at cs.cmu.edu; act-r-users at act-r.psy.cmu.edu Subject: RE: [ACT-R-users] ACT-RPM using web pages? I did not use PM directly but have built some OLE functions that interact with the browser. Not sure if PM can handle the browser events. http://www2.parc.com/istl/projects/uir/projects/snif-act/index.html Wai-Tat Fu. > -----Original Message----- > From: Bonnie E. John [mailto:bej at cs.cmu.edu] > Sent: Thursday, March 20, 2003 8:24 AM > To: act-r-users at act-r.psy.cmu.edu > Cc: gusp at cmu.edu > Subject: [ACT-R-users] ACT-RPM using web pages? > > > > Does anybody have ACT-RPM interacting with web pages? I've talked > with Rob Reeder already, but he didn't use PM. > Thanks, Bonnie > > _______________________________________________ > ACT-R-users mailing list > ACT-R-users at act-r.psy.cmu.edu > http://act-r.psy.cmu.edu/mailman/listinfo/act-r-users > > _______________________________________________ ACT-R-users mailing list ACT-R-users at act-r.psy.cmu.edu http://act-r.psy.cmu.edu/mailman/listinfo/act-r-users From anh23+ at pitt.edu Fri Mar 21 12:22:01 2003 From: anh23+ at pitt.edu (Anthony Harrison) Date: Fri, 21 Mar 2003 12:22:01 -0500 Subject: [ACT-R-users] ACT-R/PM and web pages. Message-ID: While jACT-R can interact with web pages (as they are rendered by a free java web browser of Sun's) - the specific /PM and ACT-R timings and behaviors have yet to be put through the full compatibility tests, which pretty much obliterates its current usefulness if you are modeling per se. -Tony ================================================= Vivo et amo in probitas Anthony M. Harrison Research Assistant Learning Research & Development Center University of Pittsburgh anh23 at pitt.edu http://simon.lrdc.pitt.edu/~harrison/ Voice: (412) 648-1109 Fax: (412) 624-7439 LRDC, Rm 711 3939 O'Hara St. Pittsburgh, PA 15260 ================================================= From Jerry.Ball at williams.af.mil Tue Mar 25 18:31:07 2003 From: Jerry.Ball at williams.af.mil (Jerry.Ball at williams.af.mil) Date: Tue, 25 Mar 2003 16:31:07 -0700 Subject: [ACT-R-users] Comparing chunk types Message-ID: <245656B34A151046B0997D34FA909F0F257335@FSQBGE06> Conjunctions in English can conjoin almost any linguistic type, but both conjuncts must (almost always) be of the same type. I need to be able to compare the chunk before the conjunction to the chunk after the conjunction to see if they are the same chunk type (e.g. noun, verb, NP, PP, etc.) and can be combined. The production that does this doesn't need to know what the chunk types are, just that they are the same type. Is there a mechanism in ACT-R for comparing chunk types (similar to the mechanism for comparing slot values)? If not, would such a mechanism fit in with the current architecture? Currently, I have separate productions for conjoining each linguistic type, but I would like very much to generalize these productions. Jerry Ball From db30 at andrew.cmu.edu Wed Mar 26 11:17:19 2003 From: db30 at andrew.cmu.edu (Dan Bothell) Date: Wed, 26 Mar 2003 11:17:19 -0500 Subject: [ACT-R-users] Comparing chunk types In-Reply-To: <245656B34A151046B0997D34FA909F0F257335@FSQBGE06> References: <245656B34A151046B0997D34FA909F0F257335@FSQBGE06> Message-ID: <597409429.1048677439@Gristle> --On Tuesday, March 25, 2003 4:31 PM -0700 Jerry.Ball at williams.af.mil wrote: > Conjunctions in English can conjoin almost any linguistic type, but both > conjuncts must (almost always) be of the same type. I need to be able to > compare the chunk before the conjunction to the chunk after the conjunction > to see if they are the same chunk type (e.g. noun, verb, NP, PP, etc.) and > can be combined. The production that does this doesn't need to know what the > chunk types are, just that they are the same type. Is there a mechanism in > ACT-R for comparing chunk types (similar to the mechanism for comparing slot > values)? If not, would such a mechanism fit in with the current > architecture? Currently, I have separate productions for conjoining each > linguistic type, but I would like very much to generalize these productions. There isn't a specific mechanism built in for doing so, but there's always !eval!. Here's an example production that would test that the chunk in the goal buffer is of the same type as the chunk in the retrieval buffer. (p example-1 =goal> isa word =retrieval> isa word !eval! (eql (wme-type (get-safe-wme =goal)) (wme-type (get-safe-wme =retrieval))) ==> ) The one other piece to that is that you have to have a chunk-type hierarchy such that all words share a supertype, the word chunk-type in the example, but if the words in question are in slots of the goal for instance that isn't even really necessary, as shown in example production 2. (p example-2 =goal> isa goal slot1 =a slot2 =b !eval! (eql (wme-type (get-safe-wme =a)) (wme-type (get-safe-wme =b))) ==> ) Those productions only match if the chunk-types of the tested chunks are the same. Allowing for the chunk-types (and slot names as well) to be specified with variables is something that comes up every now and then and is currently one of the things to be considered for inclusion in ACT-R 6. It adds a lot of flexibility to the kinds of productions that can be written which seems like a good thing from the modeling perspective, but the issue to consider is whether that much flexibility is really a desired situation from the theory stand point. Dan From manu at media.unisi.it Fri Mar 28 13:40:00 2003 From: manu at media.unisi.it (HAAMAHA2003 Local committee) Date: Fri, 28 Mar 2003 19:40:00 +0100 Subject: [ACT-R-users] HAAMAHA Conference | Rome 26-30 May 2003 | registration's nice price until March, 31st Message-ID: ********************************************** Our apologies for possible multiple postings ********************************************** Dear Friends, we would appreciate if you could circulate this information concerning HAMAAHA 2003 conference. Many thanks for your kind collaboration. **************************************************************************** **************** NICE PRICE ON ALL REGISTRATIONS UNTIL MARCH, 31ST **************************************************************************** **************** HAAMAHA 2003 8th International Conference on Human Aspects of Advanced Manufacturing: Agility & Hybrid Automation Rome | 26-30 May 2003 | National Research Council of Italy | Piazzale Aldo Moro, 7 http://www.media.unisi.it/haamaha2003 ENDORSED BY International Ergonomics Association ORGANIZED BY National Research Council of Italy | Institute of Technology and Cognitive Sciences Department of Communication Sciences | University of Siena Department of Industrial Design, Arts, Communication and Fashion (INDACO) | Politecnico di Milano IN COOPERATION WITH Center for Industrial Ergonomics | University of Louisville, USA ISPELS, Ambiente&Sicurezza, SIMLII, SIE, AIAS CONFERENCE OBJECTIVES The Conference will cover a broad range of design and engineering issues, and applied topics related to human factors and ergonomics, relevant to the integration of people, technology and organization in manufacturing environments, including but not limited to the mentioned areas. LOCAL COMMITTEE Perla Innocenti | Politecnico di Milano Roberto Pedone | National Research Council of Italy - Institute of Cognitive Sciences and Technologies Domenico Pisanelli | National Research Council of Italy - Institute of Cognitive Sciences and Technologies Simone Pozzi | University of Siena Francesca Rizzo | University of Siena Luca Save | University of Siena Riccardo Tartaglia |Azienda Sanitaria Firenze - Ergonomic Research Center Federico Vidari | Politecnico di Milano CONFERENCE MANAGEMENT Gisella Pellegrini | National Research Council of Italy - Institute of Technology and Cognitive Sciences PLENARY SPEAKERS R. Badham | UNIVERSITY of WOLLONGONG - AUSTRALIA | G. Bradley | MID-SWEDEN UNIVERSITY - SWEDEN | H. Bubb | TECHNISCHE UNIVERSITAT MUNCHEN - GERMANY | F. Butera | UNIVERSITA' degli STUDI MILANO BICOCCA - ITALY | P. Falzon | CONSERVATOIRE NATIONAL des ARTS et METIERS - FRANCE | W. Grudzewski | WARSAW SCHOOL of ECONOMICS - POLAND | I. Hejduk | WARSAW UNIVERSITY of TECHNOLOGY - POLAND | M. Helander | NANYANG TECHNOLOGICAL UNIVERSITY - SINGAPORE | E. Hollnagel | UNIVERSITY of LINKOPING - SWEDEN | T. Kieselbach | UNIVERSITAT BREMEN - GERMANY | L. Massone | FIAT AUTO - ITALY | J. Reason | UNIVERSITY of MANCHESTER - UK | J. Wilson | UNIVERSITY of NOTTINGHAM - UK | W. Zhang | TSINGHUA UNIVERSITY - CHINA | You can find the current preliminary program attached. Visit our website at http://www.media.unisi.it/haamaha2003 for the latest version of the program and for further information about the conference. HAAMAHA2003 Local committee ********************************************** Our apologies for possible multiple postings ********************************************** -------------- next part -------------- A non-text attachment was scrubbed... Name: program.rtf Type: application/msword Size: 179659 bytes Desc: not available URL: