Search results for: modeling-concept-acquisition-in-the-context-of-a-unified-theory-of-cognition

MODELING CONCEPT ACQUISITION IN THE CONTEXT OF A UNIFIED THEORY OF COGNITION

Author : CRAIG S. MILLER
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Modeling Concept Acquisition in the Context of a Unified Theory of Cognition

Author : Craig S. Miller
File Size : 61.82 MB
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For replicating human behavior, SCA mirrors psychological data along the dimensions of response time, accuracy and learning rate as a function of various instance and category structures including typicality, linear boundedness, category level and definitional complexity. For its role within a unified theory of cognition, SCA's learning principles are composed from the basic processing mechanisms posited by Soar, a candidate theory."

Mind Matters

Author : David M. Steier
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Based on a symposium honoring the extensive work of Allen Newell -- one of the founders of artificial intelligence, cognitive science, human-computer interaction, and the systematic study of computational architectures -- this volume demonstrates how unifying themes may be found in the diversity that characterizes current research on computers and cognition. The subject matter includes: * an overview of cognitive and computer science by leading researchers in the field; * a comprehensive description of Allen Newell's "Soar" -- a computational architecture he developed as a unified theory of cognition; * commentary on how the Soar theory of cognition relates to important issues in cognitive and computer science; * rigorous treatments of controversial issues in cognition -- methodology of cognitive science, hybrid approaches to machine learning, word-sense disambiguation in understanding material language, and the role of capability processing constraints in architectural theory; * comprehensive and systematic methods for studying architectural evolution in both hardware and software; * a thorough discussion of the use of analytic models in human computer interaction; * extensive reviews of important experiments in the study of scientific discovery and deduction; and * an updated analysis of the role of symbols in information processing by Herbert Simon. Incorporating the research of top scientists inspired by Newell's work, this volume will be of strong interest to a large variety of scientific communities including psychologists, computational linguists, computer scientists and engineers, and interface designers. It will also be valuable to those who study the scientific process itself, as it chronicles the impact of Newell's approach to research, simultaneously delving into each scientific discipline and producing results that transcend the boundaries of those disciplines.

An Invitation to Cognitive Science

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Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society

Author : Ashwin Ram
File Size : 67.49 MB
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This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 16th annual meeting of the Cognitive Science Society.

Machine Intelligence 15

Author : Koichi Furukawa
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Following on from previous volumes in the series, Machine Intelligence 15 provides an overview of current areas of interest in artificial intelligence.

Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society

Author : Cognitive Science Society (U.S.). Conference
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This volume features the complete text of all regular papers, posters, and summaries of symposia presented at the 17th annual meeting of the Cognitive Science Society.

Modeling Dual task Performance Improvement

Author : Ronald Samuel Chong
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Abstract: "People demonstrate a remarkable ability to perform complex, multiple-task activities in spite of the limitations of our sensory, perceptual, cognitive, and motor systems. A prominent theory that addresses how multiple-tasks activities are performed is that of the executive process. Some of the functions of the executive process include enforcing task priorities and arbitrating access to limited resources. It has been shown that a time-sharing skill (or executive-process knowledge) is acquired during training on dual-task combinations. This dissertation presents the development of a computational, task-independent framework for modeling the acquisition of the knowledge acquired during training on dual-task combinations -- executive process knowledge. On a selected dual-task combination -- a continuous tracking task and a discrete two-choice reaction time task -- this framework, when given the declarative and procedural representation of the novice task, has produced an expert model whose performance is a good match to empirical reaction time and tracking error data for the task combination. There are three main contributions of this work. First is the development of EPIC-Soar, a symbolic hybrid architecture that possesses a psychologically-motivated learning mechanism and psychologically-plausible perception and motor systems. Second is the identification and classification of executive process knowledge and the taxonomies that result from this analysis. Third, is an acquisition framework which consists of: a novel data structure for representing task strategies; a task-independent procedure for resolving simultaneous access for motor resources and learning new knowledge that avoids such collisions in the future; a second task-independent learning procedure which refines the strategy data structure and creates new procedural knowledge for performing the task; and a collection of guidelines that regulate how and when promotions are applied."

Machine Learning Proceedings 1991

Author : Machine Learning
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Machine Learning

Learning Theories A to Z

Author : David C. Leonard
File Size : 28.53 MB
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Swift changes in educational technology are transforming the landscape of our society and how we transfer knowledge in a digital world. Teachers, administrators, and education students need to stay abreast of these developments. Yet while the new educational software, technologies, and networks may be available, the learning theories and methods required to take complete advantage of the tools are often neglected. Learning theories are a crucial element of education studies for anyone involved with students from pre-school to higher education and business training. This book is a substantive dictionary of over 500 terms relating to learning theories and environments. Definitions range from approximately 100 to 700 words, and each term is identified by the primary type of learning theory to which it applies: cognitivism, constructivism, behaviorism, humanism, or organizational learning. An annotated bibliography provides further resources to the most important writings about learning theories.