Schemas in Problem Solving: An Integrated Model of Learning, Memory, and Instruction.

摘要

This final report contains two papers. The first describes statistical and cognitive models used to simulate student performance. The statistical model provides information about how the group of students as a whole performed on an identification task involving word-problem situations and shows differences among subgroups. The cognitive model is a connectionist network that simulates the performance of each student and yields details about how learning varied from one individual to another. The second paper outlines a hybrid model of schema knowledge that joins a connectionist network with a production system. Details of the model are provided, and an example of its output is presented.