Showing papers in "Cognitive Science in 1989"

TL;DR: The present paper analyzes the self-generated explanations (from talk-aloud protocols) that “Good” and “Poor” students produce while studying worked-out examples of mechanics problems, and their subsequent reliance on examples during problem solving.

TL;DR: A model of contributions is described as parts of collective acts performed by the participants working together and it is shown how it accounts for o variety of features of everyday conversations.

TL;DR: A theory of analogical mapping between source and target analogs based upon interacting structural, semantic, and pragmatic constraints is proposed here and is able to account for empirical findings regarding the impact of consistency and similarity on human processing of analogies.

TL;DR: An analysis of student learning with the LISP tutor indicates that while LISp is complex, learning it is simple.

TL;DR: This is one of the first attempts to construct a formal theory that addresses both the semantic and parametric aspects of the kind of everyday reasoning that pervades.

TL;DR: There remain many lessons that can be learned about case-based reasoning by analyzing the MEDIATOR's behavior, and the reasons why it behaves the way it does are analyzed.

TL;DR: The creation of plan schemas is examined in a naturalistic, longitudinal study of problem solving, which showed a process of backward development from the goal to the plan focus, that part of the plan that directly implements the goal.

TL;DR: It is shown, that given suitable conditions, people can assign novel interpretations to ambiguous images which have been constructed out of parts or mentally transformed and these reinterpretations are not the result of guessing strategies.

TL;DR: A method is proposed here, one which recognizes six very general classes of inference, which are not dependent on individual knowledge structures, but instead rely on patterns of connectivity between concepts.

TL;DR: In this paper, a theory of how people can infer the causal history of natural objects such as clouds, tumors, embryos, leaves, geological formations, and the like is proposed.

TL;DR: The results suggest that for the purpose of remediation in the algebra domain, when taught procedurally, “classical” computer-assisted instruction (CAI) would be as effective as an ITS.

TL;DR: The implementation of a mechanism in which a local-connectionist-like model is integrated with a symbolic marker-passer is described and it is shown that the combined system is more powerful than either of the separate models alone.

TL;DR: The author argues that there is not a well-defined set of conditions for specifying the literal meaning of sentences in terms of compositional analysis and that the experimental evidence speaks negatively as to whether people must analyze the literal meanings of sentences as part of the process of understanding speakers’ utterances.

TL;DR: In the recent defense of literal’meaning, it is shown that such a theoretical construct is “psychologically real” and Gibbs (1989) grants this point.

TL;DR: In this article, Indurkhya's (1986, 1987) model is discussed with respect to the issues of metaphor comprehension and appreciation, and three such constraints relate to the similar processing time for literal and metaphorical language, the time-limited processing of many metaphors, and the dissociation of metaphor understanding and appreciation.

TL;DR: The results as a whole support a communication-based, “knowledge processing” (Bereiter & Scardomalia, 1980) model of topic selection in conversational reports of a personal event, the birth of a baby.

TL;DR: It is argued that part of the flexibility in human problem solving comes from having a choice of which goal to work on next, and it is simple to ammend automatic learning mechanisms so that they will function correctly in a non-LIFO architecture.

TL;DR: In this article, a theoretical framework is presented that distinguishes among three knowledge sources that form the basis for generative performance, termed conceptual, procedural, and utilizational competence, which are implemented as a computational model that derives plans for counting procedures.

TL;DR: It is argued that not only Tarskian semantics, but other forms of model-theoretic semantics (including possible world and Situation Semantics) may very well ontologically presuppose some form of PS.

TL;DR: In this paper, the authors defend functionalism from Thagard's attack and provide some much needed clarification of matters both philosophical and computational, in the process of untangling issues that are often troublesome in cognitive science.