Espinosa, Enrique ; Ramos, Fernando. (1997). The RSI Temporal-Cognitive Model for Believable & Introspective Interpretation in Inteligent Tutoring Systems. Intelligent Information Systems. Professor H. Adeli, Editor.  Home/Search Document Not in Database Summary Related Articles Check |
This paper is cited in the following contexts:
Using Virtual Worlds to Evidence Singular Cognition.. - Espinosa, Puesto, Rojas (2000) Self-citation (Enrique) (Correct)
.... approach to designing observable and interpretable, but non Constructivist Instructional Graphs called Educational Measurement Instrument (EMI) Espinosa, Ramos, 1996a; Espinosa, Boumedine Chirino, 1996b) to the formalization of cognitive phenomena in non monotonic, and temporal logic terms (Espinosa Ramos, 1997). The EMI Model monitored instructivist (i.e. behaviorist) data that uncovered real patterns of conduct during classroom activities and enabled us to watch for screens and lessons that were incorrectly, partially, or seldom, used, from the Objectivist standpoint. This provided data to help ....
Espinosa, Enrique ; Ramos, Fernando. (1997). The RSI Temporal-Cognitive Model for Believable & Introspective Interpretation in Inteligent Tutoring Systems. Intelligent Information Systems. Professor H. Adeli, Editor.
Intelligent Agency and Tutoring: The Importance of Being Timely - Espinosa, Ramos Self-citation (Enrique Fernando) (Correct)
....and final states (Wooldridge, 1993) They must, in fact, maintain an interaction with their environment. We resort to using an executable version of the modal logic specification, called Concurrent MetaTEM (Wooldridge, 1992 1993) A subtle introduction to this approach has been reported in (Espinosa 6 Ramos, 1997 1998) In this paper, we start with a more in depth treatment of this matter, supported by the theoretical background presented in the previous sections. An architecture with a Human and Machine Student Agents, where the ITS was depicted as a [mostly] proactive component between the two ....
....for the human student is to assemble the data into a [singularly built] coherent reality. In the process, she will apply a particular strategy. A set of cardinality n will be built, where n = number of low level actions performed to execute such strategy. This definition has been fully reported in (Espinosa Ramos, 1997). In our case, a Tutor for Elementary LIFO Datastructures consists of a Linked List for Data, a Linked List for Pointers, a Bottom of Stack (BOS) Pointer, a Top of Stack (TOS) Pointer, and Data Nodes. How these relate is open for the student to define. We now tie in the educational context with ....
Espinosa, Enrique ; Ramos, Fernando. (1997). The RSI Temporal-Cognitive Model for Believable & Introspective Interpretation in Inteligent Tutoring Systems. Intelligent Information Systems. Professor H. Adeli, Editor. IEEE-IASTED 1997. 271-277.
Dealing With Temporal Holes in Instructional ITS's - Carrillo, Quintana (1998) Self-citation (Enrique Fernando) (Correct)
....Model is key to the design of ITS s, in terms of the problem statement in sections 1 and 2, the temporal description of such interaction is also required. We therefore resort to using Concurrent METATEM (Wooldridge, 1992 1993) A subtle introduction to this approach has been reported in (Espinosa Ramos, 1997). In this paper, we start with a more in depth treatment. In this example, the Learning by Discovery Instructional Method is modeled by a Proactive Tutor on LIFO Datastructures, which detects student contradictory behavior as he she applies his her learning strategy. The ITS system responds to ....
....specification of EQ, CN CS as Closed World versions of Cognitive States (refer to the EOW Concept in section 3) Adding semantic capabilities to the Open World GUI, so Closed World specifications can be extracted from it. For the first requirement, we extend the previously defined operators (Espinosa Ramos, 1997): Based on a past history of n consecutive actions of type a since the last action different from a, we conclude w S a (Past Time Connective) w Likes to do a, where : w S a = uw n j n = 1 ua S (a) Also, if the last action tends was a, and such conduct will eventually repeat ....
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Espinosa, Enrique ; Ramos, Fernando. (1997). The RSI Temporal-Cognitive Model for Believable & Introspective Interpretation in Inteligent Tutoring Systems. Intelligent Information Systems. Professor H. Adeli, Editor. IEEE-IASTED 1997. 271-277.
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