Stevens A. L. and Collins A., The goal structure of a socratic tutor. In Proc. of the 1977 Annual ACM Conference, pp. 256-263, Seattle (1977).  Home/Search   Document Not in Database   Summary   Related Articles   Check

....Socratic one. Notice that Plato (the pupil) wrote the Dialogues with his Teacher Socrates, where the Teacher never said wrong, the Correct Knowledge is but instead guided the pupil Plato to a contradiction, in order for him to discover what was wrong in his own believes. Stevens and Collins [27] attempted to formulate the socratic tutorial method as a set of domain independent strategies expressed as twenty three production rules, and Stevens, Collins and Goldin [28] developed a tutor to diagnose and correct bugs in a student s knowledge representation. Effective domain independent ....

A. Stevens and A. Collins. The goal structure of a socratic tutor. In Association for Computing Machinery Annual Conference, 1977. (Also available as BBN Report No. 3518 from Bolt Beranek and Newman Inc., Cambridge, Mass., 02138).

....to emphasize the features that the student can use to index that story in his own memory. The goal of the CreANIMate task environment is to conduct dialogues that cover as many explanation questions as possible. The centrality of questions in CreANIMate follows in the tradition of GUIDON and WHY (Stevens Collins 1977). Edelson (1991) discusses in greater detail the use of questions in an instructional dialogue. The following short transcript of the program s operation gives a sense of the dialogues it conducts: Suppose you could create a new animal by taking an existing animal and changing it some way. ....

Stevens, A.L., & Collins, A. 1977. The Goal STructure of a Socratic Tutor. Proceedings of the National ACM Conference, Seattle, Washington, 256-263. New York: Association for Computing Machinery.

....characters in which there is the Element #, in 80 case Final =ing and Initial =palatal (see Figure 4) The resulting concepts learned by the system are then used in different ways. In guiding mode, the results are used to build a Socratic type dialogue like about conjectures on the characters (Stevens Collins, 1977). The dialogue allows the system to guide the learner to consider the CCF that are best fitted to describe a given group of character. The ultimate goal of the system is to teach the learner strategies to analyze characters. On the other hand, in discovery mode, the resulting concepts are directly ....

Stevens, A., & Collins, A. (1977). The goal structure of a Socratic tutor. In Proceedings of the national ACM conference, Seattle.

....Education has been interested in developing instructional systems that help students hone their argumentation skills. Early landmark systems such SCHOLAR and WHY were designed to engage students in a Socratic dialog, a venerable method of teaching inquiry and argumentation skills [Carbonell, 1970; Stevens and Collins, 1977]. Some later systems also focus on engaging students in argument exchanges [Retalis, et al. 1996] or a Socratic dialog [Wong, et al. 1996] But in developing a Socratic tutor, especially in a domain as complex as legal argumentation, one faces significant problems of representation of domain ....

Stevens, A.L. and A. Collins (1977). The Goal Structure of a Socratic Tutor. In Proc. Nat. ACM Conf., 256-263. New York: ACM.

....posing problems to the student, each one carefully crafted to require the student to use new knowledge, to point out gaps in the student s knowledge, or to entrap the student into discovering his own misconceptions. Stevens and Collins have explored the use of a Socratic method in their why tutor [55, 58], which tutors students on the causal relationships and factors affecting rainfall. Gaming environments and mixed initiative dialog scenarios differ in the demands they put on the tutoring system. In a dialog system, the tutor must be able to articulate its knowledge in response to queries, ....

....how his solution differs from the ideal. Many such tradeoffs exist, and it would be foolish to think that one best answer applies to all domains. The choice of knowledge representation in a tutoring system depends on both the type of knowledge to be stored and its intended tutorial use. why [55, 58], for instance, is a Socratic tutoring system which teaches the causal relationships and factors affecting rainfall. Stevens et al. 58] list the sorts of knowledge that are represented in why along with sentences which illustrate each type; these are shown in Figure 2. The intended use of this ....

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A. Stevens and A. Collins, "The Goal Structure of a Socratic Tutor," BBN Report 3518, Bolt Beranek and Newman Inc., Cambridge, MA, 1977.

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Stevens A. L. and Collins A., The goal structure of a socratic tutor. In Proc. of the 1977 Annual ACM Conference, pp. 256-263, Seattle (1977).

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