Explaining new ideas to oneself can promote learning and transfer, but questions remain about how to maximize the pedagogical value of self-explanations. This study investigated how type of instruction affected self-explanation quality and subsequent learning outcomes for second- through fifth-grade children learning to solve mathematical equivalence problems (e.g., 7 + 3 + 9 = 7 + _ ). Experim...

The study examined pre-service elementary teachers and newly accepted secondary non-math and science major students at a university. The study examined weaknesses of students in conceptual and procedural understanding of fractions. It also examined whether there were differences in math fractional knowledge for both groups. The study found students’ weaknesses were in solving word fraction prob...

A scheme for explicit ly representing and using expert knowledge of a procedural k ind is described. The scheme al­ lows the explicit representation of both declarative and proce­ dural knowledge wi th in a unified framework, yet retains all the desirable properties of expert systems such as modular i ty , ex­ planatory capabil i ty, and extendabil i ty. It thus bridges the gap between the proc...

The study of exact sciences includes not only lectures but also the active forms of learning (practical classes, laboratory work and so on). Thus, it is necessary to control not only declarative knowledge but also procedural knowledge of the students (the knowledge of methods for solving problems). This article describes functional requirements, mathematical models, and algorithms for the devel...

We present a skill learning model CLARION. Different from existing models of high-level skill learning that use a topdown approach (that is, turning declarative knowledge into procedural knowledge), we adopt a bottom-up approach toward low-level skill learning, where procedural knowledge develops first and declarative knowledge develops later. CLARION is formed by integrating connectionist, rei...

Knowledge management at an organisational level can only be brought into practice if a corporate memory is defined. Unfortunately, at this moment there is no complete and procedural specification on how to build it. This paper presents a complete and generic knowledge representation scheme that makes it possible to conceptualise/represent the knowledge of any domain in a systematic way, guiding...

In order to develop versatile cognitive agents that learn in situated contexts and generalize resulting knowledge to diierent environments , we explore the possiblity of learning both declarative and procedural knowledge in a hybrid connectionist architecture. The architecture is based on the two-level idea proposed earlier by the author. Declarative knowledge is represented symbolically, while...

OBJECTIVE This study assessed the impact of a blended, standardized curriculum for invasive bedside procedural training on medical knowledge and technical skills for Internal Medicine residents. METHODS The investigators developed a curriculum in procedural instruction and performance for Internal Medicine house staff, and implemented the program at a tertiary care academic medical center wit...

This paper presents a skill learning model Clarion. Diierent from existing models of mostly high-level skill learning that use a top-down approach (that is, turning declarative knowledge into procedural knowledge), we adopt a bottom-up approach toward low-level skill learning, where procedural knowledge develops rst and declarative knowledge develops from it. Clarion which follows this approach...