We are exploring whether the use of facilities aimed at improving the learner’s motivation has an effect on learning food-chains and food-webs, but also on help-seeking behaviour. The M-Ecolab is a Vygotskyan intelligent learning environment that incorporates both cognitive and affective feedback by combining a cognitive model capable of providing written feedback at the cognitive and metacogni...

We present findings from an experiment with 6-year-old children in Norway who are getting started with the process of learning the numbers from 1 to 10. The findings provide information on number line estimation that is, translating a number to a spatial position on a number line. The results show different categories of representation of the magnitudes on the number line, which may represent d...

Recently, there have been two process-based computational cognitive models of theory of mind (ToM) (Hiatt & Trafton, 2010; Arslan, Taatgen, & Verbrugge, 2013). Ours (Hiatt & Trafton, 2010) models the development of ToM cognitive mechanisms, such as simulation, and focuses on first-order false belief tasks; the other (Arslan et al., 2013) learns to perform ToM using the activation of declarative...

Mechanistic explanation has an impressive track record of advancing our understanding of complex, hierarchically organized physical systems, particularly biological and neural systems. But not every complex system can be understood mechanistically. Psychological capacities are often understood by providing cognitive models of the systems that underlie them. I argue that these models, while supe...

Changing cognitive performance in human elderly users requires a real-time assessment of current performance to provide appropriate, i.e. adaptive, assistance without bothering them. In the presented approach, the assessment of cognitive performance is done by simulating the user’s cognitive functions through a computational cognitive model that is highly individualized for the specific user. T...

Educational software applications may be more effective if they can adapt their teaching strategies to the needs of individual students. Individualisation may be achieved through student modelling, which is the main practice for Intelligent Tutoring Systems (ITS). In this paper, we show how principles of cognitive psychology have been adapted and incorporated into the student modelling componen...

We examined effects of adding brief (1 second) lags between trials in a task designed to study errors in interrupted sequential performance. These randomly occurring lags could act as short breaks and improve performance or as short interruptions and impair performance. The lags improved placekeeping accuracy, and to interpret this effect we developed a cognitive model of placekeeping operation...

The growing demand for wireless applications and services on the one hand, and limited available radio spectrum on the other hand have made cognitive radio (CR) a promising solution for future mobile networks. It has attracted considerable attention by academia and industry since its introduction in 1999 and several relevant standards have been developed within the last decade. Cognitive radio ...

Dietrich Doerner’s ”Psi” cognitive model, which was used as the basis for Joscha Bach’s MicroPsi AGI system, is expressed in a quite different terminology and conceptual framework from the one normally used to discuss the OpenCog AGI system. However, the two systems are fundamentally conceptually compatible, and we describe here the basis of a realization of the Psi model within OpenCog, which ...