One aim of intelligent tutoring systems is to tailor lessons to each individual student’s needs. To do this a tutoring system requires a model of the student’s knowledge. Cognitive modelling aims to produce a detailed explanation of the student’s progress. Feature Based Modelling forms a cognitive model of the student by creating aspects of problem descriptions and of students’ responses. This ...

In this study, a dynamic field theory (DFT) based cognitive model of a pilot performing pitch attitude control of a 3 degree of freedom aircraft model is presented. The cognitive model is validated by comparing the pilot model’s pitch attitude hold performance with real flight test results of a human pilot on a real aircraft. A high degree of similarity was observed between the behaviour of the...

In “Representations without Rules, Connectionism and the Syntactic Argument”, Kenneth Aizawa argues against the view that connectionist nets can be understood as processing representations without the use of representation-level rules, and he provides a positive characterization of how to interpret connectionist nets as following representation-level rules. He takes Terry Horgan and John Tienso...

We describe an improved version of a cognitive model that exhibits the expert to novice transition in solving physics problems. The initial model was written by Larkin and initially translated into Soar (version 4) by Levy. In revising it to run in the latest version of Soar (7.0.0), we have updated it to be an exemplar of an understandable and reusable cognitive model: it includes graphic disp...

The work overviews the theoretical models of emotions mainly used by computer scientists in the area of user modeling and sentiment analysis. Central in this regard are the dimensional models in which the body side is crucial, and the cognitive ones in which the evaluation processes give rise to emotions. Special attention is devoted to a socio-cognitive model of emotions in terms of goals and ...

Pezzulo (2008, 2011) and Grush (2004) contend for embodied cognitive science but interpret representations of motor behaviors as grounded on predictive internal models; those representations are referring-based. By contrast, the present paper contends that the motor control is ground on both referring-based representation (as manifest in forward models) and non-referring-based representation (a...

We are striving to create cognitive models that produce veridical human behavior for complex tasks in real time. This paper details the application of an existing model of human category learning, Symbolic Concept Acquisition, to model category learning within a complex, real-time, perceptual-motor task. The chief modeling challenge was quantitatively matching human data within the constraints ...

A dual-process model for recall is described, which is based on an architecture for the inductive learning of symbolic categories. The dual-process mechanism (generate-and-recognize) is shown to follow directly as a consequence of the inductive learning method used.

There is a huge gap between educational science on the one hand and cognitive science on the other. Cognitive scientists investigate learning and cognitive skill acquisition in a fundamental way. The result of their research almost never reaches real-world educational practice. Educational scientists, on the other hand examine realistic learning situations and improve instructions and education...