We compared knowledge of fraction concepts and procedures among sixth and eighth graders in China and the United States. As anticipated, Chinese middle school children had higher knowledge of fraction concepts and procedures than U.S. children in the same grades, and the difference in procedural knowledge was much larger than the difference in conceptual knowledge. Of particular interest, natio...

In this paper we present some characteristics of a new computational model to represent knowledge within intelligent tutoring systems. This model is inspired (1) by research in artificial intelligence on modelling, structuring and organising knowledge and (2) by theories of cognitive psychology which explain the human cognitive activity in terms of memory subsystems and their processes. Here, w...

This paper presents a conceptual framework for the development of Knowledge Management (KM) systems to support experts in complex design activities. Designing a complex object is not a simple task, since it is concerned not only with problem solving issues, but also with the growing needs for capturing and managing the core knowledge involved in it. A complex object is typically made of a huge ...

It is often noted that successful designing requires two types of knowledge: explicit, articulate, domain-specific knowledge, and inarticulate, domain-independent, procedural knowledge. Neuropsychological evidence is provided for a dissociation between the two types of knowledge. This reinforces the reality of the distinction. It is further suggested that the inarticulate, procedural knowledge ...

It is often noted that successful designing requires two types of knowledge: explicit, articulate, domain-specific knowledge, and inarticulate, domain-independent, procedural knowledge. Neuropsychological evidence is provided for a dissociation between the two types of knowledge. This reinforces the reality of the distinction. It is further suggested that the inarticulate, procedural knowledge ...

This paper focuses on learners' knowledge construction in computer supported collaborative learning. It investigates how far individual knowledge (prior knowledge), collaborative knowledge (the quality of collaborative knowledge construction), and instructional support may contribute to the outcomes of learners' knowledge construction. It analyzes predictors for learners' learning outcomes with...

Formal features of semantics-related tasks of text processing are reviewed; NP-complete procedural complexity of the class is substantiated. To diminish procedural complexity, the rationale behind applied formal linguistic knowledge is demonstrated, based on the analogy of the knapsack problem and automated text abstracting. Versatile approach for text processing is proposed, considering relati...

Introduction .............................................................................................................................................. 1 Knowledge and Content Management .................................................................................................... 1 The Multiparadigm Knowledge Schema........................................................................