A person's cognitive map, or knowledge of large-scale space, is built up from observations gathered as he travels through the environment. It acts as a problem solver to find routes and relative positions. as well as describing the current location. The TOUR model captures the multiple representations that make up the cognitive map, the problemsolving strategies, it uses, and the mechanisms for assimilating new information. The representations have rich collections of states of partial knowledge, which support many of the performance characteristics of common-sense knowledge. 1

This paper surveys and evaluates some techniques for eliciting requirements of computer-based systems, paying particular attention to how they deal with social issues. The methods surveyed include introspection, interviews, questionnaires, and protocol, conversation, interaction, and discourse analyses. Although they are relatively untried in Requirements Engineering, we believe there is much promise in the last three techniques, which grew out of ethnomethodology and sociolinguistics. In particular, they can elicit tacit knowledge by observing actual interactions in the workplace, and can also be applied to the system development process itself.

This article reviews research on the use of situation models in lnguage comprehension and memory retrieval over the past 15 years. Situation models are integrated mental representations of a described state of affairs. Significant progress has been made in the scientific understanding of how situation models are involved in language comprehension and memory retrieval. Much of this research focuses on establishing the existence of situation models, often by using tasks that assess one dimension of a situation model. However, the authors argue that the time has now come for researchers to begin to take the multidimensionality of situation models seriously. The authors offer a theoretical framework and some methodological observations that may help researchers to tackle this issue.

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We seek to take some initial steps towards a theory of information that is adequate for understanding and designing systems that process information, i.e., information systems in a broad sense. Formal representations of information are needed in designing, using and maintaining such systems, especially when they are computer based. However, it is also necessary to take account of social context, including how information is produced and used, not merely how it is represented; that is, we need a social theory of information. Ideas from ethnomethodology and semiotics, as well as logic and the sociology of science, are used to explore the nature of information.

Strategic differences in spatial tasks can be explained in terms of different cognitive coordinate systems that subjects adopt. The strategy of mental rotation that occurs in many recent experiments uses a coordinate system denned by the standard axes of our visual world (i. e., horizontal, vertical, and depth axes). Several other possible coordinate systems (and hence other strategies) for solving the problems that occur in psychometric tests of spatial ability are examined in this article. One alternative strategy uses a coordinate system denned by the demands of each test item, resulting in mental rotation around arbitrary, taskdefined axes. Another strategy uses a coordinate system denned exclusively by the objects, producing representations that are invariant with the objects ' orientation. A detailed theoretical account of the mental rotation of individuals of low and high spatial ability, solving problems taken from psychometric tests, is instantiated as two related computer simulation models whose performance corresponds to the response latencies, eye-fixation patterns, and retrospective strategy reports of the two ability groups. The main purpose of this article is to provide a theory of how people solve problems on psychometric tests of spatial ability, focusing on the mental operations, representations, and strategies that are used for different types of problems. The theory is instantiated in terms of computer simulation models whose performance characteristics resemble human characteristics. A second purpose of the article is to analyze the processing differences between people of high and low spatial ability. One computer model simulates the processes

The Spatial Semantic Hierarchy and its predecessor the TOUR model are theories of robot and human commonsense knowledge of large-scale space: the cognitive map. The focus of these theories is on how spatial knowledge is acquired from experience in the environment, and how it can be used effectively in spite of being incomplete and sometimes incorrect. This essay is a personal reflection on the evolution of these ideas since their beginning early in 1973 while I was a graduate student at the MIT AI Lab. I attempt to describe how, and due to what influences, my understanding of commonsense knowledge of space has changed over the years since then. 1 Prehistory I entered MIT intending to study pure mathematics. I was generally steeped in the ideology of pure mathematics, and I had every intention of staying completely away from practical applications in favor of abstract beauty and elegance. However, on a whim, in Spring of 1973 I took Minsky and Papert’s graduate introduction to Artificial Intelligence. I was immediately hooked. I had always been fascinated by the idea

The assessment of whether a statement is consistent with what has gone before is ubiquitous in discourse comprehension. One theory of the process is that individuals search for a mental model of a situation in which all the statements in the discourse are true. In the case of spatial descriptions, individuals should prefer to construct models that retain the information in the description. Hence, they should use strategies that retain information in an efficient way. If the descriptions are consistent with multiple models then they are likely to run into difficulties. We report two experiments in which the participants judged the consistency of spatial descriptions. The participants made more errors when later assertions in the description conflicted with the preferred models of earlier assertions. The results shed light on the

Abstract: This paper discusses the role of narrative in the expression and transmission of social knowledge as a specific type of tacit knowledge. Narrative is a central mechanism by which social knowledge is conveyed. Narrative provides a bridge between the tacit and the explicit, allowing tacit social knowledge to be demonstrated and learned, without the need to propositionalize it. Institutions can best maintain their stock of stories by providing occasions on which they can be told. Archival systems such as data bases, lessons learned systems, and video records are less effective, particularly when they attempt to store records or transcripts of oral stories. However, they can be improved by attention to key design dimensions, including appropriate allocation of the effort required from system administrators and users, and attention to translation between genres.

Spatial orientation can take place in three separate scales: scenes within an individual's visual field, surrounds including information to the front, side, and rear, and neighborhoods, that contain points not visible from the current location. When asked to orient in a surround people are especially sensitive to information to their fronts and backs. However if the surround has been experienced by viewing a map time to access information about a point increases with the angle between the forward direction and the queried point. As people become familiar with neighborhoods they first notice landmarks, then paths between landmarks, and finally develop configurational knowledge of the key locations. The last stage is not always reached, even after years of experience. On the average, people can orient themselves toward an unseen point in a neighborhood with an accuracy of about twenty degrees. However there are very large individual differences in orienting ability. People can acquire or...