Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it. KEY WORDS: cognition; instructional design; learning; problem solving.

. This paper presents a solution to the problem of the creation of new terms by suggesting that representations can come from the environment, and that through experience an agent discovers which representations are useful. If suitable feature building mechanisms are built into a system then it can build a large number of features of an object in the environment, many of which may be redundant. Then, through experience, the system can learn which of these features are relevant to the domain by allowing useless features to atrophy, and by building new features to form necessary distinctions. These ideas are implemented in the Contextual Memory System (CMS) which is part of the Mathematics Understander (MU) program. 1. Introduction: machine learning and the problem of new terms. People show an almost amazing ability to grasp new ideas, to comprehend something fundamentally novel from their previous experience. Examples might include the various subjects that are learned at school or univ...

The introduction of multimedia on pervasive and mobile communication devices raises a number of perceptual quality issues, however, limited work has been done examining the 3-way interaction between use of equipment, quality of perception and quality of service. Our work measures levels of informational transfer (objective) and user satisfaction (subjective) when users are presented with multimedia video clips at three different frame rates, using four different display devices, simulating variation in participant mobility. Our results will show that variation in frame-rate does not impact a user’s level of information assimilation, however, does impact a users ’ perception of multimedia video ‘quality’. Additionally, increased visual immersion can be used to increase transfer of video information, but can negatively affect the users ’ perception of ‘quality’. Finally, we illustrate the significant affect of clip-content on the transfer of video, audio and textual information, placing into doubt the use of purely objective quality definitions when considering multimedia presentations.

Doing Mathematics at University level is a complex task that needs to use large amounts of knowledge learned through experience. The program MU, Mathematics Understander, reads mathematics texts expressed in the Formal Expression Language (FEL), and provides explanations of the proof steps and solves simple problems. MU has successfully checked proofs in group theory and classical analysis, and solved simple problems in group theory. To achieve this performance MU needs to use a large quantity of mathematical knowledge, all of which is learned from the reading of texts, it being impractical to hand program such knowledge. A combinatorial explosion is avoided by use of the Contextual Memory System (CMS) which ensures that important results are easy to access, and unimportant results more difficult. It is further argued that for a machine to be able to check complex proofs it is necessary that its knowledge is organised in a form so that the relative importance of results is used for ret...

In our study, we explore the human side of the multimedia experience. The authors propose a model that assesses quality variation from three distinct levels: the network-, the media- and the content-levels; and from two views: the technical- and the user-perspective. By facilitating parameter variation at each of the quality levels and from each of the perspectives, we were able to examine their impact on user quality perception. Results show that: a significant reduction in frame rate does not proportionally reduce the user's understanding of the presentation, independent of technical parameters; the type of video clip significantly impacts user information assimilation, user level of enjoyment and user perception of quality; the display type impacts user information assimilation and user perception of quality. Finally, to ensure transfer of informational content, network parameter variation should be adapted; to maintain user enjoyment, video content variation should be adapted.

Mathematical expertise is characterised by the mathematician having a large amount of knowledge of mathematics. This knowledge is of various types, including the language the mathematics is expressed in, the rules of the "game" of mathematics, sensory features, matching processes, heuristics for problem solving, logic, set theory and knowledge of various branches of mathematics. A key characteristic of the mathematician is his ability to "see" that a mathematical result is applicable, and this skill can be modelled by a large number of features indexing his vast knowledge of mathematical results. This paper examines the various types of knowledge, and in particular focuses on how these features can be learned from mathematics texts, and updated through experience. Mathematical Expertise and the Contextual Memory System v5, page 4 Mathematical Expertise and the Contextual Memory System Edmund Furse Department of Computer Studies The Polytechnic of Wales 1. Introduction This paper addr...

Our overall goal is to study the use of information by Go players and the structure of their Go knowledge. In particular, in this paper we focus on human memory, and conclude with a discussion of the bene ts of modelling human memory to AI and Go programs. We report on two memory experiments. The rst experiment used Japanese Go players to replicate earlier studies on Australian Go players. The second experiment consists of three case studies of master Go players (6 to 8 dan amateurs). The general task in the experiments was to reconstruct Go positions stone by stone in correct game order. Two separate tasks were performed: in the episodic task, the moves from a Go game were shown to the subjects in a sequential presentation � in the inferential task, the subjects had to reconstruct Go positions with no information about how the game was played. In both tasks, feedback was provided after placement of each stone. The rst experiment replicated previous results for the experienced and beginner subjects. The case studies showed that extremely high levels of memory performance by the master subjects extended even to very fast presentation rates. 1

Chess memory has been vital problem in the field of expertise research. It has been the forefront of general skills research for decades and a large number of important insights has been made firstly by chess researchers. Djakov et al. (1926) as well as de Groot (1965, 1966) showed that there are essential

A design problem cannot be comprehensively stated because the design problem has a multi-disciplinary nature and the design problem itself evolves as solutions are attempted by the designer. Therefore, an ideal computer based design system should have the capability to accommodate the multi-disciplinary nature of design and should not prescribe or restrict design concepts and design knowledge. A well designed integrated design environment provides more information and invokes creative imagination for each design stage, and therefore creative decision making by the designer can be achieved. In this paper, the author argues that creativity is an activity resulting from the ordinary thought process of ordinary individuals and creative action is slow and incremental, and comes from a sound basis of background knowledge. Past experience is the basis for the initial approach to a problem. Provided with a set of supporting facts and all corresponding knowledge, with the help of computer, the result produced by execution of that procedure could be original and novel. Intelligent design systems are based on the premise that there is nothing mystical in the human thinking process. On the basis of the above arguments, the author proposes a prototype architectural design environment, which aims to integrate various applications for designing a building. Within an object-oriented design environment, a unified data model and a data management system have been implemented to seamlessly connect all applications.

Abstract: The paper reviews a number of concepts and mature theories in the psychological literature on memory and forgetting. Six theories of forgetting are outlined. Issues are reviewed concerning the correspondence between concepts in psychology and knowledge management and engineering. Of the six theories, the motivated forgetting theory and the displacement theory are rejected as having little interest for AKT. Four remaining theories, the Gestalt theory, the decay theory, the interference theory and the retrieval failure theory are discussed, and associated with possible types of knowledge that could be the subject of forgetting. Finally, a number of global issues that have been raised implicitly in the course of this review are sketched. 1