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When Should A Cheetah Remind You of a Bat? Reminding in Case-Based Teaching
- In Proceedings of AAAI-92
, 1992
"... Case-based teaching systems, like good human teachers, tell stories in order to help students learn. A case-based teaching system engages a studentinachallenging task and monitors his actions looking for opportunities to tell stories that will assist the learning process. In order to produce s ..."
Abstract
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Cited by 5 (0 self)
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stories at the appropriate moment, a casebased teaching system must have a library of stories that are indexed according to how they should be used and a set of reminding strategies to retrieve stories when they are relevant. In this paper, I discuss CreANIMate, a biology tutor that uses stories
Reminder
"... When a very massive star undergoes a core-collapse, lots of neutrinos are quickly radiated by the proto-neutron star, lead-ing to a short, intense burst (hours before the optical flash). ..."
Abstract
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When a very massive star undergoes a core-collapse, lots of neutrinos are quickly radiated by the proto-neutron star, lead-ing to a short, intense burst (hours before the optical flash).
Reminders
, 2013
"... above. Restaurant discount offer. Jardín de los Milagros restaurant is offering a 10 % discount to congress attendees during the week. It is located on the far, northern end of Avenida de la Alhóndiga, close to Hotel Camino Real. Use your badge for identification. ..."
Abstract
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above. Restaurant discount offer. Jardín de los Milagros restaurant is offering a 10 % discount to congress attendees during the week. It is located on the far, northern end of Avenida de la Alhóndiga, close to Hotel Camino Real. Use your badge for identification.
Those who understand: Knowledge growth in teaching. Educational Researcher
, 1986
"... "He who can, does. He who cannot, teaches. “ 1 don't know in what fit of pique George Bernard Shaw wrote that infamous aphorism, words that have plagued members of the teach-ing profession for nearly a century. They are found in "Maxims for Revolutionists, " an appendix to his pl ..."
Abstract
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Cited by 1272 (1 self)
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"He who can, does. He who cannot, teaches. “ 1 don't know in what fit of pique George Bernard Shaw wrote that infamous aphorism, words that have plagued members of the teach-ing profession for nearly a century. They are found in "Maxims for Revolutionists, " an appendix to his
Verb Semantics And Lexical Selection
, 1994
"... ... structure. As Levin has addressed (Levin 1985), the decomposition of verbs is proposed for the purposes of accounting for systematic semantic-syntactic correspondences. This results in a series of problems for MT systems: inflexible verb sense definitions; difficulty in handling metaphor and new ..."
Abstract
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Cited by 520 (4 self)
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and new usages; imprecise lexical selection and insufficient system coverage. It seems one approach is to apply probability methods and statistical models for some of these problems. However, the question reminds: has PSR exhausted the potential of the knowledge-based approach? If not, are there any
Measuring individual differences in implicit cognition: The implicit association test
- J PERSONALITY SOCIAL PSYCHOL 74:1464–1480
, 1998
"... An implicit association test (IAT) measures differential association of 2 target concepts with an attribute. The 2 concepts appear in a 2-choice task (e.g., flower vs. insect names), and the attribute in a 2nd task (e.g., pleasant vs. unpleasant words for an evaluation attribute). When instructions ..."
Abstract
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Cited by 937 (63 self)
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oblige highly associated categories (e.g., flower + pleasant) to share a response key, performance is faster than when less associated categories (e.g., insect + pleasant) share a key. This performance difference implicitly measures differential association of the 2 concepts with the attribute. In 3
A solution to Plato’s problem: The latent semantic analysis theory of acquisition, induction, and representation of knowledge
- PSYCHOLOGICAL REVIEW
, 1997
"... How do people know as much as they do with as little information as they get? The problem takes many forms; learning vocabulary from text is an especially dramatic and convenient case for research. A new general theory of acquired similarity and knowledge representation, latent semantic analysis (LS ..."
Abstract
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Cited by 1772 (10 self)
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How do people know as much as they do with as little information as they get? The problem takes many forms; learning vocabulary from text is an especially dramatic and convenient case for research. A new general theory of acquired similarity and knowledge representation, latent semantic analysis
Formalising trust as a computational concept
, 1994
"... Trust is a judgement of unquestionable utility — as humans we use it every day of our lives. However, trust has suffered from an imperfect understanding, a plethora of definitions, and informal use in the literature and in everyday life. It is common to say “I trust you, ” but what does that mean? T ..."
Abstract
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Cited by 518 (5 self)
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Trust is a judgement of unquestionable utility — as humans we use it every day of our lives. However, trust has suffered from an imperfect understanding, a plethora of definitions, and informal use in the literature and in everyday life. It is common to say “I trust you, ” but what does that mean
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