The cognitive psychology of knowledge
The present book is a result of a seven-year (1986-1992) national research program in cognitive science in Germany, presumably the first large scale cognitive science program there. Anchored in psychology, and therefore christened Wissenpsychologie (psychology of knowledge), it has found interdiscip...
Gespeichert in:
| Weitere Verfasser: | , |
|---|---|
| Dokumenttyp: | Book/Monograph |
| Sprache: | Englisch |
| Veröffentlicht: |
Amsterdam New York
North-Holland
1993
|
| Schriftenreihe: | Advances in psychology
101 |
| In: |
Advances in psychology (101)
|
| Volumes / Articles: | Show Volumes / Articles. |
| Schlagworte: | |
| Online-Zugang: | Verlag, lizenzpflichtig, Volltext: https://www.sciencedirect.com/science/bookseries/01664115/101 Verlag, Volltext: http://www.sciencedirect.com/science/bookseries/01664115/101 Verlag, lizenzpflichtig: http://www.sciencedirect.com/science/book/9780444899422 
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| Verfasserangaben: | edited by Gerhard Strube, Karl F. Wender |
MARC
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| 245 | 0 | 4 | |a The cognitive psychology of knowledge |c edited by Gerhard Strube, Karl F. Wender |
| 264 | 1 | |a Amsterdam |a New York |b North-Holland |c 1993 | |
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| 490 | 1 | |a Advances in psychology |v 101 | |
| 500 | |a Includes bibliographical references and indexes. - Print version record | ||
| 505 | 8 | |a Front Cover; The Cognitive Psychology of Knowledge; Copyright Page; Contents; Preface; Section 1: Knowledge Access and Knowledge-Based Judgement; Chapter 1. Colors as Properties: Stroop-Like Effects between Objects and their Colors; Chapter 2. The Eyewitness-Misinformation Effect: Distorted Recollections based on Contradictory Information; Chapter 3. Causal Knowledge and the Expression of Uncertainty; Chapter 4. Access to Analog Representations in Memory for Visually Perceived Forms: The Facilitating Effect of Declarative Knowledge; Chapter 5. Interference in Complex Knowledge Structures | |
| 505 | 8 | |a Chapter 6. EVENTS-II:1 Modeling Event RecognitionSection 2: Knowledge Acquisition and Diagnosis; Chapter 7. Knowledge Assessment based on Skill Assignment and Psychological Task Analysis; Chapter 8. Misconceptions and Knowledge Compartmentalization; Chapter 9. Understanding and Using Worked-Out Examples: A Computational Model; Section 3: Learning Procedures and Tutorial Systems; Chapter 10. Learning Program Abstractions: Model and Empirical Validation; Chapter 11. The Acquisition of Functional Planning and Programming Knowledge: Diagnosis, Modeling, and User-Adapted Help | |
| 505 | 8 | |a Chapter 12. When can Individual Student Models be Useful?Chapter 13. Multiple Mental Representations of Information in Physics Problem Solving; Section 4: Complex Problem Solving and Applications; Chapter 14. Microworlds based on Linear Equation Systems: A New Approach to Complex Problem Solving and Experimental Results; Chapter 15. Strategies for Knowledge Acquisition and Transfer of Knowledge in Dynamic Tasks; Chapter 16. Design and Implementation of a Representation System for Human Knowledge | |
| 505 | 8 | |a Chapter 17. The Hypermedia System MEM and its Application in Evaluating Learning and Relearning in Higher EducationSection 5: Commentaries; Chapter 18. Knowledge Representations and Cognitive Procedures; Chapter 19. Knowledge and Performance in Complex Problem Solving; Chapter 20. Beyond a Commodity View of Knowledge in Instruction; Author Index; Subject Index | |
| 520 | |a The present book is a result of a seven-year (1986-1992) national research program in cognitive science in Germany, presumably the first large scale cognitive science program there. Anchored in psychology, and therefore christened Wissenpsychologie (psychology of knowledge), it has found interdisciplinary resonance, especially in artificial intelligence and education. The research program brought together cognitive scientists from over twenty German universities and more than thirty single projects were funded. The program was initiated by Heinz Mandl and Hans Spada, the main goals of which were to investigate the acquisition of knowledge, the access to knowledge, and the modification and application of knowledge from a psychological perspective. Emphasis was placed on formalisms of knowledge representation and on the processes involved. In many of the projects this was combined with computer simulations. A final but equally important goal was the development of experimental paradigms and methods for data analysis that are especially suited to investigate knowledge based processes. The research program has had a major impact on cognitive psychology in Germany. Research groups were established at many universities and research equipment was provided. It also inspired a considerable number of young scientists to carry out cognitive research, employ modeling techniques from artificial intelligence for psychological theorizing, and construct intelligent tutoring systems for education. Close contacts with cognitive scientists in the U.S. have helped to firmly integrate the program with international research endeavours. Each year, one or two workshops were held. The present volume is the result of the final workshop which was held in September 1992. Selected results from seventeen projects are presented in this book. The volume is enriched by three guest scholars who agreed to participate in the final workshop and to comment on the chapters of the book | ||
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