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Titlebook: Knowledge Structures; Dietrich Albert Book 1994 Springer-Verlag Berlin Heidelberg 1994 Computer Science.Knowledge Structures.cognitive psy

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书目名称Knowledge Structures
编辑Dietrich Albert
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图书封面Titlebook: Knowledge Structures;  Dietrich Albert Book 1994 Springer-Verlag Berlin Heidelberg 1994 Computer Science.Knowledge Structures.cognitive psy
描述This book is a sign of its times. Each one of the chapters - papers written by European authors of various backgrounds- illustrates a departure from the style of theorizing that has been prominent in the behavioral and social sciences for most of the century. Until very recently, models for behavioral phenomena were chi~fly based on numerical representations of the objects of concern, e. g. the subjects and the stimuli under study. This was due in large part to the influence of nineteenth century physics, which played the role of the successful older sister, the one that had to be imitated if one wished to be taken seriously in scientific circles. The mystical belief that there could be science only when the objects of concern were susceptible of measurement in the sense of physics was a credo that could not be violated without risks. Another, more honor­ able justification was that the numerical models were the only ones capable of feasible calculations. (In fact, these models were typically linear. ) An early example of such theorizing in psychology is factor analysis, which attempted to represent the results of mental tests in a real vector space of small dimen­ sionality, each
出版日期Book 1994
关键词Computer Science; Knowledge Structures; cognitive psychology; cognitive science; knowledge; modeling; psyc
版次1
doihttps://doi.org/10.1007/978-3-642-52064-8
isbn_softcover978-3-540-57664-8
isbn_ebook978-3-642-52064-8
copyrightSpringer-Verlag Berlin Heidelberg 1994
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Semantic structures, or to put it in other words, the psycholinguists investigate the verbal concepts people have in mind. From this viewpoint, a semantic structure represents the knowledge on the meaning of lexical items.
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Combinatorial structures for the representation of knowledge,pon the student’s answers to previous questions. Using such a questioning procedure the teacher will be able to diagnose a student’s knowledge, often after having posed only a few questions to the student.
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,Operations on cognitive structures — their modeling on the basis of graph theory,nd Ehrlich (1982) are directed to the identification of general cognitive principles in this field. Schnotz (1988) investigated text comprehension as formation of mental models (Johnson-Laird, 1983). The papers of Rickheit (1991) and Strohner (1991) are based on the idea of mental model formation to
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