rules patty nordstrom hien nguyen. "cognitive skills are realized by production rules"
DESCRIPTION
Cognitive Skills Cognitive skills are any mental skills that are used in the process of acquiring knowledge; these skills include reasoning, perception, and intuition. Cognitive skills refer to those skills that make it possible for us to know.TRANSCRIPT
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RULES
Patty NordstromHien Nguyen
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"Cognitive Skills are Realized by Production Rules"
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Cognitive Skills
Cognitive skills are any mental skills that are used in the process of acquiring knowledge; these skills include reasoning, perception, and intuition.
Cognitive skills refer to those skills that make it possible for us to know.
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Production Rules
• Production rules constitute a framework for understanding human cognition
• Production rules are if-then statements or condition-action pairs
Ex. If it snows, then I'll go skiing Ex. If status='OK' and type=3 then count+1
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Property of Rules
• Representation• Computational• Psychological• Practical
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Representational Power
• Represent general information about the world
• Represent information about how to do things in the world
• Represent linguist regularities• Inferences such as modus ponens
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Computational Power
• Problem solving• Searching, space, heuristics
• Planning• Sequence of rule
• Decision making• Learning
• Acquisition, modification, application• Language
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Psychological Plausibility
• Rule-based systems can account for different types of learning– power law of practice– conditioning
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Practical Applicability
Learning consists of rules so how can this be applied to helping students better acquire rules– Computer tutors– Rule based cognitive systems
• ACT & ACT-R (Adaptive Control of Thought—Rational)
• SOAR (Soar is used by AI researchers to construct integrated intelligent agents and by cognitive scientists for cognitive modeling)
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Frameworks
• Frameworks – set of constructs that define important aspects of cognition.
• Frameworks – cannot make predictions, but you can add assumptions to make theories
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Theories
• Theories still cannot make precise predictions
• Add assumptions about a specific situation and it is a model of that situation
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Models• Models - theories with assumptions
about its application to a specific situation
• Many models possible within a theory
• Production system are theories of human cognition
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Cognitive Architectures
• Cognitive architectures are proposals about the structure of human cognition
• Cognitive architecture tries to provide a complete, if abstract, specification of a system
• Production system are theories of human cognition because they are architectures
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Features of Production Systems
• Each production rule is a modular piece of knowledge (a well-defined step of cognition)
• Complex cognitive processes:– String a sequence of rules– Writing to working memory (goal setting, etc)– Reading from working memory
• Rules are condition-action asymmetrical• Rules are abstract & apply in many situations
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How do production systems operate?
• Pattern matching– Production’s condition vs. contents of working
memory• Conflict resolution• Firing a production
-> CYCLE
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How to write a production system model?
• Write a set of production rules to perform the task
• For AI, production systems are used as programming formalisms– Precise, complete theories of tasks– Without cognitive modeling
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Examples
• A production system for addition• Various production system architectures:
– PSG: first production system implemented as a computer program
– OPS systems• Efficient pattern matching and conflict resolution
– ACT systems: ACTE, ACT*, ACT-R• Include a separate declarative representation
– SOAR system
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ACT-Rhttp://act-r.psy.cmu.edu/about/
• A cognitive architecture: a theory about how human cognition works.
• A framework• A cognitive skill is composed of production
rules.
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ACT-R: Model and Method
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ACT-R: Application
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ACT-R: Components
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Are rules psychologically real?
• Appropriateness of rules in describing skilled behavior
• Ability to predict the details of that behavior
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Problems
• Is ACT-R the right production system theory?
• Assumption: production system framework is the right way to think about cognitive skill.
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Implementation Level Problems
• Algorithm level vs. Implementation level– High-level programming language vs.
machine level implementation• It is difficult to identify what is going on at
the implementation level. – Uniqueness: which implementation is the
underlying internal structure?– Discovery: which implementation matches the
behavior?
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Implementation Level Problems
• Uniqueness Problem– Neural approach: use neural-like
computations• Discovery Problem
– Rational approach -> ACT-R– Cognition is adapted to environment structure:
• Memory• Categorization• Causal inference• Problem solving
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Intelligent Tutoring Systems
• Previously– CAI vs. ICAI– Impractical
• Costly• Time• No established paradigm for enabling students to acquire
knowledge.
• Now– Cost reduced, advances in AI and cognitive
psychology -> shorter time, advances in cognitive science -> instructional design implications
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ITS Model
• knowledge of the domain
• knowledge of the learner
• knowledge of teacher strategies
http://coe.sdsu.edu/eet/Articles/tutoringsystem/start.htm
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What an ITS must do
• accurately diagnose students' knowledge structures, skills, and styles
• diagnose using principles, rather than preprogrammed responses
• decide what to do next • adapt instruction accordingly • provide feedback
http://coe.sdsu.edu/eet/Articles/tutoringsystem/start.htm
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ACT-based approach to intelligent tutoring
• Goal structure• Instruction in Context• Immediacy of Feedback• Examples: the Geometry Tutor, the LISP
Tutor
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Video: Reading Tutor
• http://www.cs.cmu.edu/~listen/videos/1998_video_10_min/
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Question?
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Design Scenario• In your group, discuss the design of an
intelligent tutoring system that teaches HTML to highschool students. Please use the ACT-R cognitive architecture and discuss the use of production rules in your design.
• FOCUS:– The degree of learner control– Individual vs. collaborative learning– Situated learning– Intelligent Tutor System vs. regular Computer-Aided
Instruction
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References• http://act-r.psy.cmu.edu/about/• http://en.wikipedia.org/wiki/ACT-R • http://coe.sdsu.edu/eet/Articles/tutoringsystem/start.htm• http://www.cs.cmu.edu/~listen/videos/
1998_video_10_min/lis06.mpg• http://act-r.psy.cmu.edu/papers/Lessons_Learned.html • http://www.ncrel.org/sdrs/areas/issues/content/cntareas/
reading/li1lk23.htm• http://www.audiblox2000.com/cognitiveskills.htm• http://www.britannica.com/eb/article-9053169/modus-
ponens-and-modus-tollens