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摘要
En 中文
Newell and Simon (1972) provided a framework for understanding problem solving that can provide the needed bridge between learning and performance. Their analysis of means-ends problem solving can be viewed as a general characterization of the structure of human cognition. However, this framework needs to be elaborated with a strength concept to account for variability in problem-solving behavior and improvement in problem-solving skill with practice. The ACT* theory (Anderson, 1983) is such an elaborated theory that can account for many of the results about the acquisition of problem-solving skills. Its central concept is the production rule, which plays an analogous role lo the stimulus-response bond in earlier learning theories. The theory has provided a basis for constructing intelligent computer-based tutoring systems for the instruction of academic problem-solving skills.
Keyword:
SKILL ACQUISITION
PHYSICS PROBLEMS
COGNITIVE SKILL
PROCESS MODEL
MEMORY
LISP
AI总结
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