The cognitive psychology of knowledge
著者
書誌事項
The cognitive psychology of knowledge
（Advances in psychology, 101）
North-Holland, 1993
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注記
Includes bibliographical references and indexes
内容説明・目次
内容説明
This text is the result of a seven-year (1986-1992) national research programme in cognitive science in Germany. Anchored in psychology and therefore christened Wissenpsychologie (psychology of knowledge), it has found interdisciplinary resonance, especially in artificial intelligence and education. The research programme brought together cognitive scientists from over 20 German universities, and more than 30 single projects were funded. The programme was initiated by Heinz Mandl and Hans Spada. Its main goals 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 process 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 programme 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 modelling techniques from artificial intelligence for psychological theorizing and construct intelligent tutoring systems for education. Close contacts with cognitive scientists in the US have helped to firmly integrate the programme 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 17 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.
目次
Part 1 Knowledge Access and Knowledge-Based Judgement: Colours as properties - Stroop-like effects between objects and their colours (W.R. Glaser, M.O. Glaser). The eyewitness-misinformation effect - Distorted recollections based on contradictory information (R.F. Pohl, S. Schumacher, M. Friedrich). Causal knowledge and the expression of uncertainty (H. Jungermann, M. Thuering). Access to analogue representations in memory for visually perceived forms - The facilitating effect of declarative knowledge. (U. Lass et al). Interface in complex knowledge structures (U. Glowalla, M. Rinck). EVENTS II - Modelling event recognition (R. Hoernig, R. Rauh, G. Strube). Part 2 Knowledge Acquisition and Diagnosis: Knowledge assessment based on skill assignment and psychological task analysis (J. Lukas, D. Albert). Misconceptions and knowledge compartmentalization (H. Mandl, H. Gruber, A. Renkl). Understanding and using worked-out examples - A computational model (P. Reimann, T.J. Schult, S. Wichmann). Part 3 Learning Procedures and Tutorial System: Learning program abstractions - Model and empirical validation (F. Schmalhofer et al). The acquisition of functional planning and programming knowledge - Diagnosis, modelling and user-adapted help (C. Moebus, O. Schroeder). When can individual student models be useful? (G. Weber, A. Boegelsack, K.F. Wender). Multiple mental representations of information in physics problem solving (R. Ploetzner, H. Spada). Part 4 Complex Problem Solving and Applications: Microworlds based on linear equation systems - A new approach to complex problem solving and experimental results (J. Funke). Strategies for knowledge acquisition and transfer of knowledge acquisition in dynamic tasks (W. Putz-Osterloh). Design and implementation of a representation system for human knowledge (W.H. Tack et al). The hypermedia system MEM and its application in evaluating learning and relearning in higher education (U. Glowalla et al). Part 5 Commentaries: Knowledge representations and cognitive procedures (A.C. Graesser). Knowledge and performance in complex problem solving (R.H. Kluwe). Beyond a commodity view of knowledge in instruction (A. Lesgold).
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