• Skip to primary navigation
  • Skip to main content
SRI InternationalSRI mobile logo

SRI International

SRI International - American Nonprofit Research Institute

  • About
    • Blog
    • Press room
  • Expertise
    • Advanced imaging systems
    • Artificial intelligence
    • Biomedical R&D services
    • Biomedical sciences
    • Computer vision
    • Cyber & formal methods
    • Education and learning
    • Innovation strategy and policy
    • National security
    • Ocean & space
    • Quantum
    • QED-C
    • Robotics, sensors & devices
    • Speech & natural language
    • Video test & measurement
  • Ventures
  • NSIC
  • Careers
  • Contact
  • 日本支社
Show Search
Hide Search
Home » Publication » Education & learning publications » Page 80

Education & learning publications

STEM and computer science education publications January 1, 1995 Tech Report

Children’S Interest In And Understanding Of Science And Technology: A Study Of The Effects Of Cro

SRI International January 1, 1995

Education & learning publications January 1, 1995 Chapter

Learning In Interactive Environments: Prior Knowledge And New Experience

SRI International January 1, 1995

Education & learning publications January 1, 1995 Journal Article

Protocol Modeling, Bifurcation/Bootstrapping, And Convince Me: Computer-Based Methods For Studying Beliefs And Their Revision

SRI International January 1, 1995

This paper traces a progression of four computer-based methods for studying and fostering both the structure and the on-line development of knowledge. Each empirical technique employs ECHO, a connectionist model that instantiates the theory of explanatory coherence (TEC). First, verbal protocols of subjects’ reasonings were modeled post hoc. Next, ECHOpredicted, a priori, subjects’ textbased believability ratings. Later, the bifurcation/bootstrapping method was developed to elicit and account for individuals’ background knowledge, while assessing intercoder reliability regarding ECHO simulations. Finally, Convince Me, our “reasoner’s workbench,” automated the explication both of subjects’ knowledge bases and of their belief assessments; the Convince Me software permits contrasts between the model’s predictions and subjects’ proposition-wise evaluations. These experimental systems enhance our understanding of the relationships among-and determinant features regarding-hypotheses, evidence, and the arguments that incorporate them.

Education & learning publications September 1, 1994 Journal Article

No Girls Allowed

SRI International September 1, 1994

STEM and computer science education publications January 1, 1994 Journal Article

On Using Technology For Understanding Science

SRI International January 1, 1994

Education & learning publications June 1, 1993 Journal Article

Supporting Pascal Programming With An On-Line Template Library And Case Studies

SRI International June 1, 1993

We propose a template library as a good representation of programming knowledge, and programming case studies as part of an effective context for illustrating design skills and strategies for utilizing this knowledge. In this project, we devised an on-line network of Pascal programming templates called a template library, and tested it with subjects (classified as novice, intermediate, and expert Pascal programmers) both as a stand alone resource and in conjunction with programming case studies. We investigated three questions using these tools: 1) How do subjects organize templates? 2) How well can subjects understand and locate templates in the template library? 3)
Does the template library help subjects reuse templates to solve new problems? Results suggest that the template representations helped subjects remember and reuse information, and that subjects gained deeper understandings if the representation was introduced in the context of a programming case study.

Digital learning publications January 1, 1993 Journal Article

Beyond The Light Bulb: The Promise Of Technology In The Edison Project

SRI International January 1, 1993

Education & learning publications January 1, 1993 Journal Article

Misconceptions Reconceived: A Constructivist Analysis Of Knowledge In Transition

SRI International January 1, 1993

Education & learning publications January 1, 1993 Journal Article

The Design and Assessment of A Hypermedia Course on Semiconductor Manufacturing

SRI International January 1, 1993

This article describes the design and evaluation of IC-HIP, a multimedia course on integrated circuit manufacturing (Schank & Rowe, 1992). Subjects browsed the course via standard hypermedia links or linear paths. Learning effects were assessed based on navigation
method (hyperlinks vs. path), prior knowledge (low vs. high), and other factors (e.g., subjects’ stated interests in semiconductors, and kinds and number of course nodes viewed). Effects of navigation method, prior knowledge, and pre-instruction interest on nodes viewed
(by media type and topic area), were also assessed. Results suggest that subjects who browsed via hypermedia links tended to more often bridge topic areas rather than explore them in depth, but there were little or no learning differences by knowledge or navigation group, and neither prior interest nor nodes viewed (by number, topic area, or media type) were correlated with learning. These results and future work are discussed.
Keywords:

Digital learning publications January 1, 1993 Chapter

Constructing A Joint Problem Space: The Computer As A Tool For Sharing Knowledge

SRI International January 1, 1993

Education & learning publications January 1, 1992 Journal Article

Learning By Collaborating: Convergent Conceptual Change

SRI International January 1, 1992

Abstract The goal of this article is to construct an integrated approach to collaboration and conceptual change. To this end, a case of conceptual change is analyzed from the point of view of conversational interaction. It is proposed that the crux of collaboration is the problem of convergence: How can two (or more) people construct […]

Education & learning publications January 1, 1991 Journal Article

Simpson’s Paradox: A Maximum Likelihood Solution

SRI International January 1, 1991

Simpson’s paradox exemplifies a class of problems that can arise when the logic used to reason about the semantics of propositional sentences does not adequately capture certain dependencies between sentences of interest. This paradox has been known as early as 1903 [YUL03], and has been discussed extensively in the statistical literature [SIM51, DAW79, BLY73, CHU42]. The phenomena that typically give rise to Simpson’s paradox can occur in cases such as destructive testing (e.g., determining the breaking strength of materials in orthogonal directions), and identifying the composition of complex alloys. It has also been reported to occur in “real-life” several times since its discovery [KNA85, WAG82]. One such occurrence received wide attention in 1973 over the appearance of a sex bias in the admission policy for graduate students at the University of Berkeley [BIC75]. Given that automated systems will be expected to recognize and cope with the underlying phenomena of this paradox, it is important to develop effective methods for dealing with them, particularly as it impacts the choice of logics that systems must use to reason about real world problems. Only recently, however, has there been any significant indication that Simpson’s paradox merits serious attention by the AI community [PEA88].

Education & learning publications January 1, 1990 Chapter

Academic Excellence, A Preparation Guide To Golden State Examination

SRI International January 1, 1990

Education & learning publications January 1, 1990 Journal Article

Discovery Learning And Transfer Of Problem Solving Skills

SRI International January 1, 1990

A framework for understanding the effects of discovery learning on the transfer of problem-solving skill is presented.A distinction is drawn between applying a learned strategy on a transfer problem versus having to generate a novel strategy to solve a transfer problem. The main premise of the framework is that requiring discovery of a strategy while in training encourages the activation or refinement of procedures that are useful for generating a novel strategy. In general, then, the primary benefit of discovery is that it should facilitate transfer to tasks requiring a novel strategy. Learning by discovery, however, may provide little benefit for tasks that can be completed only by applying the learned strategy. Two experiments provided support and further refinement of this hypothesis. Experiment 1 used a transfer problem that could be solved with the general strategy learned in training but required new move sequences to instantiate the strategy. The results indicated that, when transfer required new move sequences to implement a general strategy learned previously, discovery did not enhance transfer of that strategy. In experiment 2, some transfer problems required using a strategy other than that learned in training. As predicted, in this transfer situation, having to discover a strategy while in training produced better transfer than being provided with a strategy in training. Thus, discovering a strategy provided  benefits when a new strategy had to be generated to solve a transfer problem but not when the learned strategy could be applied, albeit with new moves, to the transfer problem. Educational implications are discussed.

Education & learning publications January 1, 1987 Article

Student Assessment Programs In The Western Region

SRI International January 1, 1987

  • « Go to Previous Page
  • Go to page 1
  • Interim pages omitted …
  • Go to page 78
  • Go to page 79
  • Go to page 80
  • Go to page 81
  • Go to Next Page »

How can we help?

Once you hit send…

We’ll match your inquiry to the person who can best help you.

Expect a response within 48 hours.

Career call to action image

Make your own mark.

Search jobs
Our work

Case studies

Publications

Timeline of innovation

Areas of expertise

Blog

Institute

Leadership

Press room

Media inquiries

Compliance

Privacy policy

Careers

Job listings

Contact

SRI Ventures

Our locations

Headquarters

333 Ravenswood Ave
Menlo Park, CA 94025 USA

+1 (650) 859-2000

Subscribe to our newsletter

日本支社

SRI International

  • Contact us
  • Privacy Policy
  • Cookies
  • DMCA
  • Copyright © 2022 SRI International