Experimental Model for Learners’ Cognitive Profiles of Historical Text Comprehension

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InternationalJournalofComputationalCognition(http://www.YangSky.com/yangijcc.htm)Volume1,Number4,Pages31–51,December2003PublisherItemIdentifierS1542-5908(03)10402-2/$20.00ArticleelectronicallypublishedonDecember9,2002athttp://www.YangSky.com/ijcc14.htm.Pleasecitethispaperas:󰀁GrammatikiTsaganou,MariaGrigoriadouandTheodoraCavoura,“ExperimentalModelforLearners’CognitiveProfilesofHistoricalTextComprehension(InvitedPaper)”,InternationalJournalofComputationalCognition(http://www.YangSky.com/yangijcc.htm),Volume1,Number4,Pages31–51,December2003󰀂.EXPERIMENTALMODELFORLEARNERS’COGNITIVE

PROFILESOFHISTORICALTEXTCOMPREHENSION(INVITEDPAPER)

GRAMMATIKITSAGANOU,MARIAGRIGORIADOUANDTHEODORACAVOURA

Abstract.ThiscontributionpresentsanexperimentalapproachtolearnermodelingofHistoricalTextComprehension(HTC).TheLearnerModelofHistoricalTextComprehension(LMHTC),infersthelearner’scognitiveprofileandprofiledescriptorofHTCfromhisobservablebe-haviorimitatingthehumanexpert.Theexperimentalresearch,whichresultedinthedesignofthelearnermodel,isdescribedindetail.Theexploitationofquantitativeandqualitativecriteriaandtheformula-tionofthelearner’scognitiveprofileandprofiledescriptorarealsopresented.Theevaluationresultsareanalyzedandfollowedbyadis-cussionontheinterestingresearchresultsforthedynamicsoftheconstructedlearnermodel.

1.IntroductionTheresearchinterestofthisworkfocusesontheconvergenceofcom-puterscienceandcognitivescience.ThetendenciesthatprevailconcerntheconstructionofsystemsbaseduponthestudyoftheevolutionofknowledgeprocessesinthedevelopmentofIntelligentTutoringSystems(ITSs).ThefieldsofpsychologyandcomputersciencerepresenttwomajorviewpointsinvolvedinissuesofITSs.AnITShastwomajorcomponents:ahumanbeingintheformofthestudentandacomputersystemintheformofanintelligentsystem(Fink,1991).CognitivepsychologistslookatthefieldofITSsasawayofperformingexperimentstotestouttheoriesofhumancognitionandlearning.Computerscientistswanttodevelopcomputationaltechniquesthatappeartogenerateintelligentbehavior,whichistoknowhowtoprogramacomputersothatitcanunderstandandinteractwith

ReceivedbytheeditorsDecember08,2002/finalversionreceivedDecember10,2002.Keywordsandphrases.Learnermodel,experimentalmodel,cognitiveprofiles,his-toricaltextcomprehension.

c󰀃2002Yang’sScientificResearchInstitute,LLC.Allrightsreserved.

3132G.TSAGANOU,M.GRIGORIADOUANDT.CAVOURAtheoutsideworld(Self,1993).ThecomponentofanITSthatrepresentsthestudent’scurrentstateofknowledgeandunderstandingofthecontentiscalledthestudentmodel(VanLehn,1988).Thenotiondiagnosisreferstothepedagogicalactivitiesofahumanex-pertaimingatcollectingandinferringinformationaboutthestudentorhisactions(Polson&Richardson,1988).Becausethisactionofteninvolvestheconstructionofastudentmodeltheseactivitieshavealsobeencalledstu-dentmodelling(Wenger,1987).ThediagnosticmoduleofanITSuncoversahiddencognitivestateofthestudentfromhisobservablebehaviorandrelatesthisbehaviorwiththestudents’cognitivemodels.Textcomprehensionisacomplexinteractionofbasiccognitiveprocesses(Briton,1996).Intheliterature,modelsoftextcomprehensionareconcen-tratingonthepuzzlecalledtextcomprehensioninanefforttogiveexplana-tionsaboutthecognitiveprocessindividualsmakeduringcomprehension.Inrecentyearsresearchersexpresstheirinterestforvariouscomponentsoftextcomprehensionbydevelopingtheoriesthatfocusondeeperlevelsofcomprehension(whichinvolvepragmatics,knowledge-basedinferencesandworldknowledge,problemsolving)ratherthanonshallowlevelsofcom-prehension(suchaslexicalprocessing,syntacticparsingandtheinterpreta-tionofexplicittext)(Kintsch1998)(Trabasso1985)(Johnson-Laird,1983)(Baudet,1992).IntheliteraturestudentmodelsrelatedwithcomprehensionaretheSim-Students,whichisanintegratedstudentmodelofstoryandequationprob-lemsolvingusinganACT-RbasedcognitivemodelofMacLaren(MacLaren,2002),theEmpiricalAssessmentofComprehensionofMathan(Mathan,2002),theEnginesforEducationofSchank(Schank,1994).Moreover,themodelofliteracycomprehensionofZwaan(Zwaan,1996),whichtakesintoaccountthepredicationsemanticsmodeloftextcomprehensionandrecallofTurner(Turner,1996)andisbasedontheConstruction-Integration(CI)modelofKintsch(Kintsch,1975).ThemodelofnarrativecomprehensionandrecallofFlecher(Fletcher,1996)isbaseduponthemodelofTrabasso&VandenBroek(Trabasso1985),whichconsidersunderstandingoftextasaprocessoffindingbythereaderthecausalpaththatlinkstext’sopeningtoitsfinal.TheModelofComprehensionofHistoricalNarration(MOCOHN)isapencil-and-paperdiagnosismodel,whichgivesanexplanationofthewaystudentsrepresenttheworldofhistoryandofthewaytheircognitiveprocessesleadtocomprehensionofahistoricaltext(Cavoura,1994).MO-COHNgivesaformalismofstudents’cognitivemodelsofHTC(Tsaganou,2002).Inthisworkourinterestsfocusonmodelsofhistoricaltextcomprehen-sion.InSection2,wedescribetheMOCOHNmodel.InSection3,we