Titlebook: Universal Subgoaling and Chunking; The Automatic Genera John Laird,Paul Rosenbloom,Allen Newell Book 1986 Kluwer Academic Publishers 1986 a

AVERT

Conclusione basis (and a source of constraint) for a production-system practice mechanism. All of this has been accomplished. The generalized model is based on a goal-structured representation of reaction-time tasks; each task has its own goal hierarchy, representing an initial performance algorithm.

Geyser

Introductiony it has been proposed that a theory of human learning based on chunking could model the ubiquitous power law of practice (Newell and Rosenbloom, 1981). In demonstrating that a practice mechanism based on chunking is capable of speeding up task performance, it was speculated that chunking, when comb

虛構(gòu)的東西

Book 1986 behind these researches is worth recounting. The story, as far as I‘m concerned, starts back in the Fall of1976, when John Laird and Paul Rosenbloom, as new graduate students in computer science at Carnegie-Mellon University, joined the Instructible Production System (IPS) project (Rychener, Forgy,

enumaerate

Introductionet detection (Neisser, Novick, & Lazar, 1963), and purely cognitive tasks, such as supplying justifications for geometric proofs (Neves & Anderson, 1981) or playing a game of solitaire (Newell & Rosenbloom, 1981).

Semblance

Stimulus-Response Compatibilityelated . tasks. This excursion into compatibility phenomena is a digression from the primary focus on practice, but it is a necessary step in the development of the chunking model. We will return to the discussion of practice in Chapter 4.

壕溝

The XAPS3 Architecturethat must be met by any architecture within which the chunking theory of learning is implemented. We don’t claim that these constraints are known to be necessary — the arguments are not that tight. But this permits (and encourages) attempts to show how the constraints can be circumvented.

cognizant

antenna

Discussionlation of chunking to previous research on learning mechanisms; (6) the application of chunking to more complex tasks; and (7) the emergence of complicated forms of learning from the integration of chunking and problem-space search.

維持

Practicee macrotheory and implemented it within a production-system architecture for one reaction-time task (Rosenbloom & Newell, 1982a; Rosenbloom & Newell, 1982b). These results are summarized and discussed in the following sections; details can be found in those articles.

讓步