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Modelling human expertise in knowledge engineering: some preliminary observations

International Journal of Man-Machine Studies 1987年第1期26卷 81-92页

作者： Littman, David C. Cognition and Programming Project Department of Computer Science Yale University New Haven Connecticut 06520 United States

This paper reports the results of an empirical analysis of the knowledge engineering behavior of six persons with extensive experience in artificial intelligence (AI). The six persons were given the task of designing an AI program and were videotaped while they did so;during their 2–3 h design sessions, they were asked to talk aloud about what they were doing and why they were doing it. The paper identifies several recurrent behaviors common to all the AI designers. For example, several components of the designers' goal structures are identified, as is the importance of focussing on a “touchstone”, or key issue, around which much of the designer's behavior revolves. Several potential implications of the research for the design of knowledge engineering tools are explored. © 1987, Academic Press Inc. (London) Limited. All rights reserved.

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Alternatives to construct-based programming misconceptions 86

Alternatives to construct-based programming misconceptions

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1986 SIGCHI Conference on Human Factors in Computing Systems, CHI 1986

作者： Spohrer, James C. Soloway, Elliot Department of Computer Science Cognition and Programming Project Yale University New HavenCT06520 United States

ISBN: (纸本)0897911806

In this paper, we investigate whether or not most novice programming bugs arise because students have misconceptions about the semantics of particular language constructs. Three high frequency bugs are examined in detail - one that clearly arises from a construct-based misconception, one that does not, and one that is less cut and dry. Based on our empirical study of 101 bug types from three programming problems, we will argue that most bugs are not due to misconceptions about the semantics of language constructs. © 1986 ACM.

关键词： Semantics

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An Analysis of Tutorial Reasoning About programming Bugs 5

An Analysis of Tutorial Reasoning About Programming Bugs

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5th National Conference on Artificial Intelligence, AAAI 1986

作者： Littman, David C. Pinto, Jeannine Soloway, Elliot Cognition and Programming Project Department of Computer Science Yale University New HavenCT06620 United States

A significant portion of tutorial interactions revolve around the bugs a student makes. When a tutor performs an intervention to help a student fix a programming bug, the problem of deciding which intervention to perform requires extensive reasoning. In this paper, we identify five tutorial considerations tutors appear to use when they reason about how to construct tutorial interventions for students' bugs. Using data collected from human tutors working in the domain of introductory computer programming, we identify the knowledge tutors use when they reason about the five considerations and show that tutors are cottsistent in the ways that they use the kinds of knowledge to remon about students' bugs. In this paper we illustrate our findings of tutorial consistency by showing that tutors are consistent in how they reason about bug criticality and bug categories. We suggest some implications of these empirical findings for the construction of intelligent tutoring systems. © 1986 AI Access Foundation. All rights reserved.

关键词： Students

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Where the bugs are 85

Where the bugs are

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Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

作者： James C. Spohrer Elliot Soloway Edgar Pope Department of Computer Science Cognition and Programming Project Yale University New Haven Connecticut

ISBN: (纸本)9780897911498

In this paper we propose one explanation of why some novice programs are buggier than others. Central to our explanation is the notion of merged goals/plans in which multiple goals are achieved in a single integrated plan. Our arguments are based on our theory of the knowledge — plans and goals — used by a novice in creating a program, and an analysis of actual buggy novice programs.

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The psychology of programming 85

The psychology of programming

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Proceedings of the 1985 ACM annual conference on The range of computing : mid-80's perspective: mid-80's perspective

作者： Elliot Soloway Yale University Dept. of Computer Science Cognition and Programming Project P.O. Box 2158 Yale Station New Haven CT

No abstract available.

ISBN: (纸本)9780897911702

No abstract available.

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A case study of software testers

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AI EDAM 2009年第1期3卷 35-51页

作者： Robin Lampert David Hamilton Elliot Soloway Yale University Department of Computer Science Cognition and Programming Project P. O. Box 2158 Yale Station New Haven CT 06520 IBM Systems Integration Division 3700 Bay Area Blvd. Houston TX 77058 U.S.A.

In an effort to learn more about how testers test code, we observed several testers while they designed tests to check a change which had been made to code. Using a case study methodology, we gathered empirical data from the ‘real world’—professional testers, and actual software products. We found that testers do share some common work patterns. These patterns can be seen in their information gathering, their use of heuristics and their construction of mental models. This work is extremely knowledge intensive, experience appears to have a useful effect. In this paper we will discuss how we collected and analysed our data. Then we will present some of our observations about how the testers gathered information, used heuristics, formed mental models and were affected by their previous experience in the course of designing their test scenarios. Based on these observations we comment on training and tools for testers.

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