The Association for the Advancement of Artificial Intelligence was pleased to present the AAAI 2013 Spring Symposium Series, held Monday through Wednesday, March 25-27, 2013. The titles of the eight symposia were Anal...
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Recent commentaries on developments in higher education suggest a paradox of continuing rapid growth in global demand against a background of increasing pressure on conventional resources. New groups of students are d...
Recent commentaries on developments in higher education suggest a paradox of continuing rapid growth in global demand against a background of increasing pressure on conventional resources. New groups of students are demanding flexibility and customisation, and are able to consider University and other HE providers with less concern for geographical location and more concern for their own schedules and priorities. New technologies offer some scope for meeting these demands within the new resource constraints. The idea of trading on current practice and existing tradition does not seem to be an option.
The design objective of the Leeds Transformation System is to transform existing programs, written in a variety of languages, into “tidier” programs. The total system was conceived of as having three phases: syntact...
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作者：
Hicks, CarolynJackson, PeterCarolyn Hicks is a Research Fellow in the Applied Psychology Department
University of Aston in Birmingham and is associated with the Language Development Study Group there. She completed a B.A. at the University of Exeter lollowed by an M.A. by research into obesity. After completing a postgraduate teaching certificate and a year's teaching she took up her present post at the University of Aston. Her current research interests include reading disorders in children and their remediation. Carolyn Hicks may be contacted at the Department of Applied Psychology University of Aston in Birmingham Gosta Green Birmingham B4 7ET England. Peter Jackson is completing doctoral research at The University of Leeds
with the Computer Based Learning Project. He is involved in the analysis of texts using semantic networks. He completed a BSc. at the University of Aston in Birmingham. His other areas of research interest include computer applications in psychology. Peter Jackson may be contacted at the Computer Based Learning Project Physics/Administration Building University of Leeds Leeds England.
40 dyslexic subjects were given a version of the Stroop test and the magnitude of interference was plotted as a function of reading age as measured by the British Ability Scale. A negative linear relationship emerged,...
A self-improving quadratic tutor comprising two principal components is described. One component is an adaptive teaching program where the teaching strategy is expressed as a set of production rules. The second compon...
This work is largely concerned with teaching students how to plan and carry out statistical investigations. After outlining some of the problems encountered in conventional teaching, the contributions the computer can...
The emphasis is on the multi-terminal computing system as a valuable educational resource which will permit individualized instruction to be given to students. A brief account given of the hardware and software requir...
The emphasis is on the multi-terminal computing system as a valuable educational resource which will permit individualized instruction to be given to students. A brief account given of the hardware and software requirements for a computer-basedlearning system and a short review of computer-based methods are given. An account of some of the work in progress at Leeds University with special reference to the physical sciences is given.
Summary. There are many advantages in having the computer individualise instruction by generating teaching material when it is needed, at a level which suits a pupil"s particular competence. This requires valid m...
Summary. There are many advantages in having the computer individualise instruction by generating teaching material when it is needed, at a level which suits a pupil"s particular competence. This requires valid models of task difficulty, and this paper describes such models and the experiments to validate them, for practice tasks in arithmetic computation. Using criteria of probability of success and rate of working for each column of an addition task in vertical format, analyses of variance of experimental data reveal main effects of digit size and number of rows. Following a formal development of the model a least squares analysis derives a function which, for the experimental data, relates those variables to the criteria. These are used by the computer to generate examples so that a pupil works at any specified level of success. Methods of implementation and decision making together with some preliminary results are given. These are extended by describing an experiment with subtraction tasks in which two competing models were used to describe pupils" success and working levels. These analyses and experiments show the complexity of the decision making which is needed for adaptive teaching and which exploit the computer"s capabilities. .overlined { text-decoration: overline; } .struck { text-decoration:line-through; } .underlined { text-decoration:underline; } .doubleUnderlined { text-decoration:underline;border-bottom:1px solid #000; } Enhanced Article (HTML) Get PDF (649K)Get PDF (649K) More content like thisFind more content: like this articleFind more content written by: PAT WOODS J. R. HARTLEY All Authors
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