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Cognitive model development comprises the first stage in the test design process. During this stage, the cognitive knowledge, processes, and skills are identified and organized into an attribute hierarchy or cognitive model. This stage also encompasses validation of the cognitive model prior to the test development stage.
Learning constraints representing these partial evaluation is called graph-based learning. It uses the same rationale of graph-based backjumping . These methods are called "graph-based" because they are based on pairs of variables in the same constraint, which can be found from the graph associated to the constraint satisfaction problem.
Pavlis Korres (2010), in her instructional model (ESG Framework), [10] has proposed an expanded version of ADDIE, named ADDIE+M, where Μ=Maintenance of the Learning Community Network after the end of a course. The Maintenance of the Learning Community Network is a modern educational process that supports the continuous educational development ...
A constrained conditional model (CCM) is a machine learning and inference framework that augments the learning of conditional (probabilistic or discriminative) models with declarative constraints. The constraint can be used as a way to incorporate expressive [ clarification needed ] prior knowledge into the model and bias the assignments made ...
One model that incorporates the Bayesian theory of concept learning is the ACT-R model, developed by John R. Anderson. [citation needed] The ACT-R model is a programming language that defines the basic cognitive and perceptual operations that enable the human mind by producing a step-by-step simulation of human behavior. This theory exploits ...
A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience. The principle of intensity implies that a student will learn more from the real thing than from a substitute. Examples, analogies, and personal experiences also make learning come to life.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
The primary thinking processes, as codified by Goldratt and others: Current reality tree (CRT, similar to the current state map used by many organizations) — evaluates the network of cause-effect relations between the undesirable effects (UDE's, also known as gap elements) and helps to pinpoint the root cause(s) of most of the undesirable effects.