Introducing issues in dynamic memory and case-based reasoning, this comprehensive volume presents extended descriptions of four major programming efforts conducted at Yale during the past several years. Each descriptive chapter is followed by a companion chapter containing the micro program version of the information. The authors emphasize that the only true way to learn and understand any AI program is to program it yourself. To this end, the book develops a deeper and richer understanding of the content through LISP programming instructions that allow the running, modification, and extension of the micro programs developed by the authors.
First Published in 1977. In the summer of 1971, there was a workshop in an ill-defined field at the intersection of psychology, artificial intelligence, and linguistics. The fifteen participants were in various ways interested in the representation of large systems of knowledge (or beliefs) based upon an understanding process operating upon information expressed in natural language. This book reflects a convergence of interests at the intersection of psychology and artificial intelligence. What is the nature of knowledge and how is this knowledge used? These questions lie at the core of both psychology and artificial intelligence.
Roger Schank's influential book, Dynamic Memory, described how computers could learn based upon what was known about how people learn. Since that book's publication in 1982, Dr Schank has turned his focus from artificial intelligence to human intelligence. Dynamic Memory Revisited contains the theory of learning presented in the original book, extending it to provide principles for teaching and learning. It includes Dr Schank's important theory of case-based reasoning and assesses the role of stories in human memory. In addition, it covers his ideas on non-conscious learning, indexing, and the cognitive structures that underlie learning by doing. Dynamic Memory Revisited is crucial reading for all who are concerned with education and school reform. It draws attention to how effective learning takes place and provides instruction for developing software that truly helps students learn.
Fundamental Studies in Computer Science, 3: Conceptual Information Processing discusses a theory of natural language and implementation of that theory on a computer, focusing basically on an Artificial Intelligence approach to linguistics. This book aims to write computer programs that could understand and generate sentences, which is intended as a first step towards the long range goal of a computer that can communicate with people in natural language. The topics covered include computational linguistics, conceptual dependency theory, history of the analyzer, representation in memory, and structure of BABEL. This publication is a good reference for researchers and specialists working in the field of computer science.
In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world.
From grade school to graduate school, from the poorest public institutions to the most affluent private ones, our educational system is failing students. In his provocative new book, cognitive scientist and bestselling author Roger Schank argues that class size, lack of parental involvement, and other commonly-cited factors have nothing to do with why students are not learning. The culprit is a system of subject-based instruction and the solution is cognitive-based learning. This groundbreaking book defines what it would mean to teach thinking. The time is now for schools to start teaching minds!
Schank's success designing teaching software has made him a much sought after figure among businesses, military clients, and universities." -The New York Times The majority of corporate training programs are weak, ineffective, costly, and inconvenient for the time-pressed employees they are supposed to train. Designing World-Class e-Learning explores on-line learning--today's hottest business training topic--and explains the "learning-by-doing" approach that the author and his firm have used to develop effective on-line courses for Harvard Business School, IBM, GE, Columbia University, and other world-leading organizations. Roger Schank, a leading E-learning guru and innovator, demonstrates steps and strategies proven to excite employees, make them want to learn, and decrease training costs while increasing productivity. Schank's approach to E-learning involves: e-Learning by doing Encouraging learners to fail--and learn from failure Just-in-time storytelling from experts Powerful emotional impact
To hear politicians talk, one would think the entire purpose of school is to assess children rather than educate them. Excitement about learning doesn't seem to be on anyone's agenda. The villains are those who profit from testing mania, make the tests, coach for testing, publish the books on which the tests are based, and believe that the results matter. Children are being taught things they don't need to know and nobody seems to care. Scrooge Meets Dick and Jane is a cautionary tale of the dangers of educational testing and outmoded curriculum design. Bringing a new twist to Charles Dickens' classic story, A Christmas Carol, Scrooge is recast as the head of an educational testing service. He is faced with the ghosts of Education Past, Present, and Future as well as his former mentor, John Dewey. As he observes a horrible future, he comes to understand the harm he has done and its repercussions on the school system. His time with the ghosts and John Dewey leads him to a dramatic turnaround regarding schools and scholastic teaching. It haunts him until he decides to undo the damage he has done to children all over the world.
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