Interview with Allen Newell

Agre, Philip E.

doi:10.1016/0004-3702(93)90204-o

Cited by 7 publications

(3 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The analysis of learning in the context of Newell's (1982) system levels has generated considerable discussion in recent years (Anderson, 1989; Dietterich, 1986), and there is no agreed-on viewpoint (Agre, 1993). For our purposes, we adopt some broad characterizations of learning consistent with a broad class of theories:…”

Section: Theoretical Orientationmentioning

confidence: 99%

A theory of the measurement of knowledge content, access, and learning.

Pirolli¹,

Wilson²

1998

Psychological Review

View full text Add to dashboard Cite

An approach to the measurement of knowledge content, knowledge access, and knowledge learning is developed. This approach has 2 elements: First, a theoretical view of cognition, called the Newell-Dennett framework, is described that is particularly favorable to the development of a measurement approach. A class of measurement models, based on Rasch modeling, is described that is particularly favorable to the development of cognitive theories. Knowledge content and access are viewed as

show abstract

Section: Theoretical Orientationmentioning

confidence: 99%

A theory of the measurement of knowledge content, access, and learning.

Pirolli¹,

Wilson²

1998

Psychological Review

View full text Add to dashboard Cite

show abstract

“…Soar developers and users also formed a virtual community, knitted together by email and other communication technologies (Carley & Wendt, 1988). The growth and maintenance of the Soar community was important enough that Newell was willing to pay large “managerial costs,” spending “over half of every day on it” (Newell quoted in Agre, 1993, p. 442).…”

Section: Subjective and Intersubjective Meaningmentioning

confidence: 99%

“…This has the undesirable effect of decreasing parsimony. Another approach is to follow Newell’s advice that “if you look at the architecture hard enough it will tell you how to solve that problem” (quoted in Agre, 1993, p. 447). Sometimes an existing computational mechanism can be emphasized to an unusual degree to account for the anomaly in an unexpected way, transforming a conventional architecture into a strange one.…”

mentioning

confidence: 99%

Criteria for the Design and Evaluation of Cognitive Architectures

Varma¹

2011

Cognitive Science

View full text Add to dashboard Cite

Cognitive architectures are unified theories of cognition that take the form of computational formalisms. They support computational models that collectively account for large numbers of empirical regularities using small numbers of computational mechanisms. Empirical coverage and parsimony are the most prominent criteria by which architectures are designed and evaluated, but they are not the only ones. This paper considers three additional criteria that have been comparatively undertheorized. (a) Successful architectures possess subjective and intersubjective meaning, making cognition comprehensible to individual cognitive scientists and organizing groups of like-minded cognitive scientists into genuine communities. (b) Successful architectures provide idioms that structure the design and interpretation of computational models. (c) Successful architectures are strange: They make provocative, often disturbing, and ultimately compelling claims about human information processing that demand evaluation.

show abstract