MIACE, a human cognitive architecture

Abstract

Miace as a human cognitive architecture is a computational model that explains how a student acquires, encodes and uses domain knowledge. Because Miace takes into account the cognitive psychological laws and the environment in which the student works, it can be used as a virtual student in help systems dedicated to pedagogical formation, in intelligent tutoring systems, in cooperative learning applications and for the conception of didactic material. This paper describes the implementation of Miace and discusses the Miace theoretical components from three point of view: temporal, their roles in cognitive activity and their generic or functional forms. A comparison is done to show the originality and the contribution of Miace in user modeling.

From Black-Box Learning Objects to Glass-Box Learning Objects

“…This definition of learning objective for the semantic knowledge covers the traditional one of researchers in pedagogy. For example, Klausmeier [7], which indicates that mastering a concept require understanding relationships that characterise it. The action of retrieving relationships can be encoded as procedures.…”

Combining the Learning Objects Paradigm with Cognitive Modelling Theories - A Novel Approach for Knowledge Engineering

“…Goals are intentions that humans have, such as the goal to solve a mathematical equation, to draw a triangle or to add two numbers [16]. Goals are achieved by means of procedural knowledge.…”

Evaluating Spatial Knowledge through Problem-Solving in Virtual Learning Environments

“…Our model for describing cognitive processes in tutoring systems [7] is inspired by the ACT-R [1] and Miace [12] cognitive theories, which attempt to model the human process of knowledge acquisition. It is a symbolic model that organizes knowledge as (1) semantic knowledge [15], (2) procedural knowledge [1] and (3) episodic knowledge [19].…”

“…In this way, the semantic of a described concept is given by the semantics of its components. While concepts are stored in the semantic memory, concept instances occur in working memory, and are characterized by their mental and temporal context [12]. Thus, each occurrence of a symbol such as "Lab02" is treated as a distinct instance of the same concept.…”

“…It is a procedure acquired following the repeated recall of the "PMA03 isConnectedToTheBottomOf Lab02" semantic knowledge from memory. As Mayers et al, [12], we differentiate primitive procedures and complex procedures. Whereas primitive procedures are seen as atomic actions, the activation of a complex procedure instantiates a set of goals, to be achieved either by a complex procedure or a primitive procedure.…”