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Dragos Corlatescu; Micah Watanabe; Stefan Ruseti; Mihai Dascalu; Danielle S. McNamara – Grantee Submission, 2023
Reading comprehension is essential for both knowledge acquisition and memory reinforcement. Automated modeling of the comprehension process provides insights into the efficacy of specific texts as learning tools. This paper introduces an improved version of the Automated Model of Comprehension, version 3.0 (AMoC v3.0). AMoC v3.0 is based on two…
Descriptors: Reading Comprehension, Models, Concept Mapping, Graphs
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Rihák, Jirí; Pelánek, Radek – International Educational Data Mining Society, 2017
Educational systems typically contain a large pool of items (questions, problems). Using data mining techniques we can group these items into knowledge components, detect duplicated items and outliers, and identify missing items. To these ends, it is useful to analyze item similarities, which can be used as input to clustering or visualization…
Descriptors: Item Analysis, Data Analysis, Visualization, Simulation
Norman, Donald A. – 1972
An examination of the nature of memory reveals that the representation of knowledge cannot be separated from the uses of knowledge. The answering of questions is not a simple retrieval and response of stored information; rather the process is embedded in a general structural framework containing knowledge of the questioner, the question, and the…
Descriptors: Cognitive Processes, Digital Computers, Information Networks, Information Retrieval
McDaniel, Ernest; And Others – 1985
This study presents data augmenting the validity studies of the Wheatley Cube (McDaniel and Kroll, 1984), a computer managed test of spatial visualization. Twenty-one students in pilot training are administered several instruments designed to measure the ability to construct a cognitive three-dimensional space, including: (1) the Wheatley Cube,…
Descriptors: Cognitive Measurement, Cognitive Tests, Computer Assisted Testing, Flight Training