To realize the harmonious cooperation with the operator, the man-machine cooperative system must be designed so as to accommodate with the characteristics of the operator’s skill. One of the important considerations in the skill analysis is to investigate the switching mechanism underlying the skill dynamics. On the other hand, the combination of the feedforward and feedback schemes has been pr...

This paper addresses the question of whether it is worthwhile for developmentalists to try and figure out the age at which a particular skill develops. First, I discuss why it is important to study the earliest appearance of skills. Then I mention some of the problems with some approaches to such studies and also try to point some areas where such research is not the only thing they can do. Fin...

We used a cognitive architecture (ACT-R) to explore the procedural learning of surgical tasks and then to understand the process of perceptual motor learning and skill decay in surgical skill performance. The ACT-R cognitive model simulates declarative memory processes during motor learning. In this ongoing study, four surgical tasks (bimanual carrying, peg transfer, needle passing, and suture ...

Previous work on knowledge tracing has fit parameters per skill (ignoring differences between students), per student (ignoring differences between skills), or independently for each pair (risking sparse training data and overfitting, and undergeneralizing by ignoring overlap of students or skills across pairs). To address these limitations, we first use a higher order Item Resp...

Motor skill acquisition inherently depends on the way one practices the motor task. The amount of motor task variability during practice has been shown to foster transfer of the learned skill to other similar motor tasks. In addition, variability in a learning schedule, in which a task and its variations are interweaved during practice, has been shown to help the transfer of learning in motor s...

Through a survey of several computer-based learning environments and the methods under the title "metacognition", we recognize there are various concepts called "metacognition", and lack of common vocabulary and a system of concepts to represent cognitive and/or metacognitive phenomena. We propose a double-loop model of metacognitive activities as our criterion to distinguish metacognitive acti...