Preschoolers, elementary school children, and college students exhibited a spacing effect in the free recall of pictures when learning was intentional. When learning was incidental and a shallow processing task requiring little semantic processing was used during list presentation, young adults still exhibited a spacing effect, but children consistently failed to do so. Children, however, did m...

Learning humans’ behavior from activity logs requires choosing an adequate machine learning technique regarding the situation at hand. This choice impacts significantly results reliability. In this paper, Hidden Markov Models (HMMs) are used to build intentional process models (Maps) from activity logs. Since HMMs parameters require to be learned, the main contribution of this paper is to compa...

Health care workers called upon to evaluate trauma in children must frequently decide if a given injury may have been intentionally inflicted. Some injuries are considered to be virtually diagnostic of abuse, but most are not at present readily associated with a particular type of intentional or nonintentional trauma. This study presents an example of how epidemiologically derived injury patter...

The goal of this thesis is to study the issue of rational BDI learning agents, situated in a multi-agent system. A rational agent can be defined as a cognitive entity endowed with intentional attitudes, e.g., beliefs, desires, and intentions (BDI). First, we study the concepts of agency and practical reasoning, allowing agents to induce from their intentional attitudes, a behavior identified as...

Two experiments examined the claim for distinct implicit and explicit learning modes in the artificial grammar-learning task (Reber, 1967, 1989). Subjects initially attempted to memorize strings of letters generated by a finite-state grammar and then classified new grammatical and nongrammatical strings. Experiment 1 showed that subjects' assessment of isolated parts of strings was sufficient t...

At the core of Wilson et al.'s paper stands the question of intentional change. We propose to extend this notion by introducing concepts from the domains of innovation and knowledge creation. By going beyond their "acceptance and commitment therapy" approach we present a comprehensive framework for a theory of change culminating in the change strategy of "learning from the future as it emerges."

A useful way to explain the notions of implicit and explicit learning in ACT-R is to define implicit learning as learning by ACT-R's learning mechanisms, and explicit learning as the results of learning goals. This idea complies with the usual notion of implicit learning as unconscious and always active and explicit learning as intentional and conscious. Two models will be discussed to illustra...

The ability to acquire and act upon serial order information is fundamental to almost all forms of adaptive behaviour. There is growing evidence that such knowledge may be acquired through a number of different means, each perhaps with its own neuronal substrate. One major distinction is between serial order information acquired intentionally and leading to explicit conscious knowledge of the s...

Over repeated viewings of motion along a quasi-random path, ability to reproduce that path from memory improves. To assess the role of expectations and sequence context on such learning, subjects eye movements were measured while trajectories were viewed for subsequent reproduction. As a sequence of motions was repeated, subjects' eye movements became anticipatory, leading the stimulus' motions...