Role-limiting approaches using explicit theories of problem-solving have been successful for acquiring knowledge from domain experts1. However most systems using this approach do not support acquiring procedural knowledge, only instance and type information. Approaches using interdependencies among different pieces of knowledge have been successful for acquiring procedural knowledge, but these ...

Offline verbalization about a new motor experience is often assumed to positively influence subsequent performance. Here, we evaluated this presumed positive influence and whether it originates from declarative or from procedural knowledge using the explicit/implicit motor-learning paradigm. To this end, 80 nongolfers learned to perform a golf-putting task with high error rates (i.e., explicit ...

Objectives: The aim of the present study was to reconstruct determining validity, and score The Stanford Diagnostic Reading Test fourth edition (SDRT4) in the sixth grade students. Methods: The population of the study was all sixth grades of the 19 educational districts from Tehran, 571 students (255 boys and 316 girls) were selected by using a random multi-cluster sampling. The data were an...

Electronic knowledge repositories represent one of the fundamental tools for knowledge management (KM) initiatives. This research examines organizational and dyadic factors that determine the effectiveness of knowledge refinement, the process of evaluating, analyzing and optimizing the knowledge object to be stored in a repository. A survey study with a matched-triad design was conducted with 3...

An object-oriented knowledge-based system developed on a new knowledge representation paradigm is presented. The high-level architecture includes a problem-solving engine, a user interface, and tools. The low-level architecture is described by more than fifty different kinds of objects that are implemented in the system as Smalltalk classes. A problem-solving engine implements a knowledge sourc...

Making Iranian Schools Smart: From Policy to Practice E. Talaa’ee, Ph.D. N. Ansaari M. Pahlavaan Z. Abootaalebi To assess both the essence and ways of operationalization of a recently adopted policy by the MOE with the aim of making Iranian schools smart, four such schools were purposefully selected, observed, and questioned. The collected data have been analyzed using th...

Translation of new knowledge into practice proceeds through 3 stages, from awareness through acceptance to adoption. Translational research focuses almost exclusively on the first 2 stages. We argue that improving the disappointing results of translation efforts will require a detailed understanding of how adoption takes place. We summarize research in cognitive science that illustrates how acc...

Programming by demonstration systems acquire procedural knowledge from examples, and then use that knowledge to execute the learned procedure on new instances. We present an architecture, called version space algebra, for learning this type of procedural knowledge, and describe an implemented system for programming by demonstration in the text-editing domain. We present results showing the syst...

Traditionally, higher academic education has favored the acquisition of individualized conceptual knowledge over context-independent procedural knowledge. Applied degrees, on the other hand, favor procedural knowledge. We present a conceptual model for classifying a business curriculum. This classification could inform discussion around the difficulties associated with issues such as assessment...