Based on the formal concept of "knowledge structures" originally proposed by Jean-Claude Falmagne and Jean-Paul Doignon, this book contains descriptions of methodological developments and experimental investigations as well as applications for various knowledge domains. The authors address three main topics:
* theoretical issues and extensions of Doignon & Falmagne's theory of knowledge structures;
* empirical validations of specific problem types and knowledge domains, such as sentence comprehension, problem solving in chess, inductive reasoning, elementary mathematical reasoning, and others; and
* application of knowledge structures in various contexts, including knowledge assessment, intelligent tutoring systems, and motor learning.
Unlike most other approaches in the literature in cognitive psychology, this book provides both a rigorous mathematical formulation of knowledge-related psychological concepts and its empirical validation by experimental data.
Table of Contents
Contents: Foreword. Preface. Part I: Introduction. J. Lukas, D. Albert, Knowledge Structures: What They Are and How They Can Be Used in Cognitive Psychology, Test Theory, and the Design of Learning Environments. Part II: Theoretical Developments and Empirical Investigations. D. Albert, T. Held, Component-Based Knowledge Spaces in Problem Solving and Inductive Reasoning. M. Schrepp, T. Held, D. Albert, Component-Based Construction of Surmise Relations for Chess Problems. T. Held, An Integrated Approach for Constructing, Coding, and Structuring a Body of Word-Problems. K. Korossy, Modeling Knowledge as Competence and Performance. M. Schrepp, An Empirical Test of a Process Model for Letter Series Completion Problems. Part III: Applications. K. Korossy, Organizing and Controlling Learning Processes Within Competence-Performance Structures. D. Albert, M. Schrepp, Structure and Design of an Intelligent Tutorial System Based on Skill Assignments. S. Narciss, Application of Doignon and Falmagne's Theory of Knowledge Structures to the Assessment of Motor Learning Processes.