CS319 - Cognitive Modeling

Reading for student-led discussions

• Tuesday, September 17
  • Searle, J. R. (1990, January). Is the brain's mind a computer program? Scientific American, pp. 26-31.
  • Churchland, P. M., & Churchland, P. S. (1990, January). Could a machine think?
  • Discussion leaders: Cohen and MacPherson
• Tuesday, October 1
  • Neches, R., Langley, P., & Klahr, D. (1987). Learning, development, and production systems. In D. Klahr, P. Langley, & R. Neches (Eds.), Production systems models of learning and development. Cambridge, MA: MIT Press.
  • Anderson, J. R. (1998). Production systems and the ACT-R theory. In P. Thagard (Ed.), Mind readings: Introductory selections on cognitive science (pp. 59-76). Cambridge, MA: MIT Press.
  • Discussion leaders: Septor and Mann
• Thursday, October 10
  • Altmann, E. M., & Trafton, J. G. (2002). Memory for goals: An activation-based model. Cognitive Science, 25(1), 39-83.
  • Discussion leaders: Bseiso and DiNardo
• Tuesday, October 22
  • Langley, P. (1982). Language acquisition through error recovery. Cognition and Brain Theory, 5, 211-255.
  • Discussion leaders: Anderson and Place
• Tuesday, November 5
  • Jones, R. M., & VanLehn, K. (1994). Acquisition of children's addition strategies: A model of impasse-free, knowledge-level learning. Machine Learning, 16, 11-36.
  • Discussion leaders: McAllister and Maloney
• Tuesday, November 12
  • Brown, J. S., & VanLehn, K. (1980). Repair theory: A generative theory of bugs in procedural skills. Cognitive Science, 1, 193-215.
  • Discussion leaders: Fizer and Dutt
• Tuesday, November 19
  • VanLehn, K., Jones, R. M., & Chi, M. T. H. (1992). A model of the self-explanation effect. The Journal of the Learning Sciences, 2, 1-59.
  • Discussion leaders: LaRochelle and Harrington
• Thursday, November 21
  • Jones, R. M., & Fleischman, E. S. (2001). Cascade explains and informs the utility of fading examples to problems. Proceedings of the Twenty-Third Annual Conference of the Cognitive Science Society, 459-464. Hillsdale, NJ: Lawrence Erlbaum.
  • Fleischman, E. S., & Jones, R. M. (2002). Why example fading works: A qualitative analysis using Cascade. Proceedings of the Twenty-Fourth Annual Conference of the Cognitive Science Society, 298-303. Hillsdale, NJ: Lawrence Erlbaum.
  • Discussion leader: Kosmala and Combs
• Tuesday, November 26
  • Jones, R. M., & Laird, J. E. (1997). Constraints on the design of a high-level model of cognition. Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Lawrence Erlbaum.
  • Ohlsson, S., & Jewett, J. J. (1997). Simulation models and the power law of learning. Proceedings of the Nineteenth Annual Conference of the Cognitive Science Society. Hillsdale, NJ: Lawrence Erlbaum.
  • Discussion leader: Shaw and Harnett