Publications in Learning by Exploration and Demonstration

Lebiere, C., Bothell, D., Morrison, D., Oltramari, A., Romero, O., Thomson, R., & Vinokurov, J. (2015). Strong CogSci: Guidance from Cognitive Science On the Design of a Test of Artificial Intelligence. In Rossi, F (Ed), Beyond The Turing Test Workshop Proceedings of the 29th AAAI Conference. Austin, TX.

Lee, H. S., Fincham, J. M., & Anderson, J. R. (2015). Learning from examples versus verbal directions in mathematical problem solving. Mind, Brain, and Education, 9(4), 232-245.

Lee, H. S., Betts, S. & Anderson, J. R. (under review). Revealing hidden structure by explicit rule-instruction versus scaffolded example.

Lebiere, C., Pirolli, P., Thomson, R., Paik, J., Rutledge-Taylor, M., Staszewski, J., & Anderson, J. (2013). A Functional Model of Sensemaking in a Neurocognitive Architecture. Computational Intelligence and Neuroscience; Special Issue on Neurocognitive Models of Sense Making.

Thomson, R., Lebiere, C., Rutledge-Taylor, M., Staszewski, J., & Anderson, J. R. (2012). Understanding Sensemaking Using Functional Architectures. In T. Jambrowski (Ed.) Proceedings of the 21st Annual Behavior Representation in Modeling and Simulation Conference. Dayton, OH.

Lee, H. S., Anderson, A., Betts, S., & Anderson, J. R. (2011). When does provision of instruction promote learning? In L. Carlson, C. Hoelscher, & T. Shipley (Eds.), Proceedings of the 33rd Annual Conference of the Cognitive Science Society (pp. 3518-3523). Austin, TX: Cognitive Science Society.

van Gog, T., Kostons, D., & Paas, F. (2010). Teaching Students Self-Assessment and Task-Selection Skills with Video-Based Modeling Examples. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society (pp. 296-301). Austin, TX: Cognitive Science Society.

Fu, W.-T. (2007), Adaptive tradeoffs between exploration and exploitation: A rational-ecological approach. In W. D. Gray (Ed.), Integrated models of cognitive systems (pp. 165-179). New York: Oxford University Press.

Gray, W. D., Sims, C. R., Fu, W.-T., & Schoelles, M. J. (2006). The soft constraints hypothesis: A rational analysis approach to resource allocation for interactive behavior. Psychological Review, 113(3), 461-482.

Belavkin, R. V. (2003). Conflict Resolution by Random Estimated Costs. In D. Al-Dabass (Ed.), Proceedings of 17th European Simulation Multiconference (pp. 105--110). Nottingham, England. ISBN 3-936150-25-7

Cox, A. L. (2001). What people learn from exploratory device learning. In Proceedings of the Fourth International Conference on Cognitive Modeling, pp. 277-278. Mahwah, NJ: Lawrence Erlbaum Associates.

Freundenthal, D. (2000). An instance learning model of task-action mappings. In Proceedings of the Third International Conference on Cognitive Modeling, pp. 118-125. Veenendaal, The Netherlands: Universal Press.

Cox, A. L. & Young, R. M. (2000). Device-oriented and task oriented exploratory learning of interface designs. In Proceedings of the Third International Conference on Cognitive Modeling, pp. 70-77. Veenendaal, The Netherlands: Universal Press.

Blessing, S. B. (1997). A programming by demonstration authoring tool for model-tracing tutors. International Journal of Artificial Intelligence in Education, 8, 233-261

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Department of Psychology, Carnegie Mellon University