Questions Asked during Command Language Learning: Implications for Knowledge Representation
Abstract
This paper discusses an investigation into the psychological role of question asking during a procedural learning task. Questions were interpreted using a conceptually based context-dependent model. Data was collected in a learning-by-doing paradigm following a socratic-like tutoring session and analyzed using this interpretation model. The kinds of questions asked during learning are descriptive of the knowledge state for the questioner at a given point in the tutoring/learning situation. Results indicate an emergence of a pedagogically functional question set inherent to the domain skill. A cluster of three question types appears to function as the main method for acquiring and understanding knowledge during the early stages of learning. Questions were found to be articulated at the boundaries of strategy shifts as subjects evaluated their problem-solving methods for achieving solutions in the problem space for the task. These effective dialogue systems in intelligent computer tutors, and for improving instructional strategies.
Document Details
- Document Type
- Technical Report
- Publication Date
- May 01, 1987
- Accession Number
- ADA185126
Entities
People
- Merryanna L. Swartz
Organizations
- U.S. Army Research Institute for the Behavioral and Social Sciences