Abstract
A student may hold inconsistent beliefs, buthas a tendency to avoid those inconsistencies that have been recognized. In this research we assume that a student can recognize inconsistencies in the beliefs under attention, so a tutor can lead the student to remove the inconsistencies and the misconceptions behind them by bringing the inconsistent subset of beliefs to the student’s attention. We present a logic of attention to capture the student’s inconsistent beliefs and attention, and show how the logic could be used to model multiple viewpoints of a student and be used in a Socratic tutoring system.
This is a revised version of a paper entitled “Inconsistent Beliefs, Attention, and Student Modelling” that first appeared in the Journal of Artificial Intelligence in Education, 3(4), pp. 417. Reprinted with permission of the Association for the Advancement of Computing in Education (AACE, P.O. Box 2966, Charlottesville, VA 22902 USA).
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Huang, X. (1994). Modelling a Student’s Inconsistent Beliefs and Attention. In: Greer, J.E., McCalla, G.I. (eds) Student Modelling: The Key to Individualized Knowledge-Based Instruction. NATO ASI Series, vol 125. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-03037-0_10
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DOI: https://doi.org/10.1007/978-3-662-03037-0_10
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