A computational model for simulating text comprehension

In the present article, we outline the architecture of a computer program for simulating the process by which humans comprehend texts. The program is based on psycholinguistic theories about human memory and text comprehension processes, such as the construction-integration model (Kintsch, 1998), the latent semantic analysis theory of knowledge representation (Landauer & Dumais, 1997), and the predication algorithms (Kintsch, 2001; Lemaire & Bianco, 2003), and it is intended to help psycholinguists investigate the way humans comprehend texts.     

Reaching long-term goals based on local interaction between an organism and the environment: computer simulations based on adaptive behavior

An agent-based computer simulation created using the adaptive-behavior approach has shown that in some cases it is possible to reach a long-term goal (defined here as a desirable place far removed from the agent in time and in space) without necessarily having an exhaustive, predefined plan of action, but rather by using a set of rules on sensorimotor couplings that govern the organism's local interaction with its environment. We used an agent-based simulation program that emulated a two-dimensional microworld in which agents interacted with their environment and other agents through a set of sensorimotor couplings to reach a long-term goal. The main hypothesis was that the sensorimotor coupling, which consisted of following other agents, led to the emergence of collective behavior that enabled the agents to attain the long-term goal. We systematically varied the sensorimotor couplings that allowed agents to follow other agents, agents' perceptual field length, and the number of obstacles. In total, there were 160 independent simulations for each design cell. Analysis supported the hypothesis and suggested that, in addition to the process of reaching long-term goals, other cognitive processes, such as categorization, memory, and reasoning, can be reconsidered bearing in mind the emergence of behavior and an approach based on interaction between the organism and its environment.     

Bio-inspired task-rule retrieval model with auditory sorting test

Cognitive architectures (CAs) are currently used to bring the behavior of computer systems closer to human behavior. One of the main capacities of humans is the ability to plan and make decisions. Thus, part of the human behavior is based on rules associated with the relevant environmental stimuli. Rule management can be divided into six needed processes: rule learning, rule retrieving, rule coding, rule updating, rule reinforcement, and rule changing. A key aspect of rule processing is retrieval, which involves the use of information extracted from memory. This work deals with how rules are stored in coded form in the brain, retrieved and used as the need arises. The proposed model takes inspiration mainly from the processes in the VLPFC and MTL brain areas to extract rules from memory and create a rule-set that is sent to the DLPFC. The DLPFC and VLPFC prefrontal area operations are also described, and a process is proposed to select the appropriate rule and give a response. The experimentation of the implementation of our proposal with different configuration parameters gives rise to different approaches to human behavior in rule retrieval. Our conclusion is that after a virtual entity is endowed with this proposal, it computes in a way similar to human behavior.     

Self-Monitoring and Idiographic Measures of Behavioral Variability Across Interpersonal Relationships

ABSTRACT Sixty-five subjects were assessed by a computer program that asked them to list the primary people they interact with, the situations they inhabit with these people, and the traits and behaviors they typically show with these people The program stored these data as a tree of information Subjects also kept detailed behavioral diaries over a 10-day period and completed Snyder's (1974) Self-Monitoring Scale The consistency of subjects' behaviors and settings over interpersonal relationships was computed from the computer data and from behavioral diaries Results indicated that consistency as assessed idiographically from computer data, consistency as assessed idiographically from diaries, and self-monitoring were intercorrelated These results illustrate the possibility of wedding idiographic and nomothetic approaches in research on the consistency and variability of behavior     

A computerized simulation for investigating gambling behavior during roulette play.

The present paper describes a computerized roulette program for the conducting of psychological research on gambling behavior. The program was designed to simulate an actual roulette game found in casinos and gambling riverboats throughout North America. The roulette program collects detailed trial-by-trial data on player/participant behavior that can easily be transferred into data analysis and graphics programs. This multimedia simulation was designed in the Visual Basic programming language, and it is capable of running on any IBM-compatible personal computer running the Windows 2000 or higher operating system.     

A computerized simulation for investigating gambling behavior during roulette play

The present paper describes a computerized roulette program for the conducting of psychological research on gambling behavior. The program was designed to simulate an actual roulette game found in casinos and gambling riverboats throughout North America. The roulette program collects detailed trial-by-trial data on player/participant behavior that can easily be transferred into data analysis and graphics programs. This multimedia simulation was designed in the Visual Basic programming language, and it is capable of running on any IBM-compatible personal computer running the Windows 2000 or higher operating system.     

Group contingencies for group consequences in classroom management: a further analysis

The relative effects of rules, rules + feedback, and rules + feedback + group and individual consequences for appropriate behavior were investigated in three elementary classrooms during reading and mathematics periods. The consequences were individual and group praise, and group activities. The total intervention package (rules + feedback + group and individual consequences) was most effective in increasing appropriate behavior. Rules + feedback produced increased appropriate behavior in two of the three classrooms. Rules alone produced no change in classroom behavior. Maintenance of appropriate classroom behavior was noted approximately three weeks after the program ended. Teacher's correct use of praise was also maintained for two of the three teachers at levels generated during the total package condition.     

Problem solving in semantically rich domains: An example from engineering thermodynamics

Recent research on human problem solving has largely focused on laboratory tasks that do not demand from the subject much prior, task-related information. This study seeks to extend the theory of human problem solving to semantically richer domains that are characteristic of professional problem solving. We discuss the behavior of a single subject solving problems in chemical engineering thermodynamics. We use as a protocol-encoding device a computer program called SAPA which also doubles as a theory of the subject's problem-solving behavior. The subject made extensive use of means-ends analysis, similar to that observed in semantically less rich domains, supplemented by recognition mechanisms for accessing information in semantic memory.     

Simulation of neural sets

A program has been written for the PDP-8/I computer which simulates the behavior of 64 model neurons which may be connected together to form a functional neural net. The simulation includes provisions for studying the possible mechanisms of learning in real systems. Operation of the net requires inputs from either a robot or a robot simulator program and output from the net serves as input to such a robot, so that the entire system investigates the Behavior of an organism and its brain in interaction with an environment.     

Learning to search: From weak methods to domain-specific heuristics

Learning from experience involves three distinct components—generating behavior, assigning credit, and modifying behavior. We discuss these components in the context of learning search heuristics, along with the types of learning that can occur. We then focus on SAGE, a system that improves its search strategies with practice. The program is implemented as a production system, and learns by creating and strengthening rules for proposing moves. SAGE incorporates five different heuristics for assigning credit and blame, and employs a discrimination process to direct its search through the space of rules. The system has shown its generality by learning heuristics for directing search in six different task domains. In addition to improving its search behavior on practice problems, SAGE is able to transfer its expertise to scaled-up versions of a task, and in one case, transfers its acquired search strategy to problems with different initial and goal states.     

On the relation between decision rules and perceptual representation in multidimensional perceptual categorization

This article examines the relation between changing categorization decision rules and the nature of the underlying perceptual representation. Observers completed a matching task that required them to adjust the length and orientation of a single line stimulus until they perceived it to "match" a second line stimulus (Alfonso-Reese, 1996, 1997). The same observers then completed four categorization tasks with the same stimuli. Data from the matching task were used to estimate a perceptual representation for each stimulus and observer. Three hypotheses regarding potential interactions between categorization decision rules and perceptual representation were examined. One assumed that there was no interaction between decision rules and perceptual representation. The second assumed that linear categorization rules affect the perceptual representation differently from nonlinear categorization rules. The third assumed that dimensional integration rules affected the perceptual representation differently from decision rules that require the observer to set a criterion along one stimulus dimension while ignoring the other; this is referred to as decisional selective attention. The results suggested that (1) the matching task perceptual representation provided a good account of the categorization data, (2) decisional selective attention affected the perceptual representation differently from decisional integration, and (3) decisional selective attention generally decreased the perceptual variability along the attended dimension.     

CAT: A tool for eliciting knowledge on how to perform procedures

Procedural tasks involve context-sensitive sequences of actions that are performed in pursuit of goals. Procedural knowledge specifies how to do something (e.g., repairing a car) but not how the physical system works (e.g., how the engine works). We have developed a computer program that elicits procedural knowledge from individuals with varying amounts of domain knowledge (ranging from novices to experts) and varying amounts of computer literacy. The tool is called CAT (cognitive analysis tool). CAT is an extension of a class of cognitive models known as GOMS, which stands for goals, operators, methods, and selection rules. The tool guides the user in articulating the goals (and subgoals) the user wants to accomplish, the operators (actions, steps) to accomplish each goal, the alternative methods of accomplishing goals, the conditions in which each method is applied, and exceptional circumstances when goals are suspended and restarted. CAT can be used on most IBMcompatible microcomputers.     

Extended similarity trees

Proximity data can be represented by an extended tree, which generalizes traditional trees by including marked segments that correspond to overlapping clusters. An extended tree is a graphical representation of the distinctive features model. A computer program (EXTREE) that constructs extended trees is described and applied to several sets of conceptual and perceptual proximity data.This research was supported in part by a National Science Foundation Pre-doctoral Fellowship to the first author.A magnetic tape containing both the EXTREE program described in the article and ADDTREE/P program for fitting additive trees can also be obtained from the above address. Requests for the program should be accompanied by a check for $25 made out to Teachers College, to cover the costs of the tape and postage.     

A computerized slot machine simulation to investigate the variables involved in gambling behavior

The present paper describes a computerized slot machine simulation designed to examine many of the potential variables involved in gambling behavior. This program was created in Visual Basic Version 6.0 and is designed to run on any Windows 95 or higher equipped computer. The program allows for experimenter manipulation of probabilities of payoffs, visual display of potential winning symbols, exact sequences of wins and losses, as well as pose run time questions to the subject on prespecified trials. The program records data on a trial-bytrial basis to a text file for easy importation into many data analysis and statistical programs. Conceptual and experimental questions that may be addressed with the described program are also discussed.     

Children’s understandings of counting: Detection of errors and pseudoerrors by kindergarten and primary school children

In this study, the development of comprehension of essential and nonessential aspects of counting is examined in children ranging from 5 to 8 years of age. Essential aspects, such as logical rules, and nonessential aspects, including conventional rules, were studied. To address this, we created a computer program in which children watched counting errors (abstraction and order irrelevance errors) and pseudoerrors (with and without cardinal value errors) occurring during a detection task. The children judged whether the characters had counted the items correctly and were asked to justify their responses. In general, our data show that performance improved substantially with age in terms of both error and pseudoerror detection; furthermore, performance was better with regard to errors than to pseudoerrors as well as on pseudoerror tasks with cardinal values versus those without cardinal values. In addition, the children’s justifications, for both the errors and pseudoerrors, made possible the identification of conventional rules underlying the incorrect responses. A particularly relevant trend was that children seem to progressively ignore these rules as they grow older. Nevertheless, this process does not end at 8 years of age given that the conventional rules of temporal and spatial adjacency were present in their judgments and were primarily responsible for the incorrect responses.     

换位棋问题规则的表征与解题正确率间关系的研究

本研究通过对被试求解换位棋过程的记录与分析,重点研究了问题表征在换位棋求解过程中的作用。实验结果表明：（1）正确表征问题规则是解题的必要前提.对问题规则信息的误解和遗漏,是影响解题正确率的重要因素。其中对非隐含问题规则的错误表征也占全部错误表征的很大比率。（2）“关键结构”的发现是解决换位棋的必要条件,对问题规则的错误表征影响“关键结构”的发现.（3）前置问题的解决经验对目标问题的正确表征无显著的影响作用。     

The value of believing in free will: encouraging a belief in determinism increases cheating

Does moral behavior draw on a belief in free will? Two experiments examined whether inducing participants to believe that human behavior is predetermined would encourage cheating. In Experiment 1, participants read either text that encouraged a belief in determinism (i.e., that portrayed behavior as the consequence of environmental and genetic factors) or neutral text. Exposure to the deterministic message increased cheating on a task in which participants could passively allow a flawed computer program to reveal answers to mathematical problems that they had been instructed to solve themselves. Moreover, increased cheating behavior was mediated by decreased belief in free will. In Experiment 2, participants who read deterministic statements cheated by overpaying themselves for performance on a cognitive task; participants who read statements endorsing free will did not. These findings suggest that the debate over free will has societal, as well as scientific and theoretical, implications.