Building expert systems through the integration of mental models

The purpose of this paper is to raise issues for discussion regarding the applications of mental models in the study of complex performance. Applications for training, expert systems and decision aids, job selection, workstation design, and other complex environments are considered.

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Constructing expert systems as building mental models or toward a cognitive ontology for expert systems

Knowledge Representation and Organization in Machine Learning - Lecture Notes in Computer Science ◽

10.1007/bfb0017218 ◽

2005 ◽

pp. 88-106 ◽

Cited By ~ 1

Author(s):

David Littman

Keyword(s):

Expert Systems ◽

Mental Models

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Teaching Professional Ethics: Professional Ethics, A Methodology for Decision Making: Expert Systems in the Classroom

NSSLHA Journal ◽

10.1044/nsshla_20_112 ◽

1992 ◽

Vol 20 ◽

pp. 112-121

Author(s):

Kathleen Waggoner

Keyword(s):

Decision Making ◽

Expert Systems ◽

Professional Ethics ◽

Teaching Professional

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Research and Development in Expert Systems IX

10.1017/cbo9780511569944 ◽

1993 ◽

Author(s):

M. A. Bramer ◽

R. W. Milne

Keyword(s):

Research And Development ◽

Expert Systems

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Acquisition and Use of Mental Operators: Effects of Type of Practice

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027//1618-3169.49.2.141 ◽

2002 ◽

Vol 49 (2) ◽

pp. 141-152 ◽

Cited By ~ 3

Author(s):

Burkhard Müller ◽

Jürgen Gehrke

Keyword(s):

Mental Models ◽

Test Performance ◽

Physical World ◽

Test Phase ◽

Acquisition Phase ◽

Practice Test ◽

Subsequent Test ◽

Use Of Knowledge

Abstract. Planning interactions with the physical world requires knowledge about operations; in short, mental operators. Abstractness of content and directionality of access are two important properties to characterize the representational units of this kind of knowledge. Combining these properties allows four classes of knowledge units to be distinguished that can be found in the literature: (a) rules, (b) mental models or schemata, (c) instances, and (d) episodes or chunks. The influence of practicing alphabet-arithmetic operators in a prognostic, diagnostic, or retrognostic way (A + 2 = ?, A? = C, or ? + 2 = C, respectively) on the use of that knowledge in a subsequent test was used to assess the importance of these dimensions. At the beginning, the retrognostic use of knowledge was worse than the prognostic use, although identical operations were involved (A + 2 = ? vs. ? - 2 = A). This disadvantage was reduced with increased practice. Test performance was best if the task and the letter pairs were the same as in the acquisition phase. Overall, the findings support theories proposing multiple representational units of mental operators. The disadvantage for the retrognosis task was recovered in the test phase, and may be evidence for the importance of the order of events independent of the order of experience.

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