Constraints on the formulation of ecological models and theories: Conservation laws and domain-specific rule bases

1988 ◽  
Author(s):  
C. S. Loehle
Author(s):  
Federico Cabitza ◽  
Iade Gesso

In the last years, researchers are exploring the feasibility of visual language editors in domain-specific domains where their alleged user-friendliness can be exploited to involve end-users in configuring their artifacts. In this chapter, the authors present an experimental user study conducted to validate the hypothesis that adopting a visual language could help prospective end-users of an electronic medical record define their own document-related local rules. This study allows them to claim that their visual rule editor based on the OpenBlocks framework can be used with no particular training as proficiently as with specific training, and it was found user-friendly by the user panel involved. Although the conclusions of this study cannot be broadly generalized, the findings are a preliminary contribution to show the importance of visual languages in domain-specific rule definition by end-users with no particular IT skills, like medical doctors are supposed to represent.


Author(s):  
Kirsten R. Butcher ◽  
Madlyn Runburg ◽  
Roger Altizer

Dino Lab is a serious game designed to explore the potential of using games in scientific domains to support critical thinking. Through collaborations with educators and scientists at the Natural History Museum of Utah (NHMU), game designers and learning scientists at the University of Utah, and Title I middle school teachers and students, the authors have developed a beta version of Dino Lab that supports critical thinking through engagement in a simulation-based game. Dino Lab is organized around four key game stages that incorporate high-level goals, domain-specific rule algorithms that govern legal plays and resulting outcomes, embedded reflection questions, and built-in motivational features. Initial play testing has shown positive results, with students highly engaged in strategic game play. Overall, results suggest that games that support critical thinking have strong potential as student-centered, authentic activities that facilitate domain-based engagement and strategic analysis.


Author(s):  
Kirsten R. Butcher ◽  
Madlyn Runburg ◽  
Roger Altizer

Dino Lab is a serious game designed to explore the potential of using games in scientific domains to support critical thinking. Through collaborations with educators and scientists at the Natural History Museum of Utah (NHMU), game designers and learning scientists at the University of Utah, and Title I middle school teachers and students, the authors have developed a beta version of Dino Lab that supports critical thinking through engagement in a simulation-based game. Dino Lab is organized around four key game stages that incorporate high-level goals, domain-specific rule algorithms that govern legal plays and resulting outcomes, embedded reflection questions, and built-in motivational features. Initial play testing has shown positive results, with students highly engaged in strategic game play. Overall, results suggest that games that support critical thinking have strong potential as student-centered, authentic activities that facilitate domain-based engagement and strategic analysis.


2000 ◽  
Vol 27 (3) ◽  
pp. 759-762
Author(s):  
MARILYN SHATZ

For decades, controversy has swirled around the question of whether some kind of innate capacity is required for language to develop normally. Ostensibly, there has been progress over the years on the old ‘nature- nurture’ question. Only the most die-hard theorists would now publicly argue for anything other than some sort of interactionist position. Nonetheless, as Sabbagh & Gelman (S&G) note in their review of The emergence of language, there is little clarity about the nature of that interaction or about what constitutes an emergentist position on it. As good scientists, S&G propose to evaluate emergentism, despite its vagueness, by describing a ‘strong’ emergentist position as one that must include the following tenets: domain-general cognitive processes (‘buzzsaws’ as they call them) like attention and memory are sufficient to account for the elegance of language as well as the ease and speed of its acquisition by children; these domain- general processes do so without explicit rule-based knowledge representations; and the same processes account for all aspects of language. There is much to agree with in the review by S&G. They cite the importance of development and performance as pluses for emergentist views, but they also raise serious questions about the limitations of emergentist accounts: these often either leave unanalyzed crucial concepts like similarity or hide what look suspiciously like rule-governed knowledge representations. Despite their concerns, S&G are gracious in their conclusions; they seem cautiously optimistic about the enterprise of accounting for language development in an emergentist framework. Such optimism, however, seems appropriate only insofar as the framework is not taken in its strong form. S&G's arguments (made by others as well) about the vague and hidden aspects of some emergentist models give the lie to the claim that all aspects of language can be accounted for by the same domain-general processes. Those arguments also raise questions about whether domain-specific rule-based representations can be completely done away with.


Sign in / Sign up

Export Citation Format

Share Document