1 / 6

What does ACT-R have to do to be Practical? John R. Anderson Psychology Department

Explore the practical implications of ACT-R in ill-structured, uncertain dynamic environments with shifting goals, action/feedback loops, time stress, high stakes, multiple players, and organizational goals. Discover how detail and knowledge can be friends or foes in modeling human behavior.

schwandt
Download Presentation

What does ACT-R have to do to be Practical? John R. Anderson Psychology Department

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. What does ACT-R have to do to be Practical? John R. Anderson Psychology Department Carnegie Mellon University Pittsburgh, PA 15213 ja+@cmu.edu ACT-R Home Page: http://act.psy.cmu.edu

  2. Characteristics of Naturalistic Decision Settings (Orasanu & Connolly, 1993) 1. Ill-structured 2. Uncertain dynamic environments 3. Shifting, ill-defined or competing goals 4. Action/feedback loops 5. Time stress 6. High stakes 7. Multiple players 8. Organizational goals and norms.

  3. Detail and Knowledge: Friends or Foes? 1. Newell's Rational Level versus Cognitive Level 2. The TacAir-Soar Experience -- abandon learning -- much more than 10 man years of development -- abandon concern with behavioral detail. “From earlier experience in cognitive modeling, we know that attempting to model human behavior to the greatest degree possible would greatly slow development and increase the required computational resources.” (Jones, Laird, Nielsen, Coutler, Kenny, & Koss, (1999). p. 33.) 3. The Cognitive Tutor Experience -- abandon learning -- much more than 10 man years of development -- abandon concern with behavioral detail. 4. Christian Lebiere's Position -- it is precisely the abandoning of learning and the cognitive level creates these systems which will never have the richness of knowledge -- sweat the details now and reap the rewards later.

More Related