Barbara Y. White

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AI research in qualitative modeling makes possible new approaches to teaching people about science and technology. We are exploring the implications of this work for the design of intelligent learning environments. The domain of application is electrical circuits, but the approach can be generalized to other subjects. Our prototype instructional system is(More)
To develop lifelong learning skills, we argue that students need to learn how to learn via inquiry and understand the sociocognitive and metacognitive processes that are involved. We illustrate how software could play a central role in enabling students to develop such expertise. Our hypothesis is that sociocognitive systems, such as those needed for(More)
One promising educational application of computers derives from their ability to dynamically simulate physical phenomena. Such systems permit students to explore, for instance, electrical circuit behavior or particle dynamics. In the past, these simulations have been based upon quantitative models. However, recent work in artificial intelligence has created(More)
Acknowledgments I would like to thank the eighth grade students who participated in this research. Without them, this dissertation would not exist. Their teacher, Doug Kirkpatrick, has helped me in more ways than I could ever nameÑespecially by being such a wonderful teacher and role model. I am grateful to my advisor, Marcia Linn, whose insight and(More)
Clonidine (1.3 micrograms/kg) was administered to 62 control and 55 depressed patients free of psychoactive drugs for at least 7 days and fasted overnight. Growth hormone (GH), pulse, blood pressure and sedation were measured every 15 min for 1 h before and 2 h after clonidine infusion. GH response did not differ significantly between control and depressed(More)
To develop the expertise needed for lifelong learning, we argue that students need to reify, reflect on, and improve their cognitive, social, and metacognitive processes. Introducing software advisors that incorporate models of such processes has the potential to facilitate students' sociocognitive and metacognitive development. To this end, we created(More)
We introduce a method for promoting reflective conversations during collaborative work which enables participants to explore their cognitive goals and processes and thereby develop a metacognitive understanding of their practice. This method, termed "cognitive facilitation," seeks to provide a conceptual and linguistic basis for metacognitive reflection by(More)