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A layered architecture for advanced collaborative environments has been developed to map the definition of a collaboration task from the requirements needed, to accomplish the task to the collaboration services that can be used to satisfy those needs, and to the technologies on which the services can be delivered. The architecture takes into account the(More)
According to empirical evidence, it is not until around three years of age that children master some of the concepts possessed by adults in their mature theory of mind. This developmental staging was made obvious by the now famous false-belief task, devised by Heinz Wimmer and Joseph Perner in 1983, (later called the Sally-Anne test (henceforth, SAT)).(More)
This paper argues for the relevance of cognitive modeling and cognitive architectures to cyberpsychology. From a human-computer interaction point of view, cognitive modeling can have benefits both for theory and model building, and for the design and evaluation of sociotechnical systems usability. Cognitive modeling research applied to human-computer(More)
Daclatasvir (DCV) is a potent, pangenotypic nonstructural protein 5A inhibitor with demonstrated antiviral efficacy when combined with sofosbuvir (SOF) or simeprevir (SMV) with or without ribavirin (RBV) in patients with chronic hepatitis C virus (HCV) infection. Herein, we report efficacy and safety data for DCV-based all-oral antiviral therapy in liver(More)
The paper presents the current state of requirement specification for an initiative based tactics virtual training environment. The methodology for collecting requirements followed three concurrent processes of task analysis, simulated firearms specification, and cognitive modeling. Prior research in Close Quarter Battle tasks analysis and cognitive(More)
This paper reports on results of applying process discovery mining and sequence classification mining techniques to a data set of semi-structured learning activities. The main research objective is to advance educational data mining to model and support self-regulated learning in heterogeneous environments of learning content, activities, and social(More)