Neil Stillings

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Repeated one-millisecond exposures to random polygon targets have been shown to result in preference for the target shapes over similar distractor shapes in the absence of recognition (Knust-Wilson & Zajonc, 1980). Seamon, Brody, and Kauff (1983a) interpreted this preference-without-recognition effect in terms of a two-process model of recognition memory.(More)
characterization of evolution ' s commitments , such as that of Shep ard ( 1981 ) . If a system makes two dimensional projective measurements on a three dimensional Euclidean space , there are certain mathematically natural parameters that could be open to recalibration or tuning . We do not know what the limits of perceptual development and learning are ,(More)
We have built and evaluated software that supports students to reason about a phenomenon and develop hypotheses to explain it. The goal is for students to ask their own questions, engage in hypothesis generation and make and test predictions about theories. Intelligent tutoring and a discovery approach guide students’ inquiry in these problem-based modules.(More)
The desired student outcomes of a mature inquiry-oriented college science curriculum were identified by conducting and analyzing a series of faculty interviews. Both motivational and cognitive-intellectual learning goals were identified. The present study concerns two classes of target cognitive skills: skills involved in the cycle of scientific inquiry and(More)
-This paper describes CHAT, educational software intended for use in introductory college-level syntax or general linguistics courses. The software is motivated by two persistent pedagogical problems frequently encountered in scientific teaching: student motivation and the abstract, non-procedural character of formal theories. After describing the system's(More)
• Software Research and Development We identified aspects of college-level inquiry-oriented instruction that could potentially be supported by software, and we developed approaches to extending existing software technologies to realize this potential. We developed three software prototypes to demonstrate the feasibility of the approaches and to begin to(More)
The authors are engaged in a long-term study of the instructional practices and student outcomes in a mature inquiry-oriented undergraduate science program. The research reported here began with an assessment of science faculty members' implicit theories of inquiry-oriented teaching and learning. Their practices were assessed through classroom observation(More)
Cognitive science has been dominated by the computational conception that cogniton is computation across representations. To the extent to which cognition is supposed to be a purposive, meaningful, algorithmic, problem-solving activity, however, computers appear to be incapable of cognition. They are devices that can facilitate computations on the basis of(More)
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