Toward a theory of impasse-driven learning

  title={Toward a theory of impasse-driven learning},
  author={Kurt VanLehn},
Learning is widely viewed as a knowledge communication process coupled with a knowledge compilation process (Anderson, 1985). The communication process interprets instruction, thereby incorporating new information from the environment into the mental structures of the student. Knowledge compilation occurs with practice. It transforms the initial mental structures into a form that makes performance faster and more accurate. Moreover, the transformed mental structures are less likely to be… 
Learning from errors: A model of individual processes
Errors bear the potential to improve knowledge acquisition, provided that learners are able to deal with them in an adaptive and reflexive manner. However, learners experience a host of
Instruction-based knowledge acquisition and modification: the operational knowledge for a functional, visual programming language
Abstract This contribution deals with instruction-based knowledge acquisition in a fairly complex but well-defined domain. The domain is the operational knowledge about the interpreter of ABSYNT, a
Recasting transfer as a socio-personal process of construal , reconciliation and construction
What is usually referred to as transfer is typically cast as an educational problem. Instead, it should be viewed as an issue of learning. Essentially, adapting what we know from one circumstance to
Recasting transfer as a socio-personal process of adaptable learning
Abstract Transfer is usually cast as an educational, rather than learning, problem. Yet, seeking to adapt what individuals know from one circumstance to another is a process more helpfully associated
Teaching critical thinking
A simple learning framework that employs cycles of decisions about making and acting on quantitative comparisons between datasets or data and models is presented, appropriate for use in any data-driven science-learning setting.
Learning Events in the Acquisition of Three Skills
A method for locating the initial use of a rule in protocol data is applied to protocols of subjects learning three tasks; a river crossing puzzle, the Tower of Hanoi, and a topic in college physics, which does not support the popular hypothesis that all learning occurs at impasses.
The Ambiguity of Errors for Work and Learning: Introduction to the Volume
“By mistakes we learn” is a commonly used truism. However, from the perspective of research, the questions on how and under what conditions we learn from mistakes are hard to answer. One reason for
Situated learning: Bridging sociocultural and cognitive theorising
Abstract There is currently a widening interest in learning in the type of situation where the learnt knowledge is to be deployed—situated learning. However, the understanding of this approach to
Structuring knowledge : the development and evaluation of tools to support learning
It was found that the free-form knowledge mapping software, although useful, may provide learners with too much freedom and not enough support, and an attempt was made to develop and evaluate tools that required learners to build more structured representations.
The Value of Ideas: Problems Versus Possibilities in Learning
The advantages of involving students in authentic problem-solving activity is one thing about which all contemporary learning theorists agree. Such an approach fits well with the strategy-based


Advances in Instructional Psychology
The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes
An Attempt to Understand Students' Understanding of Basic Algebra
This paper reports the results obtained with a group of 24 14-year-old students when presented with a set of algebra tasks by the Leeds Modelling System, LMS, and gives a process-oriented explanation for student errors.
Arithmetic Procedures are Induced from Examples.
Abstract : According to a common folk model, students learn arithmetic by understanding the teacher's explanation of it. This folk model suggests that other, more complicated procedural skills are
Formal Principles of Language Acquisition
The authors of this book have developed a rigorous and unified theory that opens the study of language learnability to discoveries about the mechanisms of language acquisition in human beings and has important implications for linguistic theory, child language research, and the philosophy of language.
The acquisition of syntactic knowledge
An explicit computational model of language acquisition is presented which can actually learn rules of English syntax given a sequence of grammatical, but otherwise unprepared, sentences and demonstrates how constraints that may be reasonably assumed to aid sentence processing also aid language acquisition.
Repair Theory: A Generative Theory of Bugs in Procedural Skills
A generative theory of bugs that claims that all bugs of a procedural skill can be derived by a highly constrained form of problem solving acting on incomplete procedures, characterized by formal deletion operations that model incomplete learning and forgetting.
The Architecture of Cognition
Now available in paper, The Architecture of Cognition is a classic work that remains relevant to theory and research in cognitive science. The new version of Anderson's theory of cognitive
Diagnostic Models for Procedural Bugs in Basic Mathematical Skills
A new diagnostic modeling system for automatically synthesizing a deep-structure model of a student's misconceptions or bugs in his basic mathematical skills provides a mechanism for explaining why a
Categorization of action slips.
A slip is the error that occurs when a person does an action that is not intended. In this article I examine several collections of slips, primarily of actions, with the aim of devising a theoretical
Basic Algebra Revisited: A Study with 14-Year-Olds
  • D. Sleeman
  • Computer Science
    Int. J. Man Mach. Stud.
  • 1985
The results obtained with a group of 24 14-year-old pupils when presented with sets of algebra tasks by the Leeds Modelling System, LMS were consistent and show that the pupils had some profound misunderstandings of algebraic notation.