Context-Sensitivity of Human Memory: Episode Connectivity and Its Influence on Memory Reconstruction

Kokinov, Boicho; Petkov, Georgi; Petrova, Nadezhda

doi:10.1007/978-3-540-74255-5_24

Cited by 5 publications

(4 citation statements)

References 27 publications

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“…In a think-aloud study with participants performing an alternative uses test, Gilhooly et al (2007) demonstrated that divergent thinking starts with free association: knowledge is retrieved from episodic memory. Since strongly connected episodes are recalled first, free association is a relatively effortless and automatic process (Kokinov et al 2007). The first strings of generated ideas are often common: these are the ideas that have been experienced earlier, and they mostly refer to dominant uses (Collins and Loftus 1975).…”

Section: Remoteness In Associationmentioning

confidence: 99%

Becoming original: effects of strategy instruction

2016

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Visual arts education focuses on creating original visual art products. A means to improve originality is enhancement of divergent thinking, indicated by fluency, flexibility and originality of ideas. In regular arts lessons, divergent thinking is mostly promoted through brainstorming. In a previous study, we found positive effects of an explicit instruction of metacognition on fluency and flexibility in terms of the generation of ideas, but not on the originality of ideas. Therefore, we redesigned the instruction with a focus on building up knowledge about creative generation strategies by adding more complex types of association, and adding generation through combination and abstraction. In the present study, we examined the effects of this intervention by comparing it with regular brainstorming instruction. In a pretest-posttest control group design, secondary school students in the comparison condition received the brainstorm lesson and students in the experimental condition received the newly developed instruction lesson. To validate the effects, we replicated this study with a second cohort. The results showed that in both cohorts the strategy instruction of 50 min had positive effects on students' fluency, flexibility and originality. This study implies that instructional support in building up knowledge about creative generation strategies may improve students' creative processes in visual arts education.

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Section: Remoteness In Associationmentioning

confidence: 99%

Becoming original: effects of strategy instruction

2016

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“…Several investigations have implemented context-driven behaviors to represent human behavior. Turner (1998), Gonzalez and Ahlers (1998), Gonzalez et al (2008), Kokinov et al (2007), and Brézillon (2005) are some such works among many others. They all have in common that behaviors and expectations are implicit when a person or an agent is in a given context.…”

Section: Our Context-based Approach To Automated Pm Supportmentioning

confidence: 99%

Using contexts to supervise a collaborative process

González

Tsuruta

Sakurai

et al. 2010

AIEDAM

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This article describes an investigation into the feasibility of using contextual reasoning to monitor and supervise the collaborative work of several knowledge workers working together on a project. Managing large and complex projects is a difficult task that requiressituational awarenessby the project manager to be able to be proactive when possible and to react correctly in the presence of events. In complex projects, effective oversight of the project personnel and the progress of the project are essential in ensuring that project objectives are met. This is especially true of projects that require contributions from various experts, whose interaction may be limited to a Web-based collaborative tool. Such oversight is typically the job of a project manager who is tasked with avoiding cost overruns, shipment delays, and ensuring product effectiveness. We utilizecontext-based reasoningandcontextual graphsas the tools of choice for implementing an agent that emulates the function of a competent project manager. We use rocket design and manufacture as the domain to evaluate our technique. We use a public domain rocket design software package developed by the National Aeronautics and Space Administration as a guide to the domain. The article describes the investigation, its results, and the related works in a collaborative design project.

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“…Kokinov et al 2007) but neither do neurobiological models. Both kinds of models are oriented on short-term intervals, e.g.…”

Section: Episodic Memories In Neuro-/psychologymentioning

confidence: 99%

Episodic Memory for Human-Like Agents and Human-Like Agents for Episodic Memory

Brom

Lukavský²,

Kadlec

2010

Int. J. Mach. Conscious.

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Episodic memory has been approached from many levels of analysis and many of its facets have been modeled computationally. Recently, several models of episodic memory have emerged in the domain of intelligent virtual agents (IVAs). Compared to neuro-/psychological models, their plausibility is limited. On the other hand, they can store representations of large environments and other complex memories over long time intervals. This paper presents one such model and discusses the possibility of using IVAs as a test-bed to investigate neuro-/psychological models. The conclusion is that IVAs and their virtual environments can constitute an ecologically plausible framework allowing for study and integration of the neuro-/psychological models.

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Context-Sensitivity of Human Memory: Episode Connectivity and Its Influence on Memory Reconstruction

Cited by 5 publications

References 27 publications

Becoming original: effects of strategy instruction

Becoming original: effects of strategy instruction

Using contexts to supervise a collaborative process

Episodic Memory for Human-Like Agents and Human-Like Agents for Episodic Memory

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