The application of psychological scaling techniques to knowledge elicitation for knowledge-based systems

Cooke, Nancy; McDonald, James E.

doi:10.1016/s0020-7373(87)80086-x

Cited by 76 publications

(43 citation statements)

References 13 publications

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“…First, automated knowledge may be omitted from procedural explanations (e.g., Cooke & McDonald, 1987;de Groot & Gobet, 1996;Gruber, 1989;Hinds, Patterson, & Pfeffer, 2001). Second, novices process task-relevant information in a fundamentally different way than do experts.…”

Section: Discussionmentioning

confidence: 99%

The Implications of Research on Expertise for Curriculum and Pedagogy

Feldon

2006

Educ Psychol Rev

123

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Instruction on problem solving in particular domains typically relies on explanations from experts about their strategies. However, research indicates that such self-reports often are incomplete or inaccurate (e.g., Chao & Salvendy, 1994;Cooke & Breedin, 1994). This article evaluates research on experts' cognition, the accuracy of experts' self-reports, and the efficacy of instruction based on experts' self-reports. Analysis of this evidence indicates that experts' free recall of strategies introduces errors and omissions into instructional materials that hinder student success. In contrast, when experts engage in structured knowledge elicitation techniques (e.g., cognitive task analysis), the resultant instruction is more effective. Based on these findings, the article provides a theoretical explanation of experts' self-report errors and discusses implications for the continued improvement of instructional design processes.

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Section: Discussionmentioning

confidence: 99%

The Implications of Research on Expertise for Curriculum and Pedagogy

Feldon

2006

Educ Psychol Rev

123

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“…The knowledge domain for this study is instructional design in general and Gagne's nine events of instruction, in particular. When devising a list of concepts particular to a specific content domain, it is advisable to limit the number of items in the set to simplify data collection and interpretation of results (Cooke & McDonald, 1987). By limiting the number of concepts to be analyzed, the researcher is assured that only relevant concepts are being investigated.…”

Section: Methodsmentioning

confidence: 99%

Summer Research Program - 1996 Graduate Student Research Program. Volume 7A, Armstrong Laboratory

Moore¹

1996

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20070J27 075REPORT DOCUMENTATION PAGE Public reporting burden for this collection of information is estimated to average 1 hour per response, including the time for reviewing instructor the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, includin Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington, VA 222024302, and to the Office of Management and Budget AGENCY USE ONLY (Leave blank)

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“…Alternatively, if the list contains inappropriate concepts, these concepts may distort the desired representation. To date, few formal techniques have been created to systematically extract the important domain-related concepts (Cooke and McDonald, 1987).…”

Section: Concept Elicitationmentioning

confidence: 99%

“…In this procedure, the person recalls the concept list several times and the analyst computes the conditional probability that two items are adjacent. This procedure suffers from the fact that many of the concepts will never be adjacent (Cooke and McDonald, 1987).…”

Section: Sequential Proximity Measuresmentioning

confidence: 99%

“…However, instead of the list being obtained from a standard listing of concepts, the list is derived from a protocol or observation of a domain related task (Cooke and McDonald, 1987). The methods of obtaining similarity information from this data are identical zo that of the inter-item distance measures for recall measures.…”

Section: Sequential Proximity Measuresmentioning

confidence: 99%

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Toward a Model of Knowledge Structure and a Comparative Analysis of Knowledge Structure Measurement Techniques

Koubek¹,

Mountjoy²

1991

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Puofic reporting ourden for this collection of information s estimated to average 1 hour per res nse. inciucing the time for reviewing instructions, searching existing data sources. This research attempts to develop and validate a proposed model of human knowledge representation.Based on an extensive literature review, a battery of available knowledge representation measurement techniques was selected to detect the represenation differences between two experience level groups in the domain of clerical work. The techniques employed were card sorting, hierarchical clustering analysis, repertory grid, multidimensional scaling, Pathfinder, and pairwise similarity ratings.Results validate the existence of all model dimensions. Two dimensions were determined to be affected by experience level.Post-hoc analysis revealed that an additional dimension, Representation Complexity, is a function of experience level differences, and should therefore be included in future model development. Furthermore, the capabilities of the various measurement techniques differed. Specifically, hierarchical clustering analysis was the most effective technique for detecting differences in representations between experience level groups. SUBJECT TERMS 15. NUMBER OF PAGES GENERAL INSTRUCTIONS FOR COMPLETING SF 298The Report Documentation. Page (RDP) is used in announcing and cataloging reports. It is important that this information be consistent with the rest of the report, particularly the cover and title page. Instructions for fi!ling in each block of the form follow. It is important to stay within the lines to meet optical scanning requirements. ABSTRACTThis research attempts to validate a proposed modei of human knowledge structure. An operational definition of knowledge structure was derived which formed the basis for the construction of the proposed model. Until this time, understanding of knowledge structure has been influenced by the output of the various knowledge structure measurement techniques and their associated assumptions.A battery of available knowledge structure measurement techniques was used in order to detect the structure differences between two experience level groups in the domain of clerical work. The tzzhnX-,,,,. s ,.rd borting, hierarcnicai clustering analysis, repertory grid, multidimensional scaling, Pathfinder, and pairwise similarity ratings. Subjects were required to perform the standard tasks associated with the use of each measurement technique.Results validate the existence of all model dimensions. Two dimensions were determined to be affected by experience level. Post-hoc analysis revealed that an additional dimension, Structure Complexity, is a function of experience level differences, and should therefore be included in future model development. Furthermore, the capabilities of the various measurement techniques differed. Specifically, hierarchical clustering analysis was the most effective technique for detecting differences in structures between experience level groups.Further research is needed to ref...

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The application of psychological scaling techniques to knowledge elicitation for knowledge-based systems

Cited by 76 publications

References 13 publications

The Implications of Research on Expertise for Curriculum and Pedagogy

The Implications of Research on Expertise for Curriculum and Pedagogy

Summer Research Program - 1996 Graduate Student Research Program. Volume 7A, Armstrong Laboratory

Toward a Model of Knowledge Structure and a Comparative Analysis of Knowledge Structure Measurement Techniques

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