Cognitive Process of Expert and Expert System

1. Cognitive processes of experts and expert system
ⱷ Expert systems- computer programs that derived
from a branch of computer science research called
Artificial Intelligence.
ⱷ AI’s scientific goal- to understand intelligence by
building computer programs that exhibit intelligent
behavior.
ⱷ Expert system- is a computer program that
attempts to stimulate the way human beings solve
problems – an artificial decision making.

2. ⱷ The most important ingredient in any expert
system is Knowledge.
ⱷ Human experts- see a highly patterned
organization in the problems they are
presented with.

3. Prior knowledge
• What somebody already knows when
confronted with new information is called
Prior Knowledge.
• Prior knowledge can be explained as a
combination of the learner’s pre existing
attitudes, experiences, and knowledge.

4. Attitudes :
- Beliefs about ourselves as
learners/readers
- Awareness of our individual interests and
strengths
- Motivation and our desire to read

5. Attitudes

6. Experiences:
- Everyday activities that relate to reading
- Events in our lives that provide
background understanding
- Family and community experiences that we
bring to school with us

7. Experiences

8. Knowledge:
- Of reading process itself
- Of content (literature, science and
mathematics)
- Of topics (fables, photosynthesis, fractions)
- Of concepts (main idea, theory, numeration)
- Of different types of style and form (fiction and
non- fiction)
- Of the academic and personal goals

9. Knowledge

10. The role of prior knowledge in current learning
Current research on learning has offered more and more
evidence of the extent which new learning is determined
by what the learner already knows about the topic or
related topics.
1. Prior knowledge affects how the learner perceives new
information.
2. Prior knowledge affects how a student organizes new
information.
3. Prior knowledge affects how easily students make
connections for new information.

11. How to use prior knowledge in instruction
1. Know what prior knowledge students bring to
the learning setting.
2. Use prior knowledge deliberately in the
presentation of new information.
3. Get the students to monitor their own prior
experiences and consciously use them in
learning new information.
4. Check for faulty prior knowledge regularly so
that it is not allowed to continue to detract
from learning.

12. Analogical processes andtransfer of learning
• Analogy is a basic human reasoning process used in
science, literature, art , education and politics. Analogical
reasoning involves seeing the similarities among
essentially different objects or ideas and using existing
knowledge about the first set of objects to understand
the others.
• Analogical reasoning enables learners combine the first
two basic processes (categorization and extrapolation) in
order to deal with new information.
• Analogies re offered to provide insights, and can be very
instructive.

13. Teacher-facilators can use synectics in the
classroom by leading students to:
• Describe the topic
• Create direct analogies
• Describe personal analogies
• Identify compressed conflicts
• Create a different analogy
• Reexamine the original topic

14. Transfer of learning
• The ability to use learning gained in one situation to one another
is called transfer
• Transfer is defined as the extent to which learning in one situation
influences learning or performance in another.
• When learning carries over into new situations, it is known as
transfer of learning.
• Transfer can be either positive or negative. Positive transfer,
previous learning is likely to facilitate and enhance subsequent
learning.
• Negative transfer occurs when previous learning interferes with
learning something new such as the inability to work on other
word problems outside of the exercises given in class or not
being able to sound correctly other English words outside of a
list.

15. Theories of transfer of learning
• Theory of mental discipline- this theory
asserts that skills gained in the study of one
subject will improve the performance of the
skills of another subject.
• Theory of identical elements- formulated by
Thornsdike state that the states that the amount
of transfer depends upon the identical element
present or are common in learning situation .

16. Theories of transfer of learning
• Theory of generalization- experiences in one
learning situation can be applied to another
learning.
• Theory of configuration- It holds the transfer
of learning from one situation to another is the
result of the application of the Principles of
configuration.

17. • Elliot et al (1996) identified several
conditions influencing what and how much
learning will be transferred:
- Task similarity exercises a strong influence on
transfer . Imagine changing the color of traffic
lights that govern our driving.
- The degree of original learning is an important
element in transfer.
- Personal variables such s intelligence and past
experiences, are important but difficult to
control, influence transfer.

18. Biological basis of learning
ⱷ Its important to understand the complexity of the human
brain. The human brain weights only three pounds but is
estimated to have about 100 billion cells. Most of these cells
are called neurons.
ⱷ neuron basically an on/off switch just like the one we use to
control the lights in our home. It is either is a resting state
(off) or it is shooting an electrical impulse down a wire (on).
• It has cell body, a long little wire (the` wire’ is called an
axon), and at the very end it has a little part that shoots out a
chemical.
• This chemical goes across a gap (synapse) where it triggers
another neuron to send a message.

19. Biological basis of learning
• There are lots of these neurons sending
messages down wire (axon). Each of the
billions of neurons spit out chemicals that
trigger other neurons.
• Different neurons use different types of
chemicals.
• These chemicals are called “transmitters”
and are given names like epinephrine,
norephinephrine , or dopamine.

20. How the Human Brain Works

21. The neurological basis of learning
The ability of a pre- school or school-aged child
to learn a designated task, whether it is a
social interaction or an academic skill,
depends mainly on two things:
1) The child’s past history of learning and the
changes to brain structure and function that
this has produced.
2) Aspects of brain and structure that are
genetically determined

22. Summary :
• Traditionally, instruction and the learning process are the
responsibility of the teacher because he disseminates
information to the students. However, in a learner-centered
classroom, the teacher plays the role of a facilitator and resource
provider.
• These are different psychological principles to the learner and
the learning process and are focused on the cognitive and
metacognition factors. Metacognition appears to be one of
the most powerful predictions of learning. It is thinking about
thinking, knowing `what we know’. The cognitive process of
experts and expert systems explain also how knowledge is
represented and organized.
• Current research on learning also offer evidences of the extent
to which new learning is determined by what the learning
already knows or what we term as prior learning. Once
knowledge is acquired one has to develop the ability to use this
knowledge gained in one situation to another and this is
supported by various theories of transfer of leaving.