Learning to Program in LISP
Learning to Program in LISP
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学习用 LISP 编程
DOI：
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发表时间：
1984
期刊：
影响因子：
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通讯作者：
R. Sauers
中科院分区：
文献类型：
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作者：
John R. Anderson;Robert G. Farrell;R. Sauers
我们收集了受试者学习 LISP 的前 30 个小时的协议。受试者编写 LISP 函数以满足问题规范的过程已在名为 GRAPES（目标限制生产系统）的模拟程序中建模。 GRAPES 系统体现了 ACT* 理论（Anderson，1983）中指定的生产系统的目标限制架构。我们将我们的模拟与人类协议在许多问题上进行比较。 GRAPES 模拟受试者所表现出的自上而下、深度优先的控制流程，并生成与受试者代码非常相似的代码。特别关注通过类比对学生的解决方案进行建模、学生如何从实践中学习以及工作记忆的失败如何影响问题解决的过程。主要关注的是 GRAPES 在解决一个问题时编译算子以方便解决后续问题的过程。
We have gathered protocols of subjects in their first 30 hours of learning LISP. The processes by which subjects write LISP functions to meet problem specifications has been modeled in a simulation program called GRAPES (Goal Restricted Production System). The GRAPES system embodies the goal-restricted architecture for production systems as specified in the ACT* theory (Anderson, 1983). We compare our simulation to human protocols on a number of problems. GRAPES simulates the top-down, depth-first flow of control exhibited by subjects and produces code very similar to subject code. Special attention is given to modeling student solutions by analogy, how students learn from doing, and how failures of working memory affect the course of problem-solving. Of major concern is the process by which GRAPES compiles operators in solving one problem to facilitate the solution of later problems.