Spanning seven orders of magnitude: a challenge for cognitive modeling.
J. Anderson. Cognitive Science, 26 (1):
85-112(2002)
Abstract
Much of cognitive psychology focuses on effects measured in tens of milliseconds while significant
educational outcomes take tens of hours to achieve. The task of bridging this gap is analyzed in terms
of Newell’s (1990) bands of cognition—the Biological, Cognitive, Rational, and Social Bands. The 10
millisecond effects reside in his Biological Band while the significant learning outcomes reside in his
Social Band. The paper assesses three theses: The Decomposition Thesis claims that learning
occurring at the Social Band can be reduced to learning occurring at lower bands. The Relevance
Thesis claims that instructional outcomes at the Social Band can be improved by paying attention to
cognition at the lower bands. The Modeling Thesis claims that cognitive modeling provides a basis for
bridging between events on the small scale and desired outcomes on the large scale. The unit-task
level, at the boundary of the Cognitive and Rational Bands, is useful for assessing these theses. There
is good evidence for all three theses in efforts that bridge from the unit-task level to educational
applications. While there is evidence for the Decomposition Thesis all the way down to the 10
millisecond level, more work needs to be done to establish the Relevance Thesis and particularly the
Modeling Thesis at the lower levels.
%0 Journal Article
%1 journals/cogsci/Anderson02
%A Anderson, John R.
%D 2002
%J Cognitive Science
%K act-r cognitive_architectures learning sota_brainwave
%N 1
%P 85-112
%T Spanning seven orders of magnitude: a challenge for cognitive modeling.
%U http://dblp.uni-trier.de/db/journals/cogsci/cogsci26.html#Anderson02
%V 26
%X Much of cognitive psychology focuses on effects measured in tens of milliseconds while significant
educational outcomes take tens of hours to achieve. The task of bridging this gap is analyzed in terms
of Newell’s (1990) bands of cognition—the Biological, Cognitive, Rational, and Social Bands. The 10
millisecond effects reside in his Biological Band while the significant learning outcomes reside in his
Social Band. The paper assesses three theses: The Decomposition Thesis claims that learning
occurring at the Social Band can be reduced to learning occurring at lower bands. The Relevance
Thesis claims that instructional outcomes at the Social Band can be improved by paying attention to
cognition at the lower bands. The Modeling Thesis claims that cognitive modeling provides a basis for
bridging between events on the small scale and desired outcomes on the large scale. The unit-task
level, at the boundary of the Cognitive and Rational Bands, is useful for assessing these theses. There
is good evidence for all three theses in efforts that bridge from the unit-task level to educational
applications. While there is evidence for the Decomposition Thesis all the way down to the 10
millisecond level, more work needs to be done to establish the Relevance Thesis and particularly the
Modeling Thesis at the lower levels.
@article{journals/cogsci/Anderson02,
abstract = {Much of cognitive psychology focuses on effects measured in tens of milliseconds while significant
educational outcomes take tens of hours to achieve. The task of bridging this gap is analyzed in terms
of Newell’s (1990) bands of cognition—the Biological, Cognitive, Rational, and Social Bands. The 10
millisecond effects reside in his Biological Band while the significant learning outcomes reside in his
Social Band. The paper assesses three theses: The Decomposition Thesis claims that learning
occurring at the Social Band can be reduced to learning occurring at lower bands. The Relevance
Thesis claims that instructional outcomes at the Social Band can be improved by paying attention to
cognition at the lower bands. The Modeling Thesis claims that cognitive modeling provides a basis for
bridging between events on the small scale and desired outcomes on the large scale. The unit-task
level, at the boundary of the Cognitive and Rational Bands, is useful for assessing these theses. There
is good evidence for all three theses in efforts that bridge from the unit-task level to educational
applications. While there is evidence for the Decomposition Thesis all the way down to the 10
millisecond level, more work needs to be done to establish the Relevance Thesis and particularly the
Modeling Thesis at the lower levels.},
added-at = {2008-03-04T16:27:30.000+0100},
author = {Anderson, John R.},
biburl = {https://www.bibsonomy.org/bibtex/2fe6cb6a5910dd6ef000f14e02371a1ff/tobold},
date = {2004-01-20},
description = {dblp},
ee = {http://dx.doi.org/10.1016/S0364-0213(01)00062-3},
interhash = {01e1c42ed2adbc29420f2b0c6b399c88},
intrahash = {fe6cb6a5910dd6ef000f14e02371a1ff},
journal = {Cognitive Science},
keywords = {act-r cognitive_architectures learning sota_brainwave},
number = 1,
pages = {85-112},
timestamp = {2009-10-23T10:34:28.000+0200},
title = {Spanning seven orders of magnitude: a challenge for cognitive modeling.},
url = {http://dblp.uni-trier.de/db/journals/cogsci/cogsci26.html#Anderson02},
volume = 26,
year = 2002
}