Using Constraint-Based Modelling to Describe the Solution Space of Ill-defined Problems in Logic Programming

1. Lynch, C.F., Ashley, K.D., Aleven, V. Pinkwart, N.: Defining Ill-Defined Domains; A literature survey. In: Proceedings of the Workshop on ITS for Ill-Defined Domains, the 8th Conference on ITS, pp. 1–10 (2006)

   Google Scholar 

2. Roberts, D.A.: What counts as an explanation for a science teaching event? Teaching Edu.3, 69–87 (1991)

   Google Scholar 

3. White, B.Y., Frederksen, J.R.: Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction 16(1), 3–18 (1998)

   Article  Google Scholar 

4. Gick, M.L.: Problem-solving strategies. Educational Psychologist 21, 99–120 (1986)

   Article  Google Scholar 

5. Jacobs, J.E., Paris, S.G.: Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist 22, 255–278 (1987)

   Article  Google Scholar 

6. Voss, J.F., Post, T.A.: On the solving of ill-structured problems. In: Chi., Glaser., Farr (eds.) The nature of expertise, Lawrence Erlbaum, Mahwah (1988)

   Google Scholar 

7. Taylor, J., Boulay, B.D.: Studying novice programmers: Why they might find learning Prolog hard. In: Rutkowska., Crook (eds.) Computers, Cognition & Development: Issues for Psychology & Education, Wiley, New York (1987)

   Google Scholar 

8. Vanneste, P.: A Reverse Engineering Approach to Novice Program Analysis, PhD thesis. KU Kortrijk (1994)

   Google Scholar 

9. Murray, W.: Automatic Program Debugging for Intelligent Tutoring Systems. Morgan Kaufmann, Los Altos (1988)

   MATH  Google Scholar 

10. Weber, G.: Episodic learner modeling. Cognitive Science 20, 195–236 (1996)

    Article  Google Scholar 

11. Anderson, J.R., Reiser, B.J.: The Lisp Tutor, BYTE, 159—175 (April 1985)

    Google Scholar 

12. Ohlsson, S.: Constraint-based student modeling, in Greer, McCalla, Student Modelling: The Key to Individualized Knowledge-based Instruction, Berlin, pp. 167–189 (1994)

    Google Scholar 

13. Koedinger, K.R., Anderson, J.R., Hadley, W.H., Mark, M.: Intelligent tutoring goes to school in the big city. International Journal of AI in Education 8(1), 30–43 (1997)

    Google Scholar 

14. Jonassen, D.H., Tessmer, M., Hannum, W.H.: Task analysis methods for instructional design. Erlbaum, Mahwah (1999)

    Google Scholar 

15. Ormerod, T.C.: Planning and ill-defined problems. In: Morris, R., Ward, G. (eds.) The Cognitive Psychology of Planning, Psychology Press, London (2006)

    Google Scholar 

16. Goel, V.: Comparison of well-structured & ill-structured task environments and problem spaces. In: Proceedings of the 14th annual conference of the cognitive science society, Erlbaum, Hillsdale, NJ (1992)

    Google Scholar 

17. Simon, H.: The structure of ill-structured problems. AI 4, 181–201 (1973)

    Google Scholar 

18. Spiro, R.J., et al.: Cognitive Flexibility, Constructivism and Hypertext. Random Access Instruction for Advanced Knowledge Acquisition in Ill-Structured Domains. Educational Technology 31(5), 24–33 (1991)

    Google Scholar 

19. Le, N.-T.: Using prolog design patterns to support constraint-based error diagnosis in logic programming. In: Ashley, K., et al. (eds.) Proc. of the Workshop on ITS for Ill-Defined Domains, the 8th Conf. on ITS, pp. 38–46 (2006)

    Google Scholar 

20. Le, N.-T.: INCOM: A constraint-based tutoring system for logic programming. Report, FBI-HH-B-280/07, University of Hamburg, Department of Informatics

    Google Scholar 

21. Tamaki, H., Sato, T.: Unfold/fold transformations of logic programs. In: Proceedings of 2nd International Conference on Logic Programming, Sweden, pp. 127–138 (1984)

    Google Scholar 

Download references