24 found
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  1.  42
    Transcending inductive category formation in learning.Roger C. Schank, Gregg C. Collins & Lawrence E. Hunter - 1986 - Behavioral and Brain Sciences 9 (4):639-651.
    The inductive category formation framework, an influential set of theories of learning in psychology and artificial intelligence, is deeply flawed. In this framework a set of necessary and sufficient features is taken to define a category. Such definitions are not functionally justified, are not used by people, and are not inducible by a learning system. Inductive theories depend on having access to all and only relevant features, which is not only impossible but begs a key question in learning. The crucial (...)
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  2.  26
    What's the Point?Roger C. Schank, Gregg C. Collins, Ernest Davis, Peter N. Johnson, Steve Lytinen & Brian J. Reiser - 1982 - Cognitive Science 6 (3):255-275.
    We present a theory of conversation comprehension in which a line of the conversation is “understood” by relating it to one of seven possible “points”. We define these points, and present examples where it seems plausible that the failure to “get the point” would indeed constitute a failure to understand the conversation. We argue that the recognition of such points must proceed in both a top down and bottom up fashion, and thus is likely to be quite complicated. Finally, we (...)
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  3.  58
    Rules and Topics in Conversation.Roger C. Schank - 1977 - Cognitive Science 1 (4):421-441.
    Rules of conversation are given that specify what can follow what. A system for deciding what makes a reasonable subject for a conversation is shown. Topics are discussed and rules for topic shift are presented.
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  4.  25
    Response to Dresher and Hornstein.Roger C. Schank & Robert Wilensky - 1977 - Cognition 5 (2):133-145.
  5.  46
    Language and Memory.Roger C. Schank - 1980 - Cognitive Science 4 (3):243-284.
    This paper outlines some of the issues and basic philosophy that have guided my work and that of my students in the last ten years. It describes the progression of conceptual representational theories developed during that time, as well as some of the research models built to implement those theories. The paper concludes with a discussion of my most recent work in the area of modelling memory. It presents a theory of MOPs (Memory Organization Packets), which serve as both processors (...)
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  6.  12
    Interestingness: Controlling inferences.Roger C. Schank - 1979 - Artificial Intelligence 12 (3):273-297.
  7.  11
    Inference and the computer understanding of natural language.Roger C. Schank & Charles J. Rieger - 1974 - Artificial Intelligence 5 (4):373-412.
  8.  41
    Tell Me a Story: A New Look at Real and Artificial Memory.David Herman & Roger C. Schank - 1996 - Substance 25 (1):140.
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  9.  14
    Creativity and learning in a case-based explainer.Roger C. Schank & David B. Leake - 1989 - Artificial Intelligence 40 (1-3):353-385.
  10.  29
    Making minds less well educated than our own.Roger C. Schank - 2004 - Mahwah, N.J.: Lawrence Erlbaum.
    In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the (...)
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  11.  67
    Understanding Searle.Roger C. Schank - 1980 - Behavioral and Brain Sciences 3 (3):446-447.
  12.  53
    An artificial intelligence perspective on Chomsky's view of language.Roger C. Schank - 1980 - Behavioral and Brain Sciences 3 (1):35-37.
  13.  33
    An early work in cognitive science.Roger C. Schank - unknown
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  14.  47
    Al, imagery, and theories.Roger C. Schank - 1979 - Behavioral and Brain Sciences 2 (4):566-566.
  15.  28
    Al vs. CS: a methodological distinction.Roger C. Schank - 1978 - Behavioral and Brain Sciences 1 (1):114-114.
  16.  10
    Computer, elementare Aktionen und linguistische Theorien.Roger C. Schank - 1977 - In Peter Eisenberg (ed.), Semantik Und Künstliche Intelligenz: Beiträge Zur Automatischen Sprachbearbeitung Ii. De Gruyter. pp. 113-141.
    No categories
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  17. Depths of knowledge.Roger C. Schank - 1982 - In B. de Gelder (ed.), Knowledge and Representation. Routledge & Kegan Paul. pp. 170--193.
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  18.  48
    Discovering scientific questions.Roger C. Schank & Lucian P. Hughes - 1992 - International Studies in the Philosophy of Science 6 (1):57 – 59.
  19.  3
    Make school meaningful-and fun!Roger C. Schank - 2015 - Bloomington, IN: Solution Tree Press.
    In this book, Roger C. Schank sets the stage for sparking conversations and innovative changes in schools to help make school experiences relevant to students and prepare them for the future. By implementing new literacies, globally connected technology, and career-based curricula, teachers can provide students with the tools they need to succeed during and after high school.
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  20.  30
    Process models and language.Roger C. Schank - 1979 - Behavioral and Brain Sciences 2 (3):474-475.
  21.  37
    The learning of function and the function of learning.Roger C. Schank, Gregg C. Collins & Lawrence E. Hunter - 1986 - Behavioral and Brain Sciences 9 (4):672-686.
  22.  37
    The pragmatics of learning by doing.Roger C. Schank - 2010 - Pragmatics and Society 1 (1):157-171.
    Based on his experience as an educator, the author criticizes current methods and philosophies of learning and teaching. Learning should be geared towards practice ; teaching should be about exciting students and helping them perform meaningful tasks, rather than having them passively absorb knowledge that they cannot see the use of. Feedback from former students allows the author to posit a few simple rules for teaching and learning, and identify some of the major misconceptions about the role of the teacher (...)
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  23.  6
    The engineering of creativity: a review of Boden's the creative mind. [REVIEW]Roger C. Schank & David A. Foster - 1995 - Artificial Intelligence 79 (1):129-143.
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  24.  9
    Issues for psychology, AI, and education: a review of Newell's Unified Theories of Cognition. [REVIEW]Roger C. Schank & Menachem Y. Jona - 1993 - Artificial Intelligence 59 (1-2):375-388.