Réseaux de discrimination en psychologie: L'exemple de CHREST

Swiss Journal of Psychology

Volumn 60, Issue 4, 2001, Pages 264-276

  Gobet, Fernand ^a  

^a NONE

Author keywords

Chunking; Discrimination network; Expertise; Language acquisition; Learning; Memory; Modelling; Perception

Indexed keywords

EID: 0035528190     PISSN: 14210185     EISSN: None     Source Type: Journal    
DOI: 10.1024//1421-0185.60.4.264     Document Type: Article

References (70)

1. Akhtar, N. & Tomasello, M. (1997). Young children's productivity with word order and verb morphology. Developmental Psychology, 33, 952-965.
2. Anderson, J.R. (1993). Rules of the mind. Hillsdale, NJ: Erlbaum.
3. Anderson, J.R. & Bower, G.H. (1973). Human associative memory. Washington, DC: Winston.
4. Baddeley, A.D., Gathercole, S. & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.
5. Baddeley, A.D. & Hitch, G.J. (1974). Working memory. In G. Bower (Ed.), The psychology of learning and motivation, (Vol. 8) (pp. 47-90). New York: Academic Press.
6. Barsalou, L.W. & Bower, G.H. (1984). Discriminations nets as psychological models. Cognitive Science, 8, 1-26.
7. Cartwright, T.A. & Brent, M.R. (1997). Syntactic categorization in early language acquisition: Formalizing the role of distributional analysis. Cognition, 63, 121-170.
8. Charness, N. (1976). Memory for chess positions: Resistance to interference. Journal of Experimental Psychology: Human Learning and Memory, 2, 641-653.
9. Chase, W.G. & Simon, H.A. (1973). The mind's eye in chess. In W.G. Chase (Ed.) Visual information processing (pp. 215-281). New York: Academic Press.
10. Croker, S., Pine, J.M. & Gobet, F. (2000). Modelling the optional infinitive phenomena: A computational account of tense optionality in children's speech. In N. Taatgen & J. Aasman (Eds.), Proceedings of the Third International Conference on Cognitive Modelling (pp. 142-149). Veenendaal, The Netherlands: Universal Press.
11. De Groot, A.D. (1978). Thought and choice in chess. The Hague, Mouton Publishers.
12. De Groot, A.D. & Gobet, F. (1996). Perception and memory in chess: Studies in the heuristics of the professional eye. Assen: Van Gorcum.
13. Elman, J.L. (1993). Learning and development in neural networks: The importance of starting small. Cognition, 48, 71-99.
14. Feigenbaum, E.A. & Simon, H.A. (1962). A theory of the serial position effect. British Journal of Psychology, 53, 307-320.
15. Feigenbaum, E.A. & Simon, H.A. (1984). EPAM-like models of recognition and learning. Cognitive Science, 8, 305-336.
16. Finch, S. & Chater, N. (1992). Bootstrapping syntactic categories. Proceedings of the 14th Annual Conference of the Cognitive Science Society (pp. 820-825). Hillsdale, NJ: Erlbaum.
17. Fisher, D.H., Pazzani, M.J. & Langley, P. (Eds.) (1991). Concept formation: Knowledge and experience in unsupervised learning. San Mateo: Kaufmann.
18. Freudenthal, D., Pine, J.M. & Gobet, F. (2001). Modelling the optional infinitive stage in MOSAIC: A generalisation to Dutch. Proceedings of the 4th International Conference on Cognitive Modelling.
19. Gathercole, S.E. & Adams, A.-M. (1993). Phonological working memory in very young children. Developmental Psychology, 29, 770-778.
20. Gathercole, S.E. & Baddeley, A.D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28, 200-213.
21. Gobet, F. (1993). Les mémoires d'un joueur d'échecs. Fribourg: Editions Universitaires.
22. Gobet, F. (1996). Discrimination nets, production systems and semantic networks: Elements of a unified framework. Proceedings of the 2nd International Conference on the Learning Sciences, (pp. 398-403). Evanston II: Northwestern University.
23. Gobet, F. (1997). Roles of pattern recognition and search in expert problem solving. Thinking and Reasoning, 3, 291-313.
24. Gobet, F. (1998a). Chess players' thinking revisited. Swiss Journal of Psychology, 57, 18-32.
25. Gobet, F. (1998b). Expert memory: A comparison of four theories. Cognition, 66, 115-152.
26. Gobet, F. (1999). Simulations of stagewise development with a symbolic architecture. In J.P. Dauwalder & W. Tschacher (Eds.), Dynamics, synergetics, und autonomous agents (pp. 143-156). Singapore: World Scientific.
27. Gobet, F. (2001). Chunk hierarchies and retrieval structures. Comments on Saariluoma and Laine. Scandinavian Journal of Psychology, 42, 149-155.
28. Gobet, F. & Jansen, P. (1994). Towards a chess program based on a model of human memory. In H. J. van den Herik, I.S. Herschberg, & J.E. Uiterwijk (Eds.), Advances in Computer Chess 7 (pp. 35-60). Maastricht: University of Limburg Press.
29. Gobet, F., Lane, P.C.R., Croker. S., Cheng, P.C.-H., Jones, G., Oliver, I. & Pine, J.M. (2001). Chunking mechanisms in human learning. Trends in Cognitive Sciences, 5, 236-243.
30. Gobet, F. & Oliver, I. (2000). Implicit memory for computer programs. (Soumis pour publication).
31. Gobet, F. & Pine, J. (1997). Modelling the acquisition of syntactic categories. Proceedings of the 19th Annual Meeting of the Cognitive Science Society, p. 265-270. Hillsdale, NJ: Erlbaum.
32. Gobet, F., Richman, H.B., Staszewski, J. & Simon, H.A. (1997). Goals, representations, and strategies in a concept attainment task: The EPAM model. The Psychology of Learning and Motivation, 37, 265-290.
33. Gobet, F. & Simon, H.A. (1996a). Templates in chess memory: A mechanism for recalling several boards. Cognitive Psychology, 31, 1-40.
34. Gobet, F. & Simon, H.A. (1996b). Recall of random and distorted positions: Implications for the theory of expertise. Memory & Cognition. 24, 493-503.
35. Gobet, F. & Simon, H.A. (1996c). Recall of rapidly presented random chess positions is a function of skill. Psychonomic Bulletin & Review, 3, 159-163.
36. Gobet, F. & Simon, H.A. (2000). Five seconds or sixty? Presentation time in expert memory. Cognitive Science, 24, 651-682.
37. Gobet, F. & Waters, A. (2000). Role of constraints in expert memory. (Soumis pour publication).
38. Gobet, F. & Wood, D.J. (1999). Expertise models of learning and computer-based tutoring. Computers and Education. 33, 189-207.
39. Gregg, L.W. & Simon, H.A. (1967). An information-processing explanation of one-trial and incremental learning. Journal of Verbal Learning and Verbal Behavior, 1967, 780-787.
40. Gruber, H. & Ziegler, A. (1990). Expertisegrad und Wissensbasis. Eine Untersuchung bei Schachspielern. Psychologische Beiträge, 32, 163-185.
41. Harris, T. & Wexler, K. (1996) The optional-infinitive stage in child English. In H. Clahsen (Ed.) Generative perspectives on language acquisition (pp. 1-42). Philadelphia: John Benjamins.
42. Hintzman, D.L. (1968). Explorations with a discrimination net model for paired-associate learning. Journal of Mathematical Psychology, 5, 123-162.
43. Holding, D.H. (1985). The psychology of chess skill. Hillsdale, NJ: Erlbaum.
44. Hyötyniemi, H. & Saariluoma, P. (1998). Simulating chess players' recall: How many chunks and what kind can they be? Proceedings of the Second European Conference on Cognitive Modelling (p. 195-196). Nottingham: University Press.
45. Jones, G., Gobet, F. & Pine, J.M. (2000a). Learning novel sound patterns. In N. Taatgen & J. Aasman (Eds.), Proceedings of the Third International Conference on Cognitive Modelling (pp. 169-176). Veenendaal, The Netherlands: Universal Press.
46. Jones, G., Gobet, F. & Pine, J.M. (2000b). A process model of children's early verb use, Proceedings of the Twenty Second Annual Meeting of the Cognitive Science Society (pp. 723-728). Philadelphia, USA.
47. Koedinger, K.R. & Anderson, J.R. (1990). Abstract planning and perceptual chunks: Elements of expertise in geometry. Cognitive Science, 14, 511-550.
48. Lane, P.C.R., Cheng, P.C.-H. & Gobet, F. (2000). CHREST+: A simulation of how humans learn to solve problems using diagrams. AISB Quarterly, 103, 24-30.
49. Lane, P.C.R., Gobet, F. & Cheng, P.C.-H. (2000). Learning-based constraints on schemata, Proceedings of the Twenty Second Annual Meeting of the Cognitive Science Society (pp. 776-781). Philadelphia, USA.
50. Langley, P. (1996). Elements of machine learning. San Francisco, CA: Morgan.
51. Levy, S. (1992). Artificial life: A report from the frontier where computers meet biology. New York: Vintage Books.
52. Ling, C.X. & Marinov, M. (1994). A symbolic model of the nonconscious acquisition of information. Cognitive Science, 18. 595-621.
53. Lories, G. (1992, July). Using a neural network to pre-process chess positions. Paper presented at the XXVth International Congress of Psychology, Brussels.
54. Maratsos, M.P. (1990). Are actions to verbs as objects are to nouns? On the different semantic bases of form, class, and category. Linguistics, 28, 1351-1379.
55. Newell, A. (1990). Unified theories of cognition. Cambridge, MA: Harvard University Press.
56. Newell, A. & Simon, H.A. (1972). Human problem solving. Englewood Cliffs, NJ: Prentice-Hall.
57. Pfeifer, R. & Scheier, C. (1999). Understanding intelligence. Cambridge: MIT Press.
58. Pine, J.M., Lieven, E.V.M. & Rowland, C.F. (1998). Comparing different models of the development of the English verb category. Linguistics, 36, 807-830.
59. Pinker, S. (1984). Language learnability and language development. Cambridge, MA: Harvard University Press.
60. Pitrat, J. (1977). A chess combinations program which uses plans. Artificial Intelligence, 8, 1977.
61. Quinlan, J.R. (1986). Induction of decision trees. Machine Learning, 1, 81-106.
62. Richman, H.B. (1991). Discrimination net models of concept formation. In D.H. Fisher, M.J. Pazzani, & P. Langley (Eds.), Concept formation: Knowledge and experience in unsupervised learning, 103-126. San Mateo: Kaufmann.
63. Richman, H.B., Gobet, F., Staszewski, J.J. & Simon, H.A. (1996). Perceptual and memory processes in the acquisition of expert performance: The EPAM model. In K.A. Ericsson (Ed.), The road to excellence (pp. 167-187). Mahwah: Erlbaum.
64. Richman, H.B. & Simon, H.A. (1989). Context effects in letter perception: Comparison of two theories. Psychological Review, 96, 417-432.
65. Richman, H.B., Staszewski, J. & Simon, H.A. (1995). Simulation of expert memory with EPAM IV. Psychological Review, 102, 305-330.
66. Rohde, D.L.T. & Plaut, D.C. (1999). Language acquisition in the absence of explicit negative evidence: How important is starting small? Cognition, 72, 67-109.
67. Rumelhart, D.E. & McClelland, J.L. (1986). On learning the past tenses of English verbs. In D.E. Rumelhart & J.L. McClelland (Eds.), Parallel distributed processing: Explorations in the micro-structure of cognition. Volume 2 (pp. 216-271). Cambridge. MA: MIT Press.
68. Saariluoma, P. (1995). Chess players' thinking. London: Routledge.
69. Saariluoma, P. & Laine, T. (2001 ). Novice construction of chess memory. Scandinavian Journal of Psychology, 42, 137-146.
70. Schutze, C. & Wexler, K. (1996). Subject case licensing and English root infinitives. In A. Stringfellow, D. Cahma-Amitay, E. Hughes & A. Zukowski (Eds.), Proceedings of the 20th Annual Boston University Conference on Language Development. (pp. 670-681). Somerville, MA: Cascadilla Press.