Knowledge component - Revision history

Koedinger: Added links to KLI Framework and DataShop

2016-05-31T19:34:10Z

Added links to KLI Framework and DataShop

← Older revision		Revision as of 19:34, 31 May 2016
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	An example of a knowledge component analysis (a kind of [[cognitive task analysis]]) can be found in the description of Julie Booth's study [[Booth\|knowledge component construction vs. recall]]. In her case, the key knowledge components are concepts and skills for making decisions during problem solving in the domain of algebra equation solving. She identifies both incorrect knowledge components that students tend to acquire and correct knowledge components that good students eventually acquire.		An example of a knowledge component analysis (a kind of [[cognitive task analysis]]) can be found in the description of Julie Booth's study [[Booth\|knowledge component construction vs. recall]]. In her case, the key knowledge components are concepts and skills for making decisions during problem solving in the domain of algebra equation solving. She identifies both incorrect knowledge components that students tend to acquire and correct knowledge components that good students eventually acquire.

	A data mining approach to knowledge component analysis is support by [http://~~learnlag~~.org/DataShop LearnLab's DataShop].		A data mining approach to knowledge component analysis is support by [http://learnlab.org/DataShop LearnLab's DataShop].

	=== Kinds of knowledge components ===		=== Kinds of knowledge components ===

Koedinger: Added links to KLI Framework and DataShop

2016-05-31T19:32:26Z

Added links to KLI Framework and DataShop

← Older revision		Revision as of 19:32, 31 May 2016
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	=== Knowledge Component ===		=== Knowledge Component ===

	A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step\|steps]] in a task or a problem. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like [[schema]], production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that the student behaves as described by the knowledge component, but may not be able to describe it themselves. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord with it even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.		A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step\|steps]] in a task or a problem. A full description and taxonomy of knowledge components can be found in [http://pact.cs.cmu.edu/pubs/KLI-KoedingerCorbettPerfetti2012-pre.pdf Koedinger, Corbett, & Perfetti (2012) ]. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like [[schema]], production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that the student behaves as described by the knowledge component, but may not be able to describe it themselves. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord with it even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.

	A knowledge component (KC) relates [[Features\|features]] to a response where both the features and response(s) can be either external, in the world, like cues in a stimulus and a motor response or internal, in the mind, like inferred features and a new goal.		A knowledge component (KC) relates [[Features\|features]] to a response where both the features and response(s) can be either external, in the world, like cues in a stimulus and a motor response or internal, in the mind, like inferred features and a new goal.
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	An example of a knowledge component analysis (a kind of [[cognitive task analysis]]) can be found in the description of Julie Booth's study [[Booth\|knowledge component construction vs. recall]]. In her case, the key knowledge components are concepts and skills for making decisions during problem solving in the domain of algebra equation solving. She identifies both incorrect knowledge components that students tend to acquire and correct knowledge components that good students eventually acquire.		An example of a knowledge component analysis (a kind of [[cognitive task analysis]]) can be found in the description of Julie Booth's study [[Booth\|knowledge component construction vs. recall]]. In her case, the key knowledge components are concepts and skills for making decisions during problem solving in the domain of algebra equation solving. She identifies both incorrect knowledge components that students tend to acquire and correct knowledge components that good students eventually acquire.

			A data mining approach to knowledge component analysis is support by [http://learnlag.org/DataShop LearnLab's DataShop].

	=== Kinds of knowledge components ===		=== Kinds of knowledge components ===

Mbett: Reverted edits by Ularedmond (Talk); changed back to last version by Koedinger

2011-09-09T19:07:14Z

Reverted edits by Ularedmond (Talk); changed back to last version by Koedinger

New page

=== Knowledge Component ===

A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step|steps]] in a task or a problem. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like [[schema]], production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that the student behaves as described by the knowledge component, but may not be able to describe it themselves. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord with it even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.

A knowledge component (KC) relates [[Features|features]] to a response where both the features and response(s) can be either external, in the world, like cues in a stimulus and a motor response or internal, in the mind, like inferred features and a new goal.

KCs are "correct" when all of the features are relevant to making the response and none of them are irrelevant. In geometry, for example, the knowledge component "if angles look equal, then conclude they are equal" is incorrect because it includes an irrelevant feature "angles look equal" and is missing a relevant feature like "the angles are at the base of an isosceles triangle". See also [[Feature validity|feature validity]] and [[Refinement|refinement]].

An example of a knowledge component analysis (a kind of [[cognitive task analysis]]) can be found in the description of Julie Booth's study [[Booth|knowledge component construction vs. recall]]. In her case, the key knowledge components are concepts and skills for making decisions during problem solving in the domain of algebra equation solving. She identifies both incorrect knowledge components that students tend to acquire and correct knowledge components that good students eventually acquire.

=== Kinds of knowledge components ===
Mental representations of:
* Domain knowledge
** Facts, concepts, principles, rules, procedures, strategies
* Prerequisite knowledge
** Feature encoding knowledge (see examples in [[Booth|Algebra]] and [[Applying optimal scheduling of practice in the Chinese Learnlab|Chinese radicals]])
* Integrative knowledge
** Schemas or procedures that connect other KCs
* Metacognitive knowledge
** About knowledge, controlling use or acquisition of knowledge (see the [[The Help Tutor Roll Aleven McLaren|help-seeking project]])
*Beliefs & interests
** What one likes, believes

=== Cross-cutting distinctions ===
* Correct vs. incorrect
* Verbal (explicit) vs. non-verbal (implicit)
* Probabilistic vs. discrete

=== Not knowledge components ===
* Any external representation of knowledge
** Like textbook descriptions or an example
* Generic cognitive structures
** Working memory
* Continuous parameters on knowledge representations
** Strength, level of engagement, implicit value of a goal, affect

=== Other uses of "knowledge" ===
“Knowledge” in PSLC is used as in the Cognitive Science and AI traditions. The mind is a knowledge base stored in the brain’s hardware. All competencies and behaviors are determined by “knowledge” in this sense. "Knowledge" in philosophy is “justified true belief" whereas our use of knowledge components includes both incorrect (false) knowledge and implicit (no explicit belief or justification) knowledge. "Knowledge" in education is basic facts (1st level of Bloom’s (1956) taxonomy) whereas knowledge components can be procedures, integrating schemas, complex reasoning strategies, metacognitive skills …, that is, all levels of Bloom’s taxonomy.

=== References ===
* VanLehn, K. (2006). The behavior of tutoring systems. ''International Journal of Artificial Intelligence in Education'', 16 (3), 227-265 [http://www.pitt.edu/~vanlehn/Stringent/Abstracts/06IJAIED.htm Abstract&PDF]

* Koedinger's PSLC Lunch Talk from August, 2006.

* Norma Chang's CMU Psychology PhD Thesis (2006) on surface vs. structural problem variations and resultant acquisition of relevant vs. irrelevant features ("spurious correlations" with surface features).

* Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain. New York: McKay.

[[Category:Glossary]] [[Category:PSLC_General]] [[Category:DataShop_Glossary]]

Koedinger at 17:41, 19 November 2010

2010-11-19T17:41:16Z

← Older revision		Revision as of 17:41, 19 November 2010
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	=== Knowledge Component ===		=== Knowledge Component ===

	A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step\|steps]] in a task or a problem. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like schema, production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that the student behaves as described by the knowledge component, but may not be able to describe it themselves. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord with it even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.		A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step\|steps]] in a task or a problem. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like [[schema]], production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that the student behaves as described by the knowledge component, but may not be able to describe it themselves. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord with it even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.

	A knowledge component (KC) relates [[Features\|features]] to a response where both the features and response(s) can be either external, in the world, like cues in a stimulus and a motor response or internal, in the mind, like inferred features and a new goal.		A knowledge component (KC) relates [[Features\|features]] to a response where both the features and response(s) can be either external, in the world, like cues in a stimulus and a motor response or internal, in the mind, like inferred features and a new goal.

71.60.40.99: /* Other uses of "knowledge" */

2008-11-11T03:16:14Z

Other uses of "knowledge"

← Older revision		Revision as of 03:16, 11 November 2008
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	=== Other uses of "knowledge" ===		=== Other uses of "knowledge" ===
	“Knowledge” in PSLC is used as in the Cognitive Science and AI traditions. The mind is a knowledge base stored in the brain’s hardware. All competencies and behaviors are determined by ~~“knowledge{cogsci}”~~. ~~(Here and below knowledge{x} means the definition of knowledge~~ in ~~the tradition x.)~~		“Knowledge” in PSLC is used as in the Cognitive Science and AI traditions. The mind is a knowledge base stored in the brain’s hardware. All competencies and behaviors are determined by “knowledge” in this sense. "Knowledge" in philosophy is “justified true belief" whereas our use of knowledge components includes both incorrect (false) knowledge and implicit (no explicit belief or justification) knowledge. "Knowledge" in education is basic facts (1st level of Bloom’s (1956) taxonomy) whereas knowledge components can be procedures, integrating schemas, complex reasoning strategies, metacognitive skills …, that is, all levels of Bloom’s taxonomy.
	~~Knowledge{~~philosophy} is “justified true belief" whereas knowledge~~{cogsci} can be~~ incorrect (false) or implicit (no explicit belief or justification).
	Knowledge{education} is basic facts (1st level of Bloom’s (1956) taxonomy) whereas knowledge~~{cogsci} includes~~ procedures, integrating schemas, complex reasoning strategies, ~~metacognition~~ …, that is, all levels of Bloom’s taxonomy.

	=== References ===		=== References ===

Koedinger: /* Knowledge Component */

2008-10-24T14:09:41Z

Knowledge Component

@@ Line 1: / Line 1: @@
 === Knowledge Component ===
-A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step|steps]] in a task or a problem. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like schema, production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that the student behaves as described by the knowledge component, but may not be able to describe it. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord with it even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.
+A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step|steps]] in a task or a problem. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like schema, production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that the student behaves as described by the knowledge component, but may not be able to describe it themselves. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord with it even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.
 A knowledge component (KC) relates [[Features|features]] to a response where both the features and response(s) can be either external, in the world, like cues in a stimulus and a motor response or internal, in the mind, like inferred features and a new goal.
@@ Line 7: / Line 7: @@
 KCs are "correct" when all of the features are relevant to making the response and none of them are irrelevant. In geometry, for example, the knowledge component "if angles look equal, then conclude they are equal" is incorrect because it includes an irrelevant feature "angles look equal" and is missing a relevant feature like "the angles are at the base of an isosceles triangle". See also [[Feature validity|feature validity]] and [[Refinement|refinement]].
-An example of a knowledge component analysis can be found in the description of Julie Booth's study [[Booth|knowledge component construction vs. recall]].
+An example of a knowledge component analysis (a kind of [[cognitive task analysis]]) can be found in the description of Julie Booth's study [[Booth|knowledge component construction vs. recall]].  In her case, the key knowledge components are concepts and skills for making decisions during problem solving in the domain of algebra equation solving.  She identifies both incorrect knowledge components that students tend to acquire and correct knowledge components that good students eventually acquire.
 === Other uses of "knowledge" ===

Koedinger: /* Knowledge Component */

2008-10-23T21:10:32Z

Knowledge Component

← Older revision		Revision as of 21:10, 23 October 2008
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	=== Knowledge Component ===		=== Knowledge Component ===

	A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step\|steps]] in a task or a problem. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like schema, production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that the student behaves as described by the knowledge component, but may not be able to describe it. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.		A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step\|steps]] in a task or a problem. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like schema, production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that the student behaves as described by the knowledge component, but may not be able to describe it. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord with it even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.

	A knowledge component (KC) relates [[Features\|features]] to a response where both the features and response(s) can be either external, in the world, like cues in a stimulus and a motor response or internal, in the mind, like inferred features and a new goal.		A knowledge component (KC) relates [[Features\|features]] to a response where both the features and response(s) can be either external, in the world, like cues in a stimulus and a motor response or internal, in the mind, like inferred features and a new goal.

Koedinger: /* Other uses "knowledge" */ minor

2008-02-07T16:18:53Z

Other uses "knowledge": minor

← Older revision		Revision as of 16:18, 7 February 2008
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	An example of a knowledge component analysis can be found in the description of Julie Booth's study [[Booth\|knowledge component construction vs. recall]].		An example of a knowledge component analysis can be found in the description of Julie Booth's study [[Booth\|knowledge component construction vs. recall]].

	=== Other uses "knowledge" ===		=== Other uses of "knowledge" ===
	“Knowledge” in PSLC is used as in the Cognitive Science and AI ~~tradition~~. The mind is a knowledge base stored in the brain’s hardware. All competencies & behaviors are determined by “knowledge{cogsci}”. (Here and below knowledge{x} means the definition of knowledge in the tradition x.)		“Knowledge” in PSLC is used as in the Cognitive Science and AI traditions. The mind is a knowledge base stored in the brain’s hardware. All competencies and behaviors are determined by “knowledge{cogsci}”. (Here and below knowledge{x} means the definition of knowledge in the tradition x.)
	Knowledge{philosophy} is “justified true belief" whereas knowledge{cogsci} can be incorrect (false) or implicit (no explicit belief or justification).		Knowledge{philosophy} is “justified true belief" whereas knowledge{cogsci} can be incorrect (false) or implicit (no explicit belief or justification).
	Knowledge{education} is basic facts (1st level of Bloom’s (1956) taxonomy) whereas knowledge{cogsci} includes procedures, integrating schemas, complex reasoning strategies, metacognition …, that is, all levels of Bloom’s taxonomy.		Knowledge{education} is basic facts (1st level of Bloom’s (1956) taxonomy) whereas knowledge{cogsci} includes procedures, integrating schemas, complex reasoning strategies, metacognition …, that is, all levels of Bloom’s taxonomy.

Koedinger: /* Other uses "knowledge" */ minor

2008-02-07T16:17:23Z

Other uses "knowledge": minor

← Older revision		Revision as of 16:17, 7 February 2008
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	=== Other uses "knowledge" ===		=== Other uses "knowledge" ===
	“Knowledge” in PSLC is used as in the Cognitive Science and AI tradition. The mind is a knowledge base stored in the brain’s hardware. All competencies & behaviors are determined by “knowledge{cogsci}”. (Here and below knowledge{x} means the definition of knowledge in the tradition x.)		“Knowledge” in PSLC is used as in the Cognitive Science and AI tradition. The mind is a knowledge base stored in the brain’s hardware. All competencies & behaviors are determined by “knowledge{cogsci}”. (Here and below knowledge{x} means the definition of knowledge in the tradition x.)
	Knowledge{philosophy} is “justified true belief whereas knowledge{cogsci} can be incorrect (false) or implicit (no explicit belief or justification).		Knowledge{philosophy} is “justified true belief" whereas knowledge{cogsci} can be incorrect (false) or implicit (no explicit belief or justification).
	Knowledge{education} is basic facts (1st level of Bloom’s (1956) taxonomy) whereas knowledge{cogsci} includes procedures, integrating schemas, complex reasoning strategies, metacognition …, that is, all levels of Bloom’s taxonomy.		Knowledge{education} is basic facts (1st level of Bloom’s (1956) taxonomy) whereas knowledge{cogsci} includes procedures, integrating schemas, complex reasoning strategies, metacognition …, that is, all levels of Bloom’s taxonomy.

Koedinger: /* Knowledge Component */ minor wording edit

2008-02-07T16:16:44Z

Knowledge Component: minor wording edit

← Older revision		Revision as of 16:16, 7 February 2008
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	=== Knowledge Component ===		=== Knowledge Component ===

	A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step\|steps]] in a task or a problem. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like schema, production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that student behaves as described by the knowledge component, but may not be able to describe it ~~themselves~~. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.		A knowledge component is a description of a mental structure or process that a learner uses, alone or in combination with other knowledge components, to accomplish [[Step\|steps]] in a task or a problem. A knowledge component is a generalization of everyday terms like concept, principle, fact, or skill, and cognitive science terms like schema, production rule, misconception, or facet. When we say a student "has" a knowledge component, it might mean the student can describe it in words (e.g., "Vertical angles are congruent") or it might simply mean that the student behaves as described by the knowledge component, but may not be able to describe it. In this second case, to say the student "has" the knowledge component "If angle A and B are vertical angles and angle A is X degrees, then angle B is X degrees" means the student will behave in accord even though they might not be able to state the rule. The first is an "explicit" knowledge component, like a fact or principle, and the second an "implicit" knowledge component , like a skill. Much of what first language learners know about their first language involves implicit knowledge components.

	A knowledge component (KC) relates [[Features\|features]] to a response where both the features and response(s) can be either external, in the world, like cues in a stimulus and a motor response or internal, in the mind, like inferred features and a new goal.		A knowledge component (KC) relates [[Features\|features]] to a response where both the features and response(s) can be either external, in the world, like cues in a stimulus and a motor response or internal, in the mind, like inferred features and a new goal.