AI Europe 2016

  Partnership between AISB and AI Europe 2016: Next December 5th and 6th in London, AI Europe will bring together the European AI eco-system by gathering new tools and future technologies appearing in professional fields for th...


Read More...

AISB convention 2017

  In the run up to AISB2017 convention (http://aisb2017.cs.bath.ac.uk/index.html), I've asked Joanna Bryson, from the organising team, to answer few questions about the convention and what comes with it. Mohammad Majid...


Read More...

Harold Cohen

Harold Cohen, tireless computer art pioneer dies at 87   Harold Cohen at the Tate (1983) Aaron image in background   Harold Cohen died at 87 in his studio on 27th April 2016 in Encintias California, USA.The first time I hear...


Read More...

Dancing with Pixies?...

At TEDx Tottenham, London Mark Bishop (the former chair of the Society) demonstrates that if the ongoing EU flagship science project - the 1.6 billion dollar "Human Brain Project” - ultimately succeeds in understanding all as...


Read More...

Computerised Minds. ...

A video sponsored by the society discusses Searle's Chinese Room Argument (CRA) and the heated debates surrounding it. In this video, which is accessible to the general public and those with interest in AI, Olly's Philosophy Tube ...


Read More...

Connection Science

All individual members of The Society for the Study of Artificial Intelligence and Simulation of Behaviour have a personal subscription to the Taylor Francis journal Connection Science as part of their membership. How to Acce...


Read More...
012345

Notice

AISB miscellaneous Bulletin Item

Book: In order to learn: How the sequence of topics influence learning. Ritter, Nerb, Lehtinen, & O'Shea (eds.) (June, 2007)

http://acs.ist.psu.edu/papers/ritterNLOS07.html

 Book:  In order to learn: How the sequence of topics influence learning
    Ritter, Nerb, Lehtinen, & O'Shea (eds.)
    http://acs.ist.psu.edu/papers/ritterNLOS07.html

The order that material, for both facts and skills, is presented
or explored by a learner can strongly influence what is learned,
how fast performance increases, and sometimes, even that the
material is learned at all. In this book we argue that these
effects are more pervasive and important than they have
previously treated, and we are able to provide a preliminary
summary of what research tells us about how to order
instructional material. We explore some of the foundation topics
in this area of intersection of psychology, of machine learning,
artificial intelligence, and cognitive modeling, and of
instructional design. We include several case studies, and note
numerous questions that will lead to further research projects
and provide food for thought for professionals working in these
areas such as education.

You can order this book at http://www.oup.com/us
a 20 % discount is available with the code 26070