TERMIUM Plus^®

Record 1,  Textual support,  English

Record number: 1, Textual support number: 1 DEF

A level of diagnosis concerned with the individual whose behavior and knowledge are of interest to the behavioral and epistemic diagnosis. It supports the view of the student, not only as a recipient of communicable knowledge, but as an agent with an identity of his own, engaged in an active learning process. Collecting information about this agent's individual characteristics can be a productive diagnostic activity. Individual diagnosis remains an area for further research.  1, record 1, English, - individual%20diagnosis

Record number: 1, Textual support number: 1 CONT

Individual diagnosis requires a specialized, largely domain-independent vocabulary, which the field still needs to investigate.  1, record 1, English, - individual%20diagnosis

Record 1,  Textual support,  French

Record number: 1, Textual support number: 1 DEF

Diagnostic effectué par un individu (l'apprenant) en considérant son état de connaissance (état épistémique).  2, record 1, French, - autodiagnostic

Record number: 1, Textual support number: 1 OBS

Les principales facettes de ce type de diagnostic sont d'ordre : architectural (simulation de l'état épistémique par l'architecture cognitive du didacticiel), didactique (inclusion d'un modèle d'apprentissage dans le modèle de l'apprenant), stéréotypique (construction d'un profil de l'apprenant au moyen de traits de caractère et de préférences stéréotypiques), motivationnel (inclusion de paramètres tels, niveau d'intérêt, fatigue, etc.), situationnel (interventions extérieures qui peuvent modifier la performance de l'apprenant), intentionnel (attitude et opinions de l'apprenant vis-à-vis de l'interaction pédagogique), autoréférentiel (modèle individuel) et réciproque (modèle du système construit par l'étudiant).  2, record 1, French, - autodiagnostic

Record 1,  Textual support,  Spanish

Record 2,  Textual support,  English

Record number: 2, Textual support number: 1 DEF

Identification of the decisions or operators responsible for the success or failure of achieving a goal.  2, record 2, English, - credit%2Fblame%20assignment

Record number: 2, Textual support number: 2 DEF

In epistemic diagnosis, the task of discovering which knowledge, correct or incorrect, has been used to produce behavior, and which relevant knowledge has been overlooked. This requires the availability of a modeling language and some form of differential modeling, whereby the knowledge used by the student can be compared to that which the expert would have used. The methods used in credit/blame assignment are : model tracing, structural consistency and longitudinal consistency.  3, record 2, English, - credit%2Fblame%20assignment

Record 2,  Textual support,  French

Record number: 2, Textual support number: 1 DEF

Repérage des décisions ou des opérateurs déterminant le succès ou l'échec quant à l'atteinte d'un but.  1, record 2, French, - attribution%20de%20cr%C3%A9dit%2Fbl%C3%A2me

Record number: 2, Textual support number: 1 OBS

Voir attribution du mérite, attribution du blâme.  1, record 2, French, - attribution%20de%20cr%C3%A9dit%2Fbl%C3%A2me

Record 2,  Textual support,  Spanish

Record 3,  Textual support,  English

Record number: 3, Textual support number: 1 CONT

The goal of having an implemented process model of expertise is an interesting constraint for the definition of the subject matter. For a model to be operational, knowledge cannot be merely enunciated and explained : it must be put to work. Thus, all the knowledge critical to the target behavior has to be captured in the model of expertise, including the knowledge required for appropriately using knowledge. The fact that this model must be able to solve the same problems the student will eventually learn to solve ensures that, at some level of epistemic fidelity, it is complete.  3, record 3, English, - process%20model

Record number: 3, Textual support number: 2 CONT

In the representation of the subject matter, process models have been used to simulate two types of processes: 1) to model the phenomena the student has to understand, such as electronic circuits in SOPHIE and rainfall in WHY, 2) to model parts of the actual reasoning process the student learns to perform (ACTP tutors).  3, record 3, English, - process%20model

Record number: 3, Textual support number: 3 CONT

... the ideal component of the process model contains plans that describe how more complex tasks can be accomplished using a sequence of simpler tasks and commands, and have been implemented as a hierarchy of frames.  4, record 3, English, - process%20model

Record number: 3, Textual support number: 4 CONT

... a process model of the student’s decision making....  4, record 3, English, - process%20model

Record number: 3, Textual support number: 1 OBS

Compare to mental state and mental models. See knowledge state.  5, record 3, English, - process%20model

Record 3,  Textual support,  French

Record number: 3, Textual support number: 1 OBS

Voir modélisation de processus, modèle quantitatif et modèle qualitatif.  1, record 3, French, - mod%C3%A8le%20de%20processus

Record 3,  Textual support,  Spanish

Record 4,  Textual support,  English

Record number: 4, Textual support number: 1 DEF

In epistemic diagnosis by direct assignment of credit or blame, a modeling method for extracting information from behavior that follows observable behavior.  1, record 4, English, - model%20tracing

Record number: 4, Textual support number: 1 CONT

The idea behind model tracing is to create a close correspondence between units of the internal model and single steps of observable behavior. The required tuning of granularity can affect the design of the interface as well as that of the internal model. In ACT theory, knowledge compilation transforms declarative knowledge into a rule format that is directly usable for performance. As a consequence, compiled problem-solving knowledge, though it is a form of knowledge, maps directly onto behavior, unlike a concept or a principle, which must be interpreted before it can manifest itself in behavior. Thus knowledge compilation is really the core principle of the model-tracing paradigm. It can summarize claims of reasoning of arbitrary complexity as more coarsely grained rules. Model tracing is, in this sense, at the border between behavioral and epistemic diagnosis.  1, record 4, English, - model%20tracing

Record number: 4, Textual support number: 2 CONT

The model-tracing method operates in the context of intelligent tutoring systems which monitor students’ problem-solving activity. In that context, the diagnostic component need not compute the student’s solution path, because it can observe what the student does, step by step.  2, record 4, English, - model%20tracing

Record 4,  Textual support,  French

Record 4,  Textual support,  Spanish

Record 5,  Textual support,  English

Record number: 5, Textual support number: 1 CONT

As a communication medium, the interface needs to facilitate interpretation of the system's behavior so that the student is able to reconstruct the model of expertise at the epistemic level.  1, record 5, English, - communication%20medium

Record 5,  Textual support,  French

Record 5,  Textual support,  Spanish

Record 6,  Textual support,  English

Record number: 6, Textual support number: 1 DEF

In epistemic diagnosis, a method of credit/blame assignment which requires the inference of unobservable behavior and which can form the basis for epistemic inferences. Some machine-learning techniques are used to transform diagnostic reconstructions of behavior into a diagnostic description of knowledge.  1, record 6, English, - reconstruction

Record number: 6, Textual support number: 1 CONT

Once a plausible reconstructive interpretation has been reached, the diagnostic process can try to discover the ramifications of this interpretation for the formation of a partial knowledge state. When epistemic elements, such as subprocedures, rules, planning method, or concepts, participate in the reconstructed solution path, they can be primed as if they had been observed.  1, record 6, English, - reconstruction

Record 6,  Textual support,  French

Record 6,  Textual support,  Spanish

Record 7,  Textual support,  English

Record number: 7, Textual support number: 1 DEF

Diagnosis at the epistemic level. It distinguishes three phases in the inference of a knowledge state : direct assignment of credit and blame(determining which knowledge elements have been directly involved in the available account of behavior), structural consistency(broadcasting of repercussions of this direct recognition on the rest of the knowledge state), and longitudinal consistency(updating of the existing student model according to new information).  1, record 7, English, - epistemic%20diagnosis

Record 7,  Textual support,  French

Record number: 7, Textual support number: 1 OBS

Le comportement inféré lors du diagnostic inférentiel peut servir de point de départ dans le diagnostique épistémique des données sur le comportement et l'attribution directe du crédit ou du blâme. Ce sont le traçage de modèles, la reconstruction procédurale ou non procédurale, et la reconnaissance d'objectifs pédagogiques en tant qu'éléments du curriculum.  1, record 7, French, - diagnostic%20%C3%A9pist%C3%A9mique

Record 7,  Textual support,  Spanish

Record 8,  Textual support,  English

Record number: 8, Textual support number: 1 DEF

The third and last phase of epistemic diagnosis where the updating of the knowledge state takes place as a continuous series of observations from which new diagnostic information is integrated into the existing student model. This includes the recognition of patterns that manifest themselves over time. The updating methods use scalar attributes, such as numerical weights, associated with individual elements of the knowledge state. These weights are updated by some statistical or pseudostatistical computations as knowledge manifests itself in behavior. Some diagnostic updating methods are very similar to what is called in AI "truth maintenance" or "belief revision"(Doyle 1979, de Kecer 1986).  1, record 8, English, - longitudinal%20consistency

Record number: 8, Textual support number: 1 OBS

Diagnostic updating methods which combine theories of learning and belief revision in a form of "reasoning about learning" still belong to the future (Halpern 1986).  1, record 8, English, - longitudinal%20consistency

Record 8,  Textual support,  French

Record 8,  Textual support,  Spanish

Record 9,  Textual support,  English

Record 9,  Textual support,  French

Record number: 9, Textual support number: 1 OBS

epistemic behavior: Berlyne (1960) a désigné ainsi l'ensemble des comportements de connaissance (...)  3, record 9, French, - comportement%20de%20connaissance

Record 9,  Textual support,  Spanish