Introduction

 

• Introduction
• Assumptions of the research
• Creative reading
• The task description of reading
• Communication between the supertasks
• Creative understanding
• Knowledge issues
• Task issues
• Evaluation
• Discussion
• Characteristics of the problem
• What reading is
• Why readers read
• Where readers read
• What readers read
• How to describe how readers read
• How readers read
• Related work in reading and creativity
• Related work in reading
• Education
• Psychology
• Artificial intelligence
• Related work in creativity
• Formal psychology
• ``Pop'' psychology
• Artificial intelligence
• Discussion
• Related work in creative understanding
• Conceptual combination
• Explanation-based reasoning
• Discussion
• Representing Knowledge in Creative Reading
• Why representation is needed
• What to represent in the world--types of entities
• Objects
• States
• Actions
• Discussion of types
• What to represent in the world--domains of entities
• Mental
• Emotional
• Social
• Temporal
• Discussion of domains
• How to represent entities
• Basic knowledge representation
• Discussion
• How to organize the concepts
• The range of representable concepts
• Actions
• States
• Objects and agents
• Non-representable entities
• Ambiguous sentences
• Discussion
• A theory of reading
• What supertasks are
• Communication
• Knowledge structures
• Explicit messages
• Knowledge packets
• The support supertasks
• The role of sentence processing
• Intra-sentential word processing
• Intra-sentential extra-word processing
• Potential inter-sentential processing
• Sentence processing packets
• Memory
• Reasoning about concepts
• The primary supertasks
• Integration, resource management, and reflection
• Integration
• Resource management
• Reflection
• Control packets
• Comprehending the story structure
• Pre-reading processing
• Text body processing
• Task interaction
• Story structure packets
• Comprehending the scenario
• The event parser
• Modeling the agents and actions
• The hierarchical structure of scenarios
• Scenario packets
• Discussion
• A theory of creative understanding
• The necessity of the understanding tasks
• The tasks of understanding
• Memory retrieval
• Analogical mapping
• Base-constructive analogy
• Problem reformulation
• The control of understanding
• The satisfaction criterion
• The interest restriction
• Ontological constraints
• Discussion
• The ISAAC system
• Overview of the system
• Preprocessing
• Processing
• Control
• Memory
• Sentence processor
• Reasoning
• Story structure comprehension
• Scenario comprehension
• Walk-through of Men Are Different
• Walk-through of Zoo
• Discussion
• Evaluation
• Baseline model performance
• Evaluators
• Method
• Subjects
• Materials
• Design and Procedure
• Results
• Discussion
• Repeated questions across evaluators
• Question type
• Questions which participants failed to answer
• Self-evaluation of agents
• Interpreting the results
• Direct theory evaluation
• Importance
• Originality
• Practicality
• Significance
• Discussion
• Contributions of the work
• Contributions
• Creative understanding contributions
• Knowledge representation contributions
• Creative understanding task contributions
• Reading contributions
• Evaluation contributions
• Future directions
• Conclusion
• Stories used in this work
• Experiment by Fredric Brown
• Lycanthrope by Norm Hartman
• Men Are Different by Alan Bloch
• Pattern by Fredric Brown
• Zoo by Ed Hoch
• Star Trek synopses
• The Squire of Gothos
• The Trouble with Tribbles
• The Ultimate Computer
• What are Little Girls Made of?
• Charlie X
• Who Mourns for Adonais?
• The Gamesters of Triskelion
• Operation: Annihilate
• Journey to Babel
• Evaluation questions for the stories
• Men Are Different questions
• Zoo questions
• Lycanthrope questions
• Selected responses to evaluation questions
• Men Are Different
• Zoo
• Lycanthrope
• Discussion
• Index
• About this document ...