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- AARON
- Artificial intelligence
- abduction
- What reading is
| Reasoning about concepts
| Memory retrieval
| Memory retrieval
| Analogical mapping
| Problem reformulation
| Conclusion
- Abelson, R.
- Artificial intelligence
| The hierarchical structure of
| Scenario packets
- ad hoc categories
- How to organize the
- ALEC
- Artificial intelligence
- Alfred, Lord Tennyson
- Contributions of the work
- Allen, J.
- Artificial intelligence
- Allen, M. S.
- ``Pop'' psychology
- Alterman, R.
- Where readers read
- AM
- Artificial intelligence
- analogical mapping
- Creative understanding
| The necessity of the
| The necessity of the
| Analogical mapping to Analogical mapping
| The control of understanding
- anticipation
- Communication between the supertasks
| Explicit messages
| Explicit messages
| Explicit messages
| Explicit messages
| Intra-sentential word processing
| Intra-sentential extra-word processing
| Intra-sentential extra-word processing
| Intra-sentential extra-word processing
| Intra-sentential extra-word processing
| Potential inter-sentential processing
| Sentence processing packets
| Integration
| Pre-reading processing
| Pre-reading processing
| Discussion
| Control
| Story structure comprehension
| Story structure comprehension
| Story structure comprehension
| Walk-through of Men Are Different
| Walk-through of Men Are Different
| Walk-through of Men Are Different
| Walk-through of Men Are Different
| Reading contributions
- AQUA
- Explanation-based reasoning
| Basic knowledge representation
- Arkin, R.
- Why representation is needed
- Asherman, A.
- The role of sentence
- Asimov, I.
- Pre-reading processing
| Story structure packets
| The ISAAC system
- attribute listing
- ``Pop'' psychology
| ``Pop'' psychology
| ``Pop'' psychology
| ``Pop'' psychology
| ``Pop'' psychology
- attributes, definition of
- Objects
- augmented transition networks
- Artificial intelligence
- BACON
- Artificial intelligence
| Artificial intelligence
- Baird, W.
- Education
- Barsalou, L.
- How to organize the
- base-constructive analogy
- The necessity of the
| The necessity of the
| Base-constructive analogy to Base-constructive analogy
| The control of understanding
- Bhatta, S.
- Discussion
- bizarre understanding
- Task issues
| Task issues
| ``Pop'' psychology
| Base-constructive analogy
| The control of understanding
| The interest restriction
| Creative understanding task contributions
| Creative understanding task contributions
- Bloch, A.
- Reasoning about concepts
| Walk-through of Men Are Different
| Men Are Different by
- BORIS
- Artificial intelligence
- Brooks, R.
- Why representation is needed
- Brown, F.
- Base-constructive analogy
| Experiment by Fredric Brown
| Pattern by Fredric Brown
- Brown, J. S.
- Where readers read
- Carberry, M.
- Artificial intelligence
- Carey, S.
- Discussion of domains
- Carpenter, P.
- Psychology
- Carpenter, T.
- Where readers read
- Carroll, L.
- Introduction
- case-based reasoning
- Artificial intelligence
| Artificial intelligence
- Cattell, J. M.
- Psychology
- Chandrasekaran, B.
- Discussion
- Chekov, A.
- Problem reformulation
- Clement, J.
- Formal psychology
| The necessity of the
| Base-constructive analogy
- Cohen, H.
- Artificial intelligence
- Coleridge, S. T.
- Reflection
- Collins, A.
- Where readers read
- Colton, C. C.
- Evaluation
- communication
- see supertask, communication between
- communicative agreement
- Assumptions of the research
| Task issues
| Why readers read
| Problem reformulation
| Problem reformulation
| Problem reformulation
| Reasoning
| Walk-through of Men Are Different
| Creative understanding task contributions
| Creative understanding task contributions
- COMPERE
- The role of sentence
| Overview of the system
| Sentence processor
- comprehension, definition of
- What reading is
- concept
- actions
- Actions
| Discussion of types
| Actions
- agents
- Objects
| Discussion of types
| Objects and agents
- ambiguity
- Ambiguous sentences
- domains
- Knowledge issues
| What to represent in
- emotional domain
- Emotional
- examples of
- Ambiguous sentences to Ambiguous sentences
- frame notation
- Basic knowledge representation
- mental domain
- Mental
- non-representable entities
- Non-representable entities
- objects
- Objects
| Discussion of types
| Objects and agents
- physical domain
- What to represent in
- social domain
- Social
- states
- States
| Discussion of types
| States
- temporal domain
- Temporal
- types
- Knowledge issues
| What to represent in
- conceptual combination
- Conceptual combination
| Future directions
- conceptual dependency
- Artificial intelligence
- conceptual graph representation
- Knowledge issues
| Basic knowledge representation
- construction-integration model of reading
- Psychology
- context activation
- Memory
- contributions
- creative understanding
- knowledge
- Knowledge representation contributions to Knowledge representation contributions
- tasks
- Creative understanding task contributions to Creative understanding task contributions
- creative understanding
- creative understanding
- creative understanding
- evaluation
- Evaluation contributions to Evaluation contributions
- reading
- Reading contributions to Reading contributions
- control of understanding
- interest
- The interest restriction
- ontology
- Ontological constraints
- satisfaction
- The satisfaction criterion
- COPYCAT
- Artificial intelligence
- Cox, M.
- Ontological constraints
- Crawford, R. P.
- ``Pop'' psychology
- Creative JULIA
- Artificial intelligence
- creative reading
- Introduction
| Creative reading
| Originality
- creative understanding
- Creative understanding to Creative understanding
| Creative understanding
| Creative understanding
| Knowledge issues
| What readers read
| Discussion
| How to organize the
| Ambiguous sentences
| Discussion
| A theory of reading
| What supertasks are
| Story structure packets
| Discussion
| Ontological constraints
| Discussion
| Discussion
| Overview of the system
| Overview of the system
| Overview of the system
| Reasoning
| Walk-through of Men Are Different
| Walk-through of Men Are Different
| Walk-through of Men Are Different
| Walk-through of Men Are Different
| Walk-through of Zoo
| Interpreting the results
| Direct theory evaluation
| Originality
| Practicality
| Creative understanding task contributions
| Future directions
| Conclusion
| Conclusion
- analogical mapping
- see analogical mapping
- base-constructive analogy
- see base-constructive analogy
- contributions
- see contributions, creative understanding
- control
- see control of understanding
- memory retrieval
- see memory retrieval
- necessity argument
- The necessity of the to The necessity of the
- problem reformulation
- see problem reformulation
- related work
- Related work in creative to Explanation-based reasoning
- tasks
- Task issues
| A theory of creative
- creativity, related work
- artificial intelligence
- Artificial intelligence to Artificial intelligence
- pop psychology
- ``Pop'' psychology to ``Pop'' psychology
- psychology
- Formal psychology to Formal psychology
- Csikszentmihalyi, M.
- Formal psychology
- Cullingford, R.
- Artificial intelligence
- Davis, F. B.
- Education
- Deffenbacher, K.
- Practicality
- DeJong, G.
- Artificial intelligence
| Explanation-based reasoning
- depth of reading
- Why readers read
- DMAP
- Artificial intelligence
- Duguid, P.
- Where readers read
- Dyer, M.
- Artificial intelligence
- ecological considerations
- Significance to Significance
- ELIZA
- Artificial intelligence
- Emerson, R. W.
- Characteristics of the problem
- epistemological considerations
- Significance to Significance
- evaluation
- Evaluation
| Evaluation
- traditional evaluation of reading systems
- Baseline model performance
- ANOVA
- Results
- baseline performance
- Baseline model performance
| Interpreting the results
- direct theory evaluation
- Direct theory evaluation
- Duncan range analysis
- Results
- effect of question type
- Question type
- human results
- Results
- importance
- Direct theory evaluation
- internal state of ISAAC
- Interpreting the results
- ISAAC results
- Results
- originality
- Importance
- participants
- Subjects
- reading experts
- Baseline model performance
| Evaluators
- significance
- Practicality
- event
- What reading is
| The hierarchical structure of
- ex nihilo nihil fit
- A theory of creative
- expectation
- Explicit messages
| Explicit messages
| Explicit messages
| Explicit messages
| Integration
| Discussion
| Control
| Story structure comprehension
| Story structure comprehension
| Walk-through of Men Are Different
| Walk-through of Men Are Different
| Reading contributions
- explanation
- Communication between the supertasks
| What reading is
| Reasoning about concepts
| Memory retrieval
| Memory retrieval
| Analogical mapping
| Problem reformulation
| Conclusion
- explanation-based reasoning
- Explanation-based reasoning
- Falkenheiner, B.
- Analogical mapping
- Fikes, R.
- Artificial intelligence
- First Rule of Cosmology
- The ISAAC system
- Francis, A.
- Basic knowledge representation
| Memory
| Problem reformulation
| Overview of the system
- French, R.
- Artificial intelligence
- FRUMP
- Artificial intelligence
- function
- Knowledge issues
| Knowledge issues
| Knowledge issues
| What reading is
| What reading is
| ``Pop'' psychology
| ``Pop'' psychology
| Objects
| Objects
| States
| Actions
| Actions
| Basic knowledge representation
| Discussion
| How to organize the
| Actions
| Memory
| Reasoning about concepts
| Overview of the system
- function-driven morphological synthesis
- ``Pop'' psychology
| Base-constructive analogy
| Base-constructive analogy
| Future directions
- strong-FMS
- Base-constructive analogy
| Base-constructive analogy
| Walk-through of Men Are Different
- weak-FMS
- Base-constructive analogy
| Base-constructive analogy
- functional representation
- see knowledge representation, functional representation
- functional-computational-representational theory
- How to describe how
| Representing Knowledge in Creative
| What supertasks are
- functionally equivalent
- What reading is
| Analogical mapping
| Analogical mapping
| Analogical mapping to Analogical mapping
| Base-constructive analogy
| Walk-through of Zoo
- G. I. Joe television series
- Representing Knowledge in Creative
- GARNET
- Overview of the system
- Gentner, D.
- Analogical mapping
- Gerrig, R.
- Introduction
- Getzels, J. W.
- Formal psychology
- Goel, A.
- Formal psychology
| Discussion
- Gough, P. B.
- Education
- Graesser, A. C.
- Education
- Grice, H.
- Psychology
- Griffith, T.
- Formal psychology
- Hartman, N.
- What readers read
| Lycanthrope by Norm Hartman
- Hidi, S.
- Education
- Hoch, E.
- The task description of
| Zoo by Ed Hoch
- Hoffman, R.
- Practicality
- Hofstadter, D.
- Artificial intelligence to Artificial intelligence
- Holmes, J. A.
- Psychology
- Holyoak, K.
- Analogical mapping
- Huey, E. B.
- Education
- imaginative memory
- Artificial intelligence
- IPP
- Artificial intelligence
- irony
- Walk-through of Men Are Different
| Question type
| Questions which participants failed
| Zoo questions
| Zoo questions
| Zoo
- ISAAC
- Introduction
| The task description of
| Communication between the supertasks
| Evaluation to Evaluation
| Discussion
| Why readers read
| Where readers read
| Psychology
| Psychology
| Artificial intelligence
| Formal psychology
| Explanation-based reasoning
| Ambiguous sentences
| Ambiguous sentences
| The ISAAC system to Discussion
| Results
| Results
| Discussion
| Interpreting the results
| Knowledge representation contributions
| Reading contributions
| Evaluation contributions
| Future directions
| Future directions
| Conclusion
- Javal, L. E.
- Psychology
- Johnson, M.
- Discussion of domains
- Jones, E.
- Problem reformulation
- Just, M.
- Psychology
- Kavi, M.
- Overview of the system
- KEKADA
- Artificial intelligence
- Kintsch, W.
- Psychology to Psychology
- knowledge representation
- Knowledge issues
| Basic knowledge representation
- explicit
- Representing Knowledge in Creative
- functional representation
- Evaluation
| Discussion
| Discussion
| Discussion
| Knowledge representation contributions
- ontology
- Knowledge issues
| Task issues
| Formal psychology
| Artificial intelligence
| How to organize the
| Non-representable entities
| Non-representable entities
| Ambiguous sentences
| Ambiguous sentences
| Ambiguous sentences
| Intra-sentential word processing
| Memory
| The event parser
| Base-constructive analogy
| Ontological constraints
| Knowledge representation contributions
| Knowledge representation contributions
| Knowledge representation contributions
| Knowledge representation contributions
| Creative understanding task contributions
- KODIAK
- Basic knowledge representation
- Kolodner, J. L.
- Artificial intelligence
| Artificial intelligence
| Artificial intelligence
| Walk-through of Men Are Different
- KR
- Overview of the system
- Kulkarni, D.
- Artificial intelligence
- Langley, P.
- Artificial intelligence
- Lebowitz, M.
- Artificial intelligence
- Lenat, D.
- Artificial intelligence
- Letter Spirit
- Artificial intelligence
- level of reading
- historical relevance
- Question type
- incorporation
- Question type
- inference
- Question type
- literal comprehension
- Question type
- scenario comprehension
- Question type
- Levy, D. M.
- Psychology
- literal comprehension
- Question type
- LUNAR
- Artificial intelligence
- Mandler, J.
- Psychology
- Martin, C. M.
- Artificial intelligence
- McGraw, G.
- Artificial intelligence
- Medin, D.
- Future directions
- memory request
- Memory
- memory retrieval
- The necessity of the
| The necessity of the
| Memory retrieval to Memory retrieval
| The control of understanding
- Meta-AQUA
- Ontological constraints
- metareasoning
- The task description of
| Integration, resource management, and
| Reflection
- metareasoning representation
- Why readers read
| Knowledge structures
- Meyer, B.
- Psychology
- Minsky, M.
- Basic knowledge representation
- MINSTREL
- Artificial intelligence to Artificial intelligence
- Mitchell, M.
- Artificial intelligence
- MOORE
- Basic knowledge representation
| Memory
| Overview of the system
- Moorman, K.
- Base-constructive analogy
| Ontological constraints
- morphological synthesis
- ``Pop'' psychology
| ``Pop'' psychology
| Base-constructive analogy
- narrative world
- Introduction
- Nersessian, N.
- Formal psychology
| Formal psychology
| The necessity of the
| Base-constructive analogy
- Newell, A.
- Artificial intelligence
| The control of understanding
- Nilsson, N.
- Artificial intelligence
- 1984
- Question type
- novel concepts in stories
- Introduction
- novelty
- Knowledge issues
- absolute
- What reading is
- evolutionary
- Knowledge issues
| What reading is
| ``Pop'' psychology
- instantiation
- Knowledge issues
| What reading is
- revolutionary
- Knowledge issues
| What reading is
| ``Pop'' psychology
- ontology
- see knowledge representation, ontology
- Oppenheimer, F.
- A theory of creative
- Orwell, G.
- Question type
- packet
- control
- Control packets to Control packets
- defined
- Knowledge packets
| Knowledge packets
- scenario
- Scenario packets to Scenario packets
- sentence processing
- Sentence processing packets to Sentence processing packets
- story structure
- Story structure packets to Story structure packets
- Payton, D.
- Why representation is needed
- Penberthy, L.
- Artificial intelligence
- plans
- Artificial intelligence
| The hierarchical structure of
| Scenario packets
- practicality
- Originality
- Pratchett, T.
- ``Pop'' psychology
- prediction
- What reading is
| Reasoning about concepts
| Memory retrieval
| Memory retrieval
| Analogical mapping
| Problem reformulation
| Conclusion
- preprocessing of stories
- Preprocessing
- primary attributes
- Knowledge issues
| Knowledge issues
| ``Pop'' psychology
| ``Pop'' psychology
| ``Pop'' psychology
| ``Pop'' psychology
| Objects
| Objects
| Basic knowledge representation
| Discussion
| States
| Objects and agents
| Ambiguous sentences
| Memory retrieval
| Analogical mapping
| Base-constructive analogy
| Base-constructive analogy
| Ontological constraints
- problem reformulation
- The necessity of the
| The necessity of the
| Problem reformulation to Problem reformulation
| The control of understanding
- procedural semantics
- Artificial intelligence
- proposition
- Psychology
- punctuation analysis
- Sentence processor
- Quillian, R.
- Basic knowledge representation
- Ram, A.
- Why readers read
| Formal psychology
| Artificial intelligence
| Explanation-based reasoning
| Basic knowledge representation
| Explicit messages
| Memory
| Base-constructive analogy
| Problem reformulation
| Ontological constraints
| Overview of the system
- reactive reasoning
- Why representation is needed
| Why representation is needed
- READER
- Psychology
- reading
- definition
- What reading is
| What reading is
- pleasure
- Why readers read
- related work
- artificial intelligence
- Artificial intelligence to Artificial intelligence
- education
- Education to Education
- psychology
- Psychology to Psychology
- related work
- related work
- related work
- related work
- related work
- tasks
- The task description of
- what readers read
- What readers read
- where readers read
- Where readers read
- why readers read
- Why readers read to Why readers read
- reading between the lines
- Question type
- reading beyond the lines
- Question type
- request
- Communication between the supertasks
| Explicit messages
| Explicit messages
| Explicit messages
| Explicit messages
| Integration
| Discussion
| Control
| Walk-through of Men Are Different
| Reading contributions
- research
- assumptions
- Introduction
- claims
- Introduction
| The task description of
| The task description of
| The task description of
| Communication between the supertasks
| Communication between the supertasks
| Creative understanding
| Creative understanding
| Knowledge issues
| Task issues
| Task issues
| Task issues
| Task issues
| Discussion
| Discussion
| Discussion
| Discussion
| Discussion
| Discussion
| Discussion
| Discussion
| A theory of creative
| Problem reformulation
| Ontological constraints
| Knowledge representation contributions
| Knowledge representation contributions
| Knowledge representation contributions
| Creative understanding task contributions
| Creative understanding task contributions
| Creative understanding task contributions
| Creative understanding task contributions
| Creative understanding task contributions
| Reading contributions
| Reading contributions
| Reading contributions
| Reading contributions
| Reading contributions
| Reading contributions
| Reading contributions
| Reading contributions
- evaluation
- Introduction
- reading
- Introduction
- understanding
- Introduction
- contributions
- Discussion to Discussion
| Contributions to Evaluation contributions
- focus
- Introduction
| What reading is to What reading is
- future work
- Future directions to Future directions
- methodology
- Discussion
| Where readers read
| How to describe how
| Psychology
| Conclusion
- Riesbeck, C.
- Artificial intelligence
- Ruddell, R.
- Direct theory evaluation
- Russell, D. H.
- Education
- Sacerdoti, E.
- Artificial intelligence
- Santayana, G.
- Related work in reading
- SARTrE
- Preprocessing to Preprocessing
- scenario
- What reading is
| Why readers read
- hierarchical structure
- The hierarchical structure of to The hierarchical structure of
- scene
- What reading is
| The hierarchical structure of
- Schank, R.
- Artificial intelligence
| Artificial intelligence
| Explicit messages
| The hierarchical structure of
| Scenario packets
- science fiction
- What readers read
| Overview of the system
| Walk-through of Men Are Different
| Baseline model performance
| Design and Procedure
| Self-evaluation of agents
- scripts
- Artificial intelligence
| The hierarchical structure of
| Scenario packets
- search view of understanding
- The control of understanding
- secondary attributes
- Knowledge issues
| Objects
| Basic knowledge representation
| Objects and agents
| Memory retrieval
| Base-constructive analogy
- segment
- The hierarchical structure of
- Sembugamoorthy, V.
- Discussion
- Shoben, E.
- Conceptual combination
| Future directions
- SHRDLU
- Artificial intelligence
- Sidner, C.
- Artificial intelligence
- Silverberg, R.
- Introduction
- Simina, M.
- Artificial intelligence
- Simon, H.
- Artificial intelligence
| Formal psychology
| Artificial intelligence
| The control of understanding
- Singer, H.
- Direct theory evaluation
- situated reading
- Where readers read
- skimming
- Artificial intelligence
| Resource management
| Control packets
| Walk-through of Men Are Different
- SlipNet
- Artificial intelligence
- Smith, N. B.
- Education
- Sowa, J.
- Discussion
- Stahl, G.
- Where readers read
- Steel, Sir R.
- A theory of reading
- stories
- Experiment
- Actions
- The Squire of Gothos
- The role of sentence
- Men Are Different
- Reasoning about concepts
- Zoo
- to Creative understanding
- Lycanthrope
- Reflection
- Lycanthrope
- The necessity of the
- Zoo
- The necessity of the
- Men Are Different
- The necessity of the
- Lycanthrope
- Base-constructive analogy
- Experiment
- Base-constructive analogy
- Men Are Different
- Problem reformulation
- Men Are Different
- Ontological constraints
- Zoo
- Ontological constraints
- The Squire of Gothos
- Preprocessing
- Men Are Different
- walk-through
- Walk-through of Men Are Different
- Men Are Different
- walk-through
- to Walk-through of Men Are Different
- Zoo
- walk-through
- Walk-through of Zoo
- Zoo
- walk-through
- to Walk-through of Zoo
- Men Are Different
- Materials
- Lycanthrope
- Materials
- Zoo
- Materials
- Assassin, The
- Introduction
- Experiment
- Experiment by Fredric Brown
- Lycanthrope
- Lycanthrope by Norm Hartman
- Men Are Different
- Men Are Different by
- Pattern
- Pattern by Fredric Brown
- Zoo
- Zoo by Ed Hoch
- Lycanthrope
- What readers read
- Lycanthrope
- to What readers read
- Assassin, The
- to Introduction
- Zoo
- The task description of
- Zoo
- Objects
- Lycanthrope
- Objects
- Zoo
- States
- Lycanthrope
- Actions
- Zoo
- Discussion of domains
- story grammar
- Psychology
| Story structure comprehension
- Stroulia, E.
- Discussion
- structure-behavior-function representation
- Discussion
| Discussion
- substrata factor theory
- Psychology
- Suchman, L.
- Where readers read
- suggestion
- Communication between the supertasks
| Explicit messages
| Explicit messages
| Explicit messages
| Explicit messages
| Integration
| Discussion
| Control
| Story structure comprehension
| Walk-through of Men Are Different
| Reading contributions
- supertask
- The task description of
| The task description of
| What supertasks are
- communication between
- Communication between the supertasks
| Communication to Explicit messages
| Processing
| Control
| Reading contributions
- explicit
- Explicit messages
| Reading contributions
- implicit
- Knowledge structures
| Reading contributions
- control
- The task description of
| The task description of
| Education
| What supertasks are
| Knowledge packets
| Integration, resource management, and
- implementation of
- Control
- definition
- What supertasks are
- explicit communication between
- Communication between the supertasks
- memory
- The task description of
| The task description of
| What supertasks are
| Knowledge structures
| The support supertasks
| Memory
| The primary supertasks
| Memory retrieval
| Analogical mapping
- implementation of
- Memory
- primary
- Knowledge structures
| Knowledge packets
| Knowledge packets
| The primary supertasks
| Control packets
- reasoning
- The task description of
| The task description of
| What supertasks are
| The support supertasks
| Reasoning about concepts
| The primary supertasks
| The necessity of the
| Memory retrieval
| Memory retrieval
| Analogical mapping
| The control of understanding
| The control of understanding
- implementation of
- Reasoning
- scenario comprehension
- The task description of
| The task description of
| Psychology
| What supertasks are
| What supertasks are
| Knowledge packets
| Comprehending the scenario
- implementation of
- Scenario comprehension
- sentence processing
- The task description of
| The task description of
| What supertasks are
| What supertasks are
| Knowledge packets
| Knowledge packets
| The support supertasks
| The role of sentence
| The primary supertasks
- implementation of
- Sentence processor
- story structure comprehension
- The task description of
| The task description of
| What supertasks are
| What supertasks are
| Knowledge packets
| Comprehending the story structure
- implementation of
- Story structure comprehension
- support
- The support supertasks
- suspension of disbelief
- Introduction
| Introduction
| Reflection
| Reflection
| Ontological constraints
| Control
| Walk-through of Men Are Different
- TABLETOP
- Artificial intelligence
- tense analysis
- Sentence processor
- text, definition of
- What reading is
- Thagard, P.
- Analogical mapping
- ToRQUE
- Formal psychology
- transition heuristics
- Knowledge issues
| Ontological constraints to Ontological constraints
- tri-representation
- Why readers read
| Artificial intelligence
| Knowledge structures
- Turing Test
- Baseline model performance
- Turing, A.
- Baseline model performance
- Turner, S.
- Artificial intelligence
- understanding, definition of
- What reading is
- van Dijk, T. A.
- Psychology to Psychology
- virtual case
- Why readers read
| Why readers read
- Wallas, G.
- Formal psychology
| Formal psychology
- Waltz, D.
- Explanation-based reasoning
- Ward, T.
- Future directions
- Weisberg, R. W.
- Formal psychology
- Weizenbaum, J.
- Artificial intelligence
- Wilensky, R.
- Artificial intelligence
| Basic knowledge representation
| Discussion
- Wills, L.
- Artificial intelligence
- Winograd, T.
- Artificial intelligence
- Wisniewski, E.
- Future directions
- WKRP in Cincinnati
- Base-constructive analogy
- Woods, W. A.
- Artificial intelligence
Vita
Kenneth M. Moorman was born on March 23, 1968 in Carrollton,
Kentucky. He attended Carroll County High School, graduating
with highest honors in 1987. His undergraduate work was at
Transylvania University, in Lexington, Kentucky. While
there, he majored in computer science and mathematics,
and also acquired a minor in history. He held
a full university scholarship (the Thomas Jefferson) while
at Transylvania, as well as a National Merit
Scholarship. After graduating summa cum laude with
a Bachelor's of Arts degree in 1991,
he received
the Fannie and John Hertz Foundation Fellowship
and used that to attend the
Georgia Institute of Technology, where he focused
his graduate research on artificial intelligence,
particularly the problems of understanding the
relationship between reading and creativity.
He received his M.Sc. degree in Computer Science
from Georgia Tech
in the summer of 1996. He received
his doctorate in Computer Science in the the summer
of 1997, along with a Cognitive Science Certificate.
Dr. Moorman's interests lie in the fields of artificial
intelligence and cognitive science,
including reading, creativity, robotics, memory,
case-based reasoning, and learning. He has been
a member of the American Association for Artificial
Intelligence, the Cognitive Science Society, the
Association for Computing Machinery, and the International
Reading Association. He is currently an
Assistant Professor of Computer Science at
Transylvania University in Lexington, Kentucky.
Next: About this document ...
Up: A Functional Theory of
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Kenneth Moorman
11/4/1997