By Etienne Wenger
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Extra resources for Artificial Intelligence and Tutoring Systems. Computational and Cognitive Approaches to the Communication of Knowledge
Selected topics for discussion or review are entered onto an agenda with a time allowance proportional to their importance. The agenda now plays a central role in the unfolding of the dialogue. While discussing a topic, the tutor pushes other topics onto the agenda either because they are related or because they have been mentioned by the student. When time has elapsed or when the current topic is exhausted, the tutor moves to the next topic on the agenda. , 1975b), there is no specific strategy added to SCHOLAR for this purpose, apart from the fact that topics tend to reappear in different contexts.
Since no such mechanism was proposed for SCHOLAR, it is unlikely that mere tags could have sufficed. Secondly, the authors describe an inference technique they call functional analysis. This technique involves an analysis of the factors on which some hypothesis depends. For instance, SCHOLAR has been given the ability to infer a region's climate by considering its location. However, this type of causal reasoning is quite complex in general, and the nature of the mechanisms it requires is still an object of research today.
Student: 60,000,000. SCHOLAR: Approximately true, but a more exact value is 70,000,000. What is Brazil? Student: Tell me about Peru. SCHOLAR: Wait a minute. I am checking my files. Let's proceed now. Peru is a country. It is in South America. The population is approx 7,000,000 people. The capital is Lima. Now answer the question you didn't answer before. Student: Q/A. SCHOLAR: Do you want to change the general mode of the interac tion to Q/A? Please answer Y or N. Student: Y SCHOLAR: OK, Mr. Jones.