Explanation Provision in Knowledge-Based Systems: A Theory-Driven Approach for Knowledge Transfer Designs

Knowledge-Based Systems (KBS) have been used in industry to free experts from mundane and routine decision making, to produce comparable and consistent decisions, and to retain the expertise of knowledgeable employees who may, for many reasons, leave a company. KBS are also desired to have the capacity to transfer knowledge to less-expert users of such systems. In this paper, Adaptive Character of Thought-Rational (ACT-R) theory is used as a foundation for the design of KBS explanations for the explicit purpose of facilitating knowledge transfer to the user. ACT-R (Anderson 1993) is a theory of cognitive skill acquisition that suggests a learner must first obtain certain facts about a new learning situation (declarative memory pieces) and then convert a series of facts into a set of rules that will produce accurate problem-solving skills (procedural memory pieces). Prior research has examined pieces of the ACT theory in its earlier forms, but no comprehensive tests examining the simultaneous effect of the multiple components have previously been completed. The current study addresses three questions based on ACT-R theory: (1) Can declarative-knowledge-based explanations improve declarative knowledge transfer? (2) Can declarative-knowledge-based explanations improve procedural knowledge transfer? (3) Can procedural-knowledge-based explanations improve procedural knowledge transfer? An experiment employing eight KBS, differing by types of KBS explanation prompts, which were designed to stimulate declarative and/or procedural knowledge transfer, was conducted with 294 accounting information systems students. An analysis of the results provides some support for the use of declarative-based KBS explanations for declarative knowledge transfer, strong support for the use of declarative-based KBS explanations for procedural knowledge transfer, but a lack of support for the use of procedural-based KBS explanations for procedural knowledge transfer. The results suggest that organizations may be able to improve the efficiency and effectiveness of training programs for knowledge workers through the application of KBS that include declarative knowledge-based explanations.

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Preservation of Cognitive Procedural Memory in a Case of Korsakoff's Syndrome: Methodological and Theoretical Insights

Perceptual and Motor Skills ◽

10.2466/pms.1998.86.3c.1267 ◽

1998 ◽

Vol 86 (3_suppl) ◽

pp. 1267-1287 ◽

Cited By ~ 13

Author(s):

Hélène Beaunieux ◽

Béatrice Desgranges ◽

Catherine Lalevée ◽

Vincent De La Sayette ◽

Bernard Lechevalier ◽

...

Keyword(s):

Working Memory ◽

Procedural Knowledge ◽

Declarative Memory ◽

Procedural Memory ◽

Korsakoff’S Syndrome ◽

Tower Of Hanoi ◽

Procedural Task ◽

Korsakoff's Syndrome

Using the Tower of Hanoï puzzle, Butters, et al. in 1985 illustrated the difficulties in learning the procedure and questioned the suitability of this task for the assessment of the cognitive procedural memory in Korsakoff's syndrome. Our objective, in the light of these criticisms, was to show preservation of cognitive procedural capacities with the Tower of Hanoï for a man (P.F.) who was suffering from alcoholic Korsakoff's syndrome. For this procedural task, some aids helped to compensate in part for the difficulties with declarative memory and with working memory. In this condition, P.F. was able to learn the cognitive procedure. This study suggests that cognitive procedural memory may be preserved in some patients suffering from Korsakoff's syndrome and that this may be shown when a suitable task is used The result makes it possible to discuss the interaction between declarative and procedural knowledge in the solving of the Tower of Hanoï.

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A Survey on Knowledge Transfer between Knowledge-based Systems

TELKOMNIKA (Telecommunication Computing Electronics and Control) ◽

10.12928/telkomnika.v16i1.6517 ◽

2018 ◽

Vol 16 (1) ◽

pp. 265 ◽

Cited By ~ 1

Author(s):

Nyoman Karna ◽

Iping Supriana ◽

Nur Maulidevi

Keyword(s):

Knowledge Transfer ◽

Knowledge Based Systems ◽

Knowledge Based

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Knowledge transfer: a key to successful application of knowledge-based systems

The Knowledge Engineering Review ◽

10.1017/s0269888900000886 ◽

1987 ◽

Vol 2 (3) ◽

pp. 147-151 ◽

Cited By ~ 2

Author(s):

Kiyoshi Niwa

Keyword(s):

Project Management ◽

Knowledge Transfer ◽

Research And Development ◽

Knowledge Based Systems ◽

Future Directions ◽

Knowledge Based ◽

Near Future

AbstractFor successful application of knowledge-based systems, “knowledge transfer” (KT) should be receiving more attention. Knowledge transfer is defined as a flow of knowledge from knowledge suppliers through knowledge-based systems to users. Insufficient state-of-the-application of knowledge-based systems in Japan and its near future directions are analysed in terms of KT. Some example tasks for improving KT are reported. These tasks were experienced by the author in the course of 10 years of research and development on knowledge-based systems for project management.

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The Effect of Alternative Procedural Explanation Types on Procedural Knowledge Acquisition during Knowledge-Based Systems Use

Journal of Information Systems ◽

10.2308/jis.2007.21.1.27 ◽

2007 ◽

Vol 21 (1) ◽

pp. 27-51 ◽

Cited By ~ 15

Author(s):

Georgia Smedley ◽

Steve G. Sutton

Keyword(s):

Problem Solving ◽

Skill Acquisition ◽

Procedural Knowledge ◽

Optimization Technique ◽

Cognitive Skill ◽

Cognitive Effort ◽

Procedural Learning ◽

Production Rules ◽

Knowledge Based ◽

Rule Set

This study applies Adaptive Character of Thought-Rational (ACT-R), a theory of cognitive skill acquisition, to identify two techniques theorized to provide learners with a simplified and situation-responsive set of production rules to use in a problemsolving context. The two techniques are abstraction (an optimization technique that produces a generalized rule set) and goal structuring (another optimization technique that produces a differentiated rule set). Accordingly, abstraction and goal structuring explanations were provided to users through a knowledge-based system (KBS). Due to cognitive effort constraints on procedural learning, a subset of volunteer participants was extracted for analysis based on an exhibition of attentive learning behavior. Results of the study found that while intermediary stages of development were not detectable, participants receiving goal-structuring explanations exhibited better problem solving performance, and the joint presentation of abstraction explanations led to further problem solving improvements. Abstraction explanations did not lead to improved problem solving, however, when provided in absence of goal-structuring explanations. These findings extend ACT-R to a new venue, increase understanding of ACT-R theory, and provide developers of KBS with more substantive knowledge on optimization of KBS explanation design when knowledge transfer to less expert users is an objective.

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Working, Declarative, and Procedural Memory in Children With Developmental Language Disorder

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00135 ◽

2020 ◽

Vol 63 (12) ◽

pp. 4162-4178

Author(s):

Emily Jackson ◽

Suze Leitão ◽

Mary Claessen ◽

Mark Boyes

Keyword(s):

Working Memory ◽

Short Term Memory ◽

Language Disorder ◽

Declarative Memory ◽

Memory Systems ◽

Procedural Memory ◽

Typically Developing ◽

Short Term ◽

Term Memory ◽

Visual Spatial

Purpose Previous research into the working, declarative, and procedural memory systems in children with developmental language disorder (DLD) has yielded inconsistent results. The purpose of this research was to profile these memory systems in children with DLD and their typically developing peers. Method One hundred four 5- to 8-year-old children participated in the study. Fifty had DLD, and 54 were typically developing. Aspects of the working memory system (verbal short-term memory, verbal working memory, and visual–spatial short-term memory) were assessed using a nonword repetition test and subtests from the Working Memory Test Battery for Children. Verbal and visual–spatial declarative memory were measured using the Children's Memory Scale, and an audiovisual serial reaction time task was used to evaluate procedural memory. Results The children with DLD demonstrated significant impairments in verbal short-term and working memory, visual–spatial short-term memory, verbal declarative memory, and procedural memory. However, verbal declarative memory and procedural memory were no longer impaired after controlling for working memory and nonverbal IQ. Declarative memory for visual–spatial information was unimpaired. Conclusions These findings indicate that children with DLD have deficits in the working memory system. While verbal declarative memory and procedural memory also appear to be impaired, these deficits could largely be accounted for by working memory skills. The results have implications for our understanding of the cognitive processes underlying language impairment in the DLD population; however, further investigation of the relationships between the memory systems is required using tasks that measure learning over long-term intervals. Supplemental Material https://doi.org/10.23641/asha.13250180

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