Quantum cognition and decision theories: A tutorial

Models of cognition and decision making based on quantum theory have been the subject of much interest recently. Quantum theory provides an alternative probabilistic framework for modelling decision making compared with classical probability theory, and has been successfully used to address behaviour considered paradoxical or irrational from a classical point of view. The purpose of this tutorial is to give an introduction to quantum models, with a particular emphasis on how to build these models in practice. Examples are provided by the study of order effects on judgements, and we will show how order effects arise from the structure of the theory. In particular, we show how to derive the recent discovery of a particular constraint on order effects implied by quantum models, called the Quantum Question (QQ) Equality, which does not appear to be derivable from alternative accounts, and which has been experimentally verified to high precision. However the general theory and methods of model construction we will describe are applicable to any quantum cognitive model. Our hope is that this tutorial will give researchers the confidence to construct simple quantum models of their own, particularly with a view to testing these against existing cognitive theories

Advanced tools and concepts for quantum cognition: A tutorial

This tutorial is intended to provide an introduction to some advanced tools and concepts needed to construct more realistic quantum models of cognition and decision. The aim is to cover, in a format suitable for researchers with some limited exposure to quantum models of cognition, the ideas of density matrices, POVM type measurements and open system dynamics. The central theme we explore is how we might introduce noise into our quantum models, and the effect this has on model behavior. These important ideas are likely to be very useful for constructing more realistic cognitive models, but they are generally not covered by introductory accounts of quantum theory. We hope that this tutorial will help to introduce these tools to other researchers interested in constructing quantum models of cognition

Foundations of mechanism design: a tutorial Part 1- Key concepts and classical results

Mechanism design, an important tool in microeconomics, has found widespread applications in modelling and solving decentralized design problems in many branches of engineering, notably computer science, electronic commerce, and network economics. Mechanism design is concerned with settings where a social planner faces the problem of aggregating the announced preferences of multiple agents into a collective decision when the agents exhibit strategic behaviour. The objective of this paper is to provide a tutorial introduction to the foundations and key results in mechanism design theory. The paper is in two parts. Part 1 focuses on basic concepts and classical results which form the foundation of mechanism design theory. Part 2 presents key advanced concepts and deeper results in mechanism design

Mining learning preferences in web-based instruction: Holists vs. Serialists

Web-based instruction programs are used by learners with diverse knowledge, skills and needs. These differences determine their preferences for the design of Web-based instruction programs and ultimately influence learners' success in using them. Cognitive style has been found to significantly affect learners' preferences of web-based instruction programs. However, the majority of previous studies focus on Field Dependence/Independence. Pask's Holist/Serialist dimension has conceptual links with Field Dependence/Independence but it is left mostly unstudied. Therefore, this study focuses on identifying how this dimension of cognitive style affects learner preferences of Web-based instruction programs. A data mining approach is used to illustrate the difference in preferences between Holists and Serialists. The findings show that there are clear differences in regard to content presentation and navigation support. A set of design features were then produced to help designers incorporate cognitive styles into the development of Web-based instruction programs to ensure that they can accommodate learners' different preferences.This work is partially funded by National Science Council, Taiwan, ROC (NSC 98-2511-S-008-012- MY3; NSC 99- 2511-S-008 -003 -MY2; NSC 99-2631-S-008-001)

Supporting learner autonomy: theory and practice in a distance learning context

There is overwhelming consensus among language learning researchers on the benefits of developing an autonomous approach by learners (Hurd et al. 2001, p344). Despite the difficulty in defining what Little (2004) describes as a "problematic term" and a "slippery concept", he suggests there is also broad agreement on what this means. Autonomous learners "understand the purpose of their learning programme, explicitly accept responsibility for their learning, share in the setting of goals, take initiatives in planning and executing learning and evaluate its effectiveness" (Little 2004). However, it is also argued (e.g. by Candy 1991; Little 1995) that the achievement of learner autonomy depends on the willingness of teachers to hand over these responsibilities. Teachers must be committed to creating a learning environment where learners can gradually "learn how to learn" and experience autonomy in order to become more autonomous, a process which Little (2004) calls "autonomisation". In distance learning, much of the responsibility for autonomisation rests with the teaching/learning materials. However, these materials are often mediated and supported by tutors who can use their contact with learners to develop learning skills. This chapter explores the tutor role in autonomisation in a distance language learning programme of The Open University in the UK (OU(UK))

STS in management education: connecting theory and practice

This paper explores the value of science and technology studies (STS) to management education. The work draws on an ethnographic study of second year management undergraduates studying decision making. The nature and delivery of the decision making module is outlined and the value of STS is demonstrated in terms of both teaching method and module content. Three particular STS contributions are identified and described: the social construction of technological systems; actor network theory; and ontological politics. Affordances and sensibilities are identified for each contribution and a discussion is developed that illustrates how these versions of STS are put to use in management education. It is concluded that STS has a pivotal role to play in critical management (education) and in the process offers opportunities for new forms of managin

Putting theory into practice: The creation of REALs in the context of today's universities

Rich Environments for Active Learning (REALs), as described by R. Scott Grabinger and Joanna Dunlap, are comprehensive educational systems based on constructivist principles that present an intellectual and practical challenge to university lecturers. As teachers and researchers, academics are concerned with improving the learning potential of teaching strategies and, to this end, the theory of the REAL provides inspiration and ideas based on sound theoretical principles. Yet in the context of the current pressured climate, having the time and resources to put such an extensive, theory into practice can seem little more than a pipe‐dream. It is argued that using a computer‐based application such as the Hypermedia Learning Tutorials (HLTs) as the heart of a REAL allows lecturers to take positive steps towards the creation of comprehensive, flexible, integrated learning environments. The concept of the HLT is discussed and a practical application in the field of advanced second‐language acquisition is described. Based on conceptual analysis and the results of preliminary student evaluation, it is argued that the HLT encompasses both in theory and in practice the chief qualities of REALs and can form the basis for their creation in a wide variety of disciplines

A Tutorial on Fisher Information

In many statistical applications that concern mathematical psychologists, the concept of Fisher information plays an important role. In this tutorial we clarify the concept of Fisher information as it manifests itself across three different statistical paradigms. First, in the frequentist paradigm, Fisher information is used to construct hypothesis tests and confidence intervals using maximum likelihood estimators; second, in the Bayesian paradigm, Fisher information is used to define a default prior; lastly, in the minimum description length paradigm, Fisher information is used to measure model complexity

A lattice representational definition of a hierarchy of instructional processors usable in educational courseware

The basic “recognize-act-recognize-end” cycle can be recognized in elementary as well as in more advanced forms of CAI. This article attempts to offer a unifying formal framework in which different elaborations of this cycle (embodied in a “processor”) can be placed. Three different levels of elaboration are distinguished which can be considered to be situated into the nodes of a lattice of models of the instructional process. A formal definition of such a framework can serve at least two functions. In the first place a uniform and precise definition of various elaborations can be given and new elaborations can be created in a logically funded way. Secondly, such a framework can support the modelling of instructional processes and the stimulation of student behavior. Thus, pre-testing of courseware could become feasible. Aspects of the framework have been used to implement two prototypes of support systems for the development of CAI courseware