Psychology Department, Carnegie Mellon University.
Cogn Sci. 2005 May 6;29(3):313-41. doi: 10.1207/s15516709cog0000_22.
This article describes the Adaptive Control of Thought-Rational (ACT-R) cognitive architecture (Anderson et al., 2004; Anderson & Lebiere, 1998) and its detailed application to the learning of algebraic symbol manipulation. The theory is applied to modeling the data from a study by Qin, Anderson, Silk, Stenger, & Carter (2004) in which children learn to solve linear equations and perfect their skills over a 6-day period. Functional MRI data show that: (a) a motor region tracks the output of equation solutions, (b) a prefrontal region tracks the retrieval of declarative information, (c) a parietal region tracks the transformation of mental representations of the equation, (d) an anterior cingulate region tracks the setting of goal information to control the information flow, and (e) a caudate region tracks the firing of productions in the ACT-R model. The article concludes with an architectural comparison of the competence children display in this task and the competence that monkeys have shown in tasks that require manipulations of sequences of elements.
本文描述了自适应思维理性控制（ACT-R）认知架构（Anderson 等人，2004；Anderson 和 Lebiere，1998）及其在代数符号操作学习中的详细应用。该理论被应用于对 Qin、Anderson、Silk、Stenger 和 Carter（2004）研究中儿童学习解决线性方程并在 6 天内完善技能的数据进行建模。功能磁共振成像数据显示：（a）运动区域跟踪方程解的输出，（b）前额叶区域跟踪陈述性信息的检索，（c）顶叶区域跟踪方程心理表象的转换，（d）前扣带区域跟踪目标信息的设定以控制信息流，（e）尾状核区域跟踪 ACT-R 模型中产生的发射。本文最后对儿童在这项任务中表现出的能力和猴子在需要对元素序列进行操作的任务中表现出的能力进行了架构比较。
