The report attributes to Clancey (1984) that GUIDON field-test students had difficulty understanding and remembering MYCIN's production rules because reasoning strategies and system knowledge were not represented¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 1995 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students in GUIDON field tests could not make sense of MYCIN's production rules or integrate them into usable knowledge because the underlying tutor did not represent human diagnostic reasoning strategies or knowledge of how the human body works. → Ellen P. Hall 1995

Evidence¶

Ellen P. Hall 1995¶

Ellen P. Hall, Sherrie P. Gott, Robert A. Pokorny. (1995). A Procedural Guide to Cognitive Task Analysis: The PARI Methodology. Armstrong Laboratory, Human Resources Directorate, Brooks AFB, Texas. AL/HR-TR-1995-0108. https://doi.org/10.21236/ada303654

q2 · i? · design · r2

The report attributes this to field tests of GUIDON, a medical diagnosis tutor based on the MYCIN expert system, citing Clancey (1984); it states "Students who participated in these tests had difficulty understanding and remembering MYCINs rules." No effect sizes are printed.

"Students who participated in these tests had difficulty understanding and remembering MYCINs rules."

Discussion¶

Related Claims¶

• The report attributes to Kieras and Bovair (1984) that device-model instruction improved procedure learning, retention, execution speed, and procedure simplification relative to rote learning
• The report attributes to expert-novice comparisons that experts relate symptoms to inoperative system functions while novices focus on physically proximal components