相关论文: Epistemology mediating conceptual knowledge: Const…

The ability to flexibly transform between different representations (e.g., from mathematical to graphical representations) of the same concept is a hallmark of expertise. Prior research suggests that many introductory physics students show…

There are (at least) four ways that an agent can acquire information concerning the state of the universe: via observation, control, prediction, or via retrodiction, i.e., memory. Each of these four ways of acquiring information seems to…

It is shown that the ability of the interval probability representation to capture epistemological independence is severely limited. Two events are epistemologically independent if knowledge of the first event does not alter belief (i.e.,…

The goal of this article is to give an overview of the current limitations and epistemological barriers in Science and Scientific Philosophy from a very general point of view. We first list and define the types of knowledge nous, doxa and…

In this paper, epistemology and ontology of quantum states are discussed based on a completely new way of founding quantum theory. The fundamental notions are conceptual variables in the mind of an observer or in the joint minds of a group…

Students in inquiry science classrooms face an essential tension between sharing new ideas and critically evaluating those ideas. Both sides of this tension pose affective risks that can discourage further discussion, such as the…

We study distributed knowledge, which is what privately informed agents come to know by communicating freely with one another and sharing everything they know. Knowledge is not necessarily partitional: agents may be boundedly rational and…

In this work, we investigate how a model's tendency to broadly integrate its parametric knowledge evolves throughout pretraining, and how this behavior affects overall performance, particularly in terms of knowledge acquisition and…

We use a novel type of epistemic logic, employing comparative knowledge assertions, to analyze the relative epistemic powers of individuals or groups of agents. Such comparative assertions can express that a group has the potential to…

Large language models (LLMs) excel on a variety of reasoning benchmarks, but previous studies suggest they sometimes struggle to generalize to unseen questions, potentially due to over-reliance on memorized training examples. However, the…

A model of knowledge representation is described in which propositional facts and the relationships among them can be supported by other facts. The set of knowledge which can be supported is called the set of cognitive units, each having…

The epistemology of science students, i.e., their beliefs about the nature of the knowledge they are learning, about what they have to do to learn it, and about how they will use that knowledge, often plays a powerful role in what they…

Scientists are generally subject to social pressures, including pressures to conform with others in their communities, that affect achievement of their epistemic goals. Here we analyze a network epistemology model in which agents, all else…

Instructors and researchers think "thinking like a physicist" is important for students' professional development. However, precise definitions and observational markers remain elusive. We reinterpret popular beliefs inventories in physics…

The classical view of epistemic logic is that an agent knows all the logical consequences of their knowledge base. This assumption of logical omniscience is often unrealistic and makes reasoning computationally intractable. One approach to…

We propose a belief-formation model where agents attempt to discriminate between two theories, and where the asymmetry in strength between confirming and disconfirming evidence tilts beliefs in favor of theories that generate strong (and…

Automated methods are becoming increasingly integrated into studies of formative feedback on students' science explanation writing. Most of this work, however, addresses students' responses to short answer questions. We investigate…

We develop a logical framework for reasoning about knowledge and evidence in which the agent may be uncertain about how to interpret their evidence. Rather than representing an evidential state as a fixed subset of the state space, our…

It is quite exceptional, if it ever happens, that a new conceptual domain be built from scratch. Usually, it is developed and mastered in interaction, both positive and negative, with other more operational existing domains. Few reasoning…

In an information-rich world, people's time and attention must be divided among rapidly changing information sources and the diverse tasks demanded of them. How people decide which of the many sources, such as scientific articles or…