Abstract
This chapter describes the different kinds of knowledge and strategies necessary for understanding in three radically different domains, namely, stories, solutions to mathematical problems, and electronic circuits. The field of artificial intelligence grew out of the attempt in the late 1950s to build computer programs that could carry out tasks requiring human intelligence. The goal was to build machines that could understand language, recognize objects in scenes, act as intelligent robots, solve problems, play games such as chess, teach students about different subjects, etc. To build these programs, artificial intelligence has developed a variety of formalisms that in turn provide a new basis for analyzing cognitive processes. These formalisms are used to express structural and procedural mechanisms and theories about human problem-solving, planning, representing knowledge and understanding text by computers. A curriculum might teach the knowledge and strategies in a content-independent form, and then show how they apply to different content areas. Either approach would help the student to acquire more readily an understanding of a particular domain of knowledge. Transferring these skills would also have a significant effect on students' ability to acquire other quite separate domains of knowledge.
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