Difference between revisions of "Feature validity"

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[[Category:Glossary]]
 
[[Category:Glossary]]
 
[[Category:Coordinative Learning]]
 
[[Category:Coordinative Learning]]
Feature validity is a generalization of the standard concept of cue validity.  Cues are usually understood to be perceptual or at least rapidly computed (MacWhinney & Bates, 1989).  The term “features” includes cues as well as higher level properties, such as those used by experts but not novices (Chi, Glaser & Feltovitch, 1981).
 
  
The feature validity of a [[knowledge component]] measures how well the features associated with the mental representation of the knowledge component match the features present during all situations where the component should be recalled.  A student has acquired a knowledge component with high feature validity when the retrieval features of that knowledge component are all relevant and none are irrelevant.
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The feature validity of a [[knowledge component]] measures how well the [[features]] associated with the mental representation of the knowledge component match the features present during all situations where the component should be recalled.   
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A student has acquired a knowledge component (KC) with high feature validity when the retrieval features of that knowledge component are all relevant and none are irrelevant.  Through the learning process of [[refinement]] a learner may modify an existing KC to produce a new one with higher feature validity.
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Feature validity is a generalization of the standard concept of cue validity.  Cues are usually understood to be perceptual or at least rapidly computed (MacWhinney & Bates, 1989).  The term “features” includes cues as well as higher level properties, such as those used by experts but not novices (Chi, Glaser & Feltovitch, 1981).  
  
 
See the Booth page in Coordinative Learning for one example.
 
See the Booth page in Coordinative Learning for one example.

Revision as of 17:59, 1 June 2007


The feature validity of a knowledge component measures how well the features associated with the mental representation of the knowledge component match the features present during all situations where the component should be recalled.

A student has acquired a knowledge component (KC) with high feature validity when the retrieval features of that knowledge component are all relevant and none are irrelevant. Through the learning process of refinement a learner may modify an existing KC to produce a new one with higher feature validity.

Feature validity is a generalization of the standard concept of cue validity. Cues are usually understood to be perceptual or at least rapidly computed (MacWhinney & Bates, 1989). The term “features” includes cues as well as higher level properties, such as those used by experts but not novices (Chi, Glaser & Feltovitch, 1981).

See the Booth page in Coordinative Learning for one example.