Explanation Patterns: Understanding Mechanically and Creatively

By Roger C. Schank. 1986

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Citations in the corpus

Relationships between knowledge inertia, organizational learning and organization innovation (2008, background): “In human cognition, there is an explanatory process, which derives understanding from a view that other things have already been done (Schank, 1986).”
Constructing inferences during narrative text comprehension. (1994, methodology): “There is extensive evidence that causal explanations of actions, events, and states play a central role in our understanding of narrative (Black & Bower, 1980; Bloom et al., 1990; Bower et al., 1979; Fletcher, 1986; Graesser, 1981; Rumelhart, 1975; Schank, 1986; Singer, 1990; Trabasso & Sperry, 1985”
Explanation-Based Learning of Correctness: Towards a Model of the Self-Explanation Effect (1990, background): “Because the Good students seem to learn primarily while explaining examples, two types of machine leaming are likely candidate models: explanation-based learning (Mitchell, Keller & Kedar-Cab~lIi, 1986; DeJong & Mooney, 1986) and explanation completion (Vanlehn, 1987; Schank, 1986).”
Focusing Construction and Selection of Abductive Hypotheses (1993, methodology): “In the case-based model, explanations are represented as explanation patterns (XPs) [Schank, 1986].”
Case-Based Abductive Natural Language Inference (2020, methodology): “lated to previous work on case-based reasoning (Schank et al., 2014; Schank, 2013; De Mantaras et al., 2005).”
Inside case-based explanation (1994, background): “Part I of the book is a condensation of an earlier book by Schank; \Explanation Patterns: Understanding Mechanically and Creatively" [5], which is a much more comprehensible and entertaining text for the rst-time reader.”
Explanatory Capabilities in the CREEK Knowledge-Intensive Case-Based Reasoner (2008, background): “The use of case-based reasoning [9] is partly motivated by understanding reasoning as an explanation process [10].”
A Grounded Interaction Protocol for Explainable Artificial Intelligence (2019, methodology): “inct dialogues: an explanation dialogue and an examination dialogue, where the latter is used to evaluate the success of an explanation. Walton draws from the work of Memory Organizing Packages (MOP) [28] and case-based reasoning to build the routines of the explanation dialogue models. Walton’s dia”
Combining explanation and argumentation in dialogue (2016, methodology): “This common knowledge can be modeled as explanation schemes or scripts [24].”
Explanation in Case-Based Reasoning–Perspectives and Goals (2005, methodology): “As one of the founders of CBR as we know it today, he proposed a case-based approach to explanation, based on storing, indexing, and retrieval of “explanation patterns” (Schank, 1986).”
The effect of non-stereotypical gender role advertising on consumer evaluation (2016, background): “Garcia-Marques and Mackie (1999) suggest that incongruent information leads to more comprehensive retrieval and generation of exemplars because the incongruent information somehow influences the perceptions of the group to produce a valuable learning experience (Shank 1986).”
The construction of autobiographical memories in the self-memory system. (2000, background): “Ross, Perkins, & Tenpenny, 1990) further proposed that such “remindings” (Schank, 1982, 1986) provide critical support for category learning and the creation of generalizations.”
Affect and learning: An exploratory look into the role of affect in learning with AutoTutor (2004, background): “Deep comprehension occurs when learners confront contradictions, anomalous events, obstacles to goals, salient contrasts, perturbations, surprises, equivalent alternatives and other stimuli or experiences that fail to match expectations (Mandler, 1976, 1999; Schank, 1986; Maturana & Varela, 1992; ”
PREG: Elements of a Model of Question Asking (2001, methodology): “The field of artificial intelligence has offered computational models that make some attempt to specify the knowledge representations and knowledge discrepancies that underlie question asking (Kass, 1992; Moore, 1995; Reisbeck, 1988; Schank, 1986).”
Abduction, experience, and goals: a model of everyday abductive explanation (1995, methodology): “This example illustrates that the target for an explanation of an anomaly is not only a surprising state or event, but a failure of prior reasoning to generate proper expectations (Leake, 1991b, 1992; Schank, 1986; Schank et al., 1994).”