Date of Award

1993

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Horton, L.,

Keywords

Education, Secondary.

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

New programming languages are available in the market place that ease the design of intelligent tasks executed by the computer. PROLOG is one of the leading programming languages of this kind that allows programs which result from precise observation of experts and that learn from experience. In order to test the impact of Artificial Intelligence and the use of PROLOG, twenty students were trained to use this language, and were compared with twenty other students in a high school. The students learned how to build an expert system using PROLOG. The hypothesis was that these students would develop abilities to find relationships between concepts and therefore develop some problem solving abilities. Two tests each divided into three subtests were used to measure the ability to find analogies between ideas, to find relationships between visual concepts and to use logical thinking. The results showed that there was no significant relationship between designing an expert system using PROLOG and finding relationships between concepts despite the fact that PROLOG is based on the logic of predicates and that predicates are the relations which link the different characteristics of an object. Source: Masters Abstracts International, Volume: 33-04, page: 1067. Supervisor: L. Horton. Thesis (M.Ed.)--University of Windsor (Canada), 1993.

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