Abstract
kis is a computerized knowledge-based model of how people act and interact in ecological-social conflicts. The acronym stands for knowledge and intentions in social dilemmas. The model is embedded into a computerized version of such a conflict. It reflects the interplay between motives and knowledge for the generation of actions. Ecological and social knowledge are modeled. Action knowledge is represented in form of action schemata. Intention formation and realization are simulated as central processes of motivated action. Action knowledge is seen to be built up from learning by doing, mental simulation and observing others.
The curricular function of the model is twofold. It sets up a framework to formulate learning goals in the domain of ecological-social dilemmas and to develop instructional measures to achieve them. The second aspect addresses a rather unusual function of cognitive modeling. Social learning is supported by equipping computerized learning environments of the microworld type with artificial actors. They are run by the model and behave according to instructional demands.
The kis model has been developed on the basis of previous empirical studies and it is fully implemented. But systematic tests of its validity and instructional practicability have not been carried out yet.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Allison, S.T., & Messick, D.M.: Effects of experience on performance in a replenishable resource trap. Journal of Personality and Social Psychology. 49, 943–948 (1985)
Axelrod, R.: The evolution of cooperation. New York: Basic Books 1984
Bandura, A.: Social learning theory. Englewood Cliffs, NJ: Prentice Hall 1977
Dawes, R.M.: Social dilemmas. Annual Review of Psychology. 31, 169–193 (1980)
Ernst, A.M. (1993).Soziales Wissen als Grundlage des Handelns in Konflihtsituationen. Unveröff. Diss., Albert-Ludwigs-Universität, Freiburg i.Br.
Ernst, A.M., Spada, H., Herderich, C., Goette, S., & Heynen, S.: Eine computersimulierte Theorie des Handelns und der Interaktion in einem ökologisch-sozialen Dilemma — Arbeitsbericht 1990–1992 und Arbeitsprogramm 1992–1994 (Forschungbericht Nr. 82 ). Freiburg: Psychologisches Institut der Universität 1992
Fikes, R., & Kehler, T.: The role of frame-based representation in reasoning. Communications of the ACM. 28, 904–920 (1985)
Hardin, G.R.: The tragedy of the commons. Science. 162, 1243–1248 (1968)
Heckhausen, H.: Motivation und Handeln ( 2. Aufl.). Heidelberg: Springer 1989
de Kleer, J., & Brown, J.S.: A qualitative physics based on confluences. Artificial Intelligence. 24, 7–83 (1984)
MacCrimmon, K.R., & Messick, D.M.: A framework for social motives. Behavioral Science. 21, 86–100 (1976)
Messick, D.M., & Brewer, M.B.: Solving social dilemmas: A review. In: Review of Personality and Social Psychology (L. Wheeler & P. Shaver, eds.). Vol. 4, pp. 11–44. Beverly Hills: Sage 1983
. Messick, D.M., & Cook, K.S. (eds.): Equity theory. New York: Praeger 1983
Messick, D.M., & McClelland, C.L.: Social traps and temporal traps. Personality and Social Psychology Bulletin. 9, 105–110 (1983)
Moore, S.F., Shaffer, L.S., Pollak, E.L., & Taylor-Lemcke, P.: The effect of interpersonal trust and prior commons problem experience on commons management. Journal of Social Psychology. 127, 19–29 (1987)
Ohlsson, S.: Computer simulation and its impact on educational research and practice. International Journal of Educational Research. 12, 5–34 (1988)
Piatt, J.: Social traps. American Psychologist. 28, 641–651 (1973)
Plötzner, R., Spada, H., Stumpf, M., & Opwis, K.: Learning qualitative and quantitative reasoning in a micro world for elastic impacts. European Journal of Psychology of Education. 4, 501–516 (1990)
Schroeder, D.A., Jensen, T.D., Reed, A.J., Sullivan, D.K., & Schwab, M.: The actions of others as determinants of behavior in social trap situations. Journal of Experimental Social Psychology. 19, 522–539 (1983)
Spada, H., & Ernst, A.M.: Wissen, Ziele und Verhalten in einem ökologisch-sozialen Dilemma. In: Umwelt und Verhalten (K. Pawlik & K.-H. Stapf, Hrsg.). S. 83–106. Bern: Huber 1992
Spada, H. & Opwis, K.: Ökologisches Handeln im Konflikt: Die Allmende-Klemme. In: Umwelt und Handeln (P. Day, U. Fuhrer, & U. Laucken, Hrsg.). S. 63–85. Tubingen: Attempto 1985
Spada, H., Opwis, K., Donnen, J., Schwiersch, M., & Ernst, A.: Ecological knowledge: Acquisition and use in problem solving and decision making. International Journal of Educational Research. 11, 665–685 (1987)
VanLehn, K.: Problem solving and cognitive skill acquisition. In: Foundations of cognitive science (M.I. Posner, ed.). pp. 527–579. Cambridge, MA: MIT Press 1989
Wenger, E.: Artificial intelligence and tutoring systems. Los Altos, CA: Morgan Kaufmann 1987
White, B.Y., & Frederiksen, J.R.:.Causal model progressions as a foundation for intelligent learning environments. Artificial Intelligence. 42, 99–157 (1990)
Wilke, H.A.M., Messick, D.M., & Rutte, C.G. (eds.): Experimental social dilemmas. Frankfurt/M.: Peter Lang 1986
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 1993 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Ernst, A.M., Spada, H. (1993). Modeling Actors in a Resource Dilemma: A Computerized Social Learning Environment. In: Towne, D.M., de Jong, T., Spada, H. (eds) Simulation-Based Experiential Learning. NATO ASI Series, vol 122. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-78539-9_8
Download citation
DOI: https://doi.org/10.1007/978-3-642-78539-9_8
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-78541-2
Online ISBN: 978-3-642-78539-9
eBook Packages: Springer Book Archive