*** This website is an archived version from 2011 ***
CSS: Knowledge Spaces
 

Bibliography on Knowledge Spaces
based on a list maintained by Cord Hockemeyer

 

Albert, D. (Ed.). (1994). Knowledge Structures. New York: Springer Verlag. [PDF]

Albert, D. (1994). Neuere Entwicklungen in der Wissensdiagnostik [Recent Developments in the Assessment of Knowledge]. In H. Janig (Ed.), Psychologische Forschung in Österreich (pp. 25–29). Klagenfurt, Austria: Universitätsverlag Carinthia. [PDF]

Albert, D. (1996). Die Repräsentation von individuellen Werten [The Representation of Individual Values]. In G. Trommsdorff & H. Kornadt (Eds.), Gesellschaftliche und indiviuelle Entwicklung in Japan und Deutschland (pp. 299–315). Universitäts–Verlag Konstanz. [PDF]

Albert, D., Bahrick, H. P., Falmagne, J., Witteveen, C., d'Ydewalle, G., & Toda, M. (1990). Representation and Assessment of Knowledge. In B. Wilpert, H. Motoaki & J. Mitsumi (Eds.), General Psychology and Environmental Psychology, Proceedings of the 22nd International Congress of Applied Psychology, Kyoto, Japan, July 22-27, 1990 (Vol. 2, pp. 9–98). Hove, Hillsdale: Erlbaum.

Albert, D., Dowling, C. E., & Riesenhuber, E. (1994). Empirische Validierung von Expertenwissen zu Sprachfertigkeiten von Kindern [Empirical Validation of Experts' Knowledge on Language Skills of Children]. In K. Pawlik (Ed.), Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994 (pp. 23). Hogrefe. [PDF]

Albert, D., & Held, T. (1994). Establishing knowledge spaces by systematical problem construction. In D. Albert (Ed.), Knowledge Structures (pp. 78–112). New York: Springer Verlag. [URL]

Albert, D., & Held, T. (1996). Wissensstrukturen für Leistungen in Sprachtests [Knowledge Structures for Language Test Performances]. In M. Jirasko, J. Glück & B. Rollett (Eds.), Perspektiven psychologischer Forschung in Österreich [Prospects of Psychological Research in Austria] (pp. 65–68). Wien, Austria: WUV-Universitätsverlag. [PDF]

Albert, D., & Hockemeyer, C. (1997). Adaptive and Dynamic Hypertext Tutoring Systems Based on Knowledge Space Theory. In B. du Boulay & R. Mizoguchi (Eds.), Artificial Intelligence in Education: Knowledge and Media in Learning Systems (Vol. 39, pp. 553–555). Amsterdam: IOS Press. [PDF]

Albert, D., & Hockemeyer, C. (1999). Developing Curricula for Tutoring Systems Based on Prerequisite Relationships. In G. Cumming, T. Okamoto & L. Gomez (Eds.), Advanced Research in Computers and Communications in Education: New Human Abilities for the Networked Society (Vol. 2, pp. 325–328). Amsterdam: IOS Press. [PDF]

Albert, D., & Hockemeyer, C. (2002). Applying Demand Analysis of a Set of Test Problems for Developing an Adaptive Course. Proceedings of the International Conference on Computers in Education ICCE 2002 (pp. 69–70). Los Alamitos: IEEE Computer Society. [DOC]

Albert, D., Hockemeyer, C., Kulcsar, Z., & Shorten, G. (2007). Competence Assessment for Spinal Anaesthesia. HCI and Usability for Medicine and Health Care. Proceedings of the Third Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society, USAB 2007 Graz, Austria, November, 22, 2007. Lecture Notes in Computer Science (Vol. 4799/2007, pp. 165-170). Berlin: Springer. [PDF]

Albert, D., Hockemeyer, C., & Wesiak, G. (2002). Current Trends in eLearning based on Knowledge Space Theory and Cognitive Psychology. Psychologische Beiträge, 44(4), 478–494. [DOC]

Albert, D., & Kaluscha, R. (1997). Adapting Knowledge Structures in Dynamic Domains. In C. Herzog (Ed.), Beiträge zum Achten Arbeitstreffen der GI–Fachgruppe 1.1.5/7.0.1 ``Intelligente Lehr–/Lernsysteme'', September 1997, Duisburg, Germany [Contributions of the 8th Workshop of the GI SIG ``Intelligent Tutoring Systems''] (pp. 89–100). TU München. [PDF]

Albert, D., & Lukas, J. (Eds.). (1999). Knowledge Spaces: Theories, Empirical Research, and Applications. Mahwah, NJ: Lawrence Erlbaum Associates.

Albert, D., & Mori, T. (2001). Contributions of Cognitive Psychology to the Future of e-Learning. Bulletin of the Graduate School of Education Hiroshima University, Part I (Learning and Curriculum Development), 50, 25–34. [RTF]

Albert, D., & Musch, J. (1996). Ravens Advanced Progressive Matrices. In A. Schorr (Ed.), Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen 1.–4. April 1996, Marburg, Germany (pp. 3). Lengerich, Germany: Pabst Science Publishers.

Albert, D., Schrepp, M., & Held, T. (1994). Construction of knowledge spaces for problem solving in chess. In G. H. Fischer & D. Laming (Eds.), Contributions to Mathematical Psychology, Psychometrics and Methodology (pp. 123–135). New York: Springer–Verlag. [PDF]

Albert, D., & Stefanutti, L. (2003). Knowledge Structures and Didactic Model Selection in Learning Object Navigation. In F. W. Hesse & Y. Tamura (Eds.), The Joint Workshop of Cognition and Learning through Media–Communication for Advanced E-Learning (JWCL) (pp. 1–10). Berlin. [PDF]

Albert, D., & Stefanutti, L. (2003). Ordering and combining distributed learning objects through skill maps and asset structures. Proceedings of the International Conference on Computers in Education ICCE 03. Hong Kong (3 pages). [PDF]

Albert,D., Wong, S.L. & Wesiak, G. (2009). Structure For Assessing Teachers IT States. In Arshad Abd. Samad et al.(Eds.). Proceedings of the International Conference on Educational Research & Practice: Enhancing Human Capital through Teacher Education. pp.1017-1032. [PDF]

Arracher, A. (2000). Effekte der Anordnung visueller Information am Bildschirm auf das ALEPH-Benutzerverhalten. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Baumunk, K. (1995). Die empirische Erhebung einer Struktur von Schulwissen im Fach Mathematik. Unpublished master's thesis, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Baumunk, K. (1996). Die Validierung von Wissensstrukturen im Bruchrechnen [Validating Knowledge Structures in the Field of Fractions]. Festschrift zur Verleihung des Georg-Sieber-Preises 1996 (pp. 34–37).

Baumunk, K., & Dowling, C. E. (1996). Die Validität von Wissensstrukturen im Bruchrechnen. In A. Schorr (Ed.), Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Eichstätt, Germany (pp. 17–18). Lengerich, Germany: Pabst Science Publishers.

Baumunk, K., & Dowling, C. E. (1997). Validity of Spaces for Assessing Knowledge About Fractions. Journal of Mathematical Psychology, 41, 99–105.

Baumunk, K., & Dowling, C. E. (1998). Der Einfluß von Frageformulierungen und Fragestrategien auf Fehlurteile bei der Expertenbefragung. In H. Lachnit, A. Jacobs & F. Rösler (Eds.), Experimentelle Psychologie: Abstracts der 40. Tagung experimentell arbeitender Psychologen 6.–9. April 1998, Marburg, Germany (pp. 17). Lengerich, Germany: Pabst Science Publishers.

Bloom, C., Villano, M., & VanLehn, K. (1992). Application of artificial intelligence technologies to training systems: Computer-based diagnostic testing systems (No. Contract No. F41624-91-C-5002). Brooks AFB, TX: Technical Training Research Division, Human Resources Directorate.

Brandt, S., Albert, D., & Hockemeyer, C. (1999). Surmise Relations between Tests - Preliminary Results of the Mathematical Modelling. Electronic Notes in Discrete Mathematics, 2 (electronical publication, 15 pages). [PDF]

Brandt, S., Albert, D., & Hockemeyer, C. (2003). Surmise Relations between Tests - Mathematical Considerations. Discrete Applied Mathematics, 127(2), 221–239. [PDF]

Bruchmann, F. (1993). Die Erhebung ausgewählter Wissensstrukturen von Lehrern zur Diagnose von Schulwissen im Fach Mathematik. Unpublished master's thesis, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Conlan, O., Hockemeyer, C., Lefrere, P., Wade, V., & Albert, D. (2001). Extending educational metadata schemas to describe adaptive learning resources. In H. Davies, Y. Douglas & D. G. Durand (Eds.), Hypertext '01: Proceedings of the twelfth ACM Conference on Hypertext and Hypermedia (pp. 161-162). New York: Association for Computing Machinery. [PDF]

Conlan, O., Hockemeyer, C., Wade, V., & Albert, D. (2002). Metadata Driven Approaches to Facilitate Adaptivity in Personalized eLearning systems. The Journal of Information and Systems in Education, 1, 38–44. [DOC]

Conlan, O., O'Keeffe, I. ., Hampson, C., & Heller, J. (2006). Using Knowledge Space Theory to support Learner Modeling and Personalization. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1912-1919). Chesapeake, VA: AACE. [PDF]

Cosyn, E., & Thi'ery, N. (2000). A Practical Procedure to Build a Knowledge Structure. Journal of Mathematical Psychology, 44, 383–407.

Cosyn, E. (2002). Coarsening a Knowledge Structure. Journal of Mathematical Psychology, 46, 123–139.

Degreef, E., Doignon, J., Ducamp, A., & Jean-Claude, F. (1986). Languages for the assessment of knowledge. Journal of Mathematical Psychology, 30, 243–256.

Doignon, J. (1994). Probabilistic assessment of knowledge. In D. Albert (Ed.), Knowledge Structures (pp. 1–56). New York: Springer Verlag.

Doignon, J. (1994). Knowledge spaces and skill assignments. In G. H. Fischer & D. Laming (Eds.), Contributions to Mathematical Psychology, Psychometrics and Methodology (pp. 111–121). New York: Springer–Verlag.

Doignon, J. (1999). Dimensions of Chains of Relations. Electronic Notes in Discrete Mathematics, 2.

Doignon, J. (2001). Knowlede Spaces. In N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social and Behavioral Sciences (pp. 8148–8151). Amsterdam: Elsevier.

Doignon, J., & Falmagne, J. (1985). Spaces for the assessment of knowledge. International Journal of Man-Machine Studies, 23, 175–196.

Doignon, J., & Falmagne, J. (1987). Knowledge assessment: A set theoretical framework. In B. Ganter, R. Wille & K. Wolfe (Eds.), Beiträge zur Begriffsanalyse: Vorträge der Arbeitstagung Begriffsanalyse, Darmstadt 1986 (pp. 129–140). Mannheim: BI Wissenschaftsverlag.

Doignon, J., & Falmagne, J. (1988). Parametrization of knowledge structures. Discrete Applied Mathematics, 21, 87–100.

Doignon, J., & Falmagne, J. (Eds.). (1991). Mathematical Psychology: Current Developments. New York: Springer–Verlag.

Doignon, J., & Falmagne, J. (1997). Well–graded Families of Relations. Discrete Mathematics, 173, 35–44.

Doignon, J., & Falmagne, J. (1999). Knowledge Spaces. Berlin: Springer–Verlag.

Dowling, C. E., & Hockemeyer, C. (1998). Computing the Intersection of Knowledge Spaces Using only their Basis. In C. E. Dowling, F. S. Roberts & P. Theuns (Eds.), Recent Progress in Mathematical Psychology (pp. 133–141). Hillsdale, USA: Lawrence Erlbaum Associates Ltd.. [PDF]

Dowling, C. E., & Hockemeyer, C. (2001). Automata for the Assessment of Knowledge. IEEE Transactions on Knowledge and Data Engineering, 13(3), 451–461. [PDF]

Dowling, C. E., Hockemeyer, C., & Ludwig, A. H. (1996). Adaptive assessment and training using the Neighbourhood of knowledge states. In C. Frasson, G. Gauthier & A. Lesgold (Eds.), Intelligent Tutoring Systems (Vol. 1086, pp. 578-586). Berlin: Springer Verlag. [PDF]

Dowling, C. E. (1991). Constructing knowledge spaces from judgements with differing degrees of certainty. In J. Doignon & J. Falmagne (Eds.), Mathematical Psychology: Current Developments (pp. 221–231). New York: Springer–Verlag.

Dowling, C. E. (1991). Constructing Knowledge Structures from the Judgements of Experts. Unpublished doctoral dissertation, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Dowling, C. E. (1993). Applying the basis of a knowledge space for controlling the questioning of an expert. Journal of Mathematical Psychology, 37, 21–48.

Dowling, C. E. (1993). On the irredundant construction of knowledge spaces. Journal of Mathematical Psychology, 37, 49–62.

Dowling, C. E. (1994). Integrating different knowledge spaces. In G. H. Fischer & D. Laming (Eds.), Contributions to Mathematical Psychology, Psychometrics and Methodology (pp. 149–158). New York: Springer–Verlag.

Dowling, C. E. (1994). Combinatorial structures for the representation of knowledge. In D. Albert (Ed.), Knowledge Structures (pp. 57–76). New York: Springer Verlag.

Dowling, C. E. (1994). Verfahren zur Erhebung von Expertenurteilen über Voraussetzungsbeziehungen zwischen Wissensinhalten. In K. Pawlik (Ed.), Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994 (pp. 129–130). Hogrefe.

Dowling, C. E., & Hockemeyer, C. (1995). Wissensdiagnose in der beruflichen Ausbildung [Knowledge Assessment in Professional Education] (Unpublished Technical Report). Institut für Psychologie, Technische Universität Braunschweig, Germany.

Dowling, C. E., & Kaluscha, R. (1995). Prerequisite relationships for the adaptive assessment of knowledge. In J. Greer (Ed.), Artificial Intelligence in Education, 1995 (pp. 43–50). Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).

Dowling, C. E., Koch, U., & Quante, K. A. (1996). A New Interface for Querying Experts on Prerequisite Relationships. In J. Grundy & M. Apperley (Eds.), Proceedings of the Sixth Auatralian Conference on Computer–Human Interaction (OzCHI~96) (pp. 320–321). Los Alamitos, California: IEEE Computer Society Press.

Dowling, C. E., & Nitzsche, S. (1996). Der Einfluß einer Arbeitsanreicherung bei der Befragung auf die Validität von Expertenurteilen. In A. Schorr (Ed.), Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Eichstätt, Germany (pp. 60). Lengerich, Germany: Pabst Science Publishers.

Dowling, C. E., Roberts, F. S., & Theuns, P. (Eds.). (1998). Recent Progress in Mathematical Psychology. Hillsdale, USA: Lawrence Erlbaum Associates Ltd..

Düntsch, I., & Gediga, G. (1995). Skills and Knowledge Structures. British Journal of Mathematical and Statistical Psychology, 48, 9–27.

Düntsch, I., & Gediga, G. (1996). On query Procedures to Build Knowledge Structures. Journal of Mathematical Psychology, 40, 160–168.

Düntsch, I., & Gediga, G. (1998). Knowledge Structures and their Applications in CALL. In S. Jager, J. Nerbonne & A. van Essen (Eds.), Language teaching and Language Technology (pp. 177–186). Lisse: Swets and Zeitlinger.

Düntsch, I., & Gediga, G. (2001). A Note on the Correspondence among Entail Relations Rough Set Dependencies, and Logical Consequence. Journal of Mathematical Psychology, 43, 393–401.

Dösinger, G., & Albert, D. (2002a). Adaptive Competence Testing in eLearning. European Journal of Open, Distance and E-Learning (EURODL) (electronical publication, 12 pages). [URL]

Dösinger, G., & Albert, D. (2002b). Adaptive Competence Testing in eLearning. In M. Auer & U. Auer (Eds.), Interactive computer aided learning (ICL) 2002. International Workshop. Kassel: University Press (identisch mit Dösinger, G., & Albert, D. (2002a)) (electronical publication, 17 pages). [URL]

Dösinger, G. (1999). Empirische Untersuchung der Voraussetzungen des Rechnens im Vorschulalter unter Anwendung der Wissensraumtheorie. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Dösinger, G. (2003). Die Struktur kognitiver Voraussetzungen von Rechenleistungen –- Empirische Untersuchungen mit Vorschulkindern. Unpublished doctoral dissertation, Karl–Franzens–Universität Graz, Graz, Austria.

Falmagne, J. C., Koppen, M., Villano, M., Doignon, J. P., & Johannesen, L. (1990). Introduction to knowledge spaces: How to build, test and search them. Psychological Review, 97, 201–224.

Falmagne, J., & Doignon, J. (1998). Meshing Knowledge Structures. In C. E. Dowling, F. S. Roberts & P. Theuns (Eds.), Recent Progress in Mathematical Psychology (pp. 143–153). Hillsdale, USA: Lawrence Erlbaum Associates Ltd..

Falmagne, J. (1988). Parametrization of Knowledge Structures. Discrete Applied Mathematics, 21(2), 87–100.

Falmagne, J. (1989). A latent trait theory via stochastic learning theory for a knowledge space. Psychometrika, 53, 283–303.

Falmagne, J. (1989). Probabilistic knowledge spaces: A review. In F. S. Roberts (Ed.), Applications of Combinatorics and Graph Theory to the Biological and Social Sciences (Vol. 17, pp. 283–303). New York: Springer Verlag.

Falmagne, J. (1993). Stochastic learning paths in a knowledge structure. Journal of Mathematical Psychology, 37, 489–512.

Falmagne, J. (1994). Finite Markov learning models for knowledge structures. In G. H. Fischer & D. Laming (Eds.), Contributions to Mathematical Psychology, Psychometrics and Methodology (pp. 75–89). New York: Springer–Verlag.

Falmagne, J. (1994). Foreword. In D. Albert (Ed.), Knowledge Structures (pp. V–VII). New York: Springer Verlag.

Falmagne, J. (1996). Errata to SLP. Journal of Mathematical Psychology, 40, 169–174.

Falmagne, J. (1999). ALEKS, an Application of Knowledge Space Theory. Electronic Notes in Discrete Mathematics, 2.

Falmagne, J. (2001). Markov Processes for Knowlede Spaces. In N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social and Behavioral Sciences (pp. 9251–9253). Amsterdam: Elsevier.

Falmagne, J., & Doignon, J. (1988). A class of stochastic procedures for the assessment of knowledge. British Journal of Mathematical and Statistical Psychology, 41, 1–23.

Falmagne, J., & Doignon, J. (1988). A Markovian procedure for assessing the state of a system. Journal of Mathematical Psychology, 32, 232–258. [PDF]

Falmagne, J., & Doignon, J. (1993). A stochastic theory for system failure assessment. In B. Bouchon-Meunier, L. Valverde & R. Yager (Eds.), Uncertainty in Intelligent Systems (pp. 431–440). Amsterdam: North-Holland.

Falmagne, J., & Doignon, J. (1997). Stochastic Evolution of Rationality. Theory and Decision, 43, 107–138. [URL]

Falmagne, J., & Lakshminarayan, K. (1994). Stochastic Learning Paths –- Estimation and Simulation. In G. H. Fischer & D. Laming (Eds.), Contributions to Mathematical Psychology, Psychometrics and Methodology (pp. 91–110). New York: Springer–Verlag.

Fasching, T. (1998). Empirische Überprüfung einer vermuteten Wertestruktur im Bereich der mütterlichen Erziehung von Kindern. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Fischer, G. H., & Laming, D. (Eds.). (1994). Contributions to Mathematical Psychology, Psychometrics and Methodology. New York: Springer–Verlag.

Freitag, O. (1999). Graphische Darstellung von Expertenurteilen [Graphical Presentation of Experts' Judgments]. Unpublished master's thesis, Technische Universität Braunschweig, Germany.

Fries, S. (1997). Empirical Validation of a Markovian Learning Model for Knowledge Structures. Journal of Mathematical Psychology, 41, 65–70.

Fuhrmann, F. (1995). Experimente zur Validierung von Expertenbefragungen [Experiments for Validating the Querying of Experts]. Unpublished master's thesis, Technische Universität Braunschweig, Germany.

Fuhrmann, F., & Dowling, C. E. (1996). Der Einfluss von Frageformulierungen auf die Validität von Expertenurteilen. In A. Schorr (Ed.), Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Eichstätt, Germany (pp. 81). Lengerich, Germany: Pabst Science Publishers.

Gediga, G., & Düntsch, I. (2002). Skill Set Analysis in Knowledge Structures. British Journal of Mathematical and Statistical Psychology, 55, 361–384.

Held, T. (1993). Establishment and empirical validation of problem structures based on domain specific skills and textual properties.. Unpublished doctoral dissertation, Universität Heidelberg, Germany.

Held, T. (1999). An Integrated Approach for Constructing, Coding, and Structuring a Body of Word Problems. In D. Albert & J. Lukas (Eds.), Knowledge Spaces: Theories, Empirical Research Applications (pp. 67–102). Mahwah, NJ: Lawrence Erlbaum Associates.

Held, T., & Korossy, K. (1998). Data Analysis as a Heuristic for Establishing Theoretically Founded Item Structures. Zeitschrift für Psychologie, 206, 169–188.

Held, T., & Schrepp, M. (1995). Eine Simulationsstudie zu Urteilsfehlern bei Expertenbefragungen. In O. Güntürkün & R. G. C. W. A. and and Wohlschläger (Eds.), Experimentelle Psychologie: Beiträge zur 37. Tagung experimentell arbeitender Psychologen, 9.–13. April 1995, Bochum, Germany (pp. 141). Regensburg, Germany: S. Roderer Verlag.

Held, T., Schrepp, M., & Fries, S. (1995). Methoden zur Bestimmung von Wissensstrukturen –- Eine Vergleichsstudie [Methods for Determining Knowledge Structures –- A Comparing Study]. Zeitschrift für Experimentelle Psychologie, XLII(2), 205–236.

Heller, J. (1994). Semantic Structures. In D. Albert (Ed.), Knowledge Structures (pp. 117–149). New York: Springer Verlag.

Heller, J. (2000). Representation and Assessment of Individual Semantic Knowledge. Methods of Psychological Research –- Online, 5(2). [URL]

Heller, J. (2004). A Formal Framework for Characterizing Querying Algorithms. Journal of Mathematical Psychology, 48, 1–8. [URL]

Heller, J., Albert, D., Kickmeier-Rust, M., & Kertz, M. (2006). Achievement Motivation, Performance Structure, and Adaptive Hypertext Learning. In M. Pivec (Ed.), Affective and Emotional Aspects of Human-Computer Interaction. Game-Based and Innovative Learning Approaches (pp. 165 - 177). Amsterdam: IOS Press. [PDF]

Heller, J., Hockemeyer, C., & Albert, D. (2004). Applying Competence Structures for Peer Tutor Recommendations in CSCL Environments. In Kinshuk, C. Looi, E. Sutinen, D. G. Sampson, I. Aedo, L. Uden & E. Kähkönen (Eds.), The 4th IEEE International Conference on Advanced Learning Technologies (pp. 1050-1051). Los Alamitos, CA: IEEE Computer Society. [DOC]

Heller, J., Levene, M., Keenoy, K., Hockemeyer, C., & Albert, D. (2007). Cognitive aspects of trails: A Stochastic Model Linking Navigation Behaviour to the Learner's Cognitive State. In J. Schoonenboom, J. Heller, K. Keenoy, M. Levene & M. Turcsanyi-Szabo (Eds.), Trails in Education: Technologies that Support Navigational Learning (pp. 119-146). Rotterdam: Sense Publisher. [DOC]

Heller, J., Steiner, C., Hockemeyer, C., & Albert, D. (2006). Competence-Based Knowledge Structures for Personalised Learning. International Journal on E-Learning, 5(1), 75-88. [PDF]

Hermann, G. (1998). Empirische Überprüfung eines Wissensraumes für Textaufgaben zur elementaren Wahrscheinlichkeitsrechnung. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Hirschenberger, U. (1998). Empirische Untersuchung zu Rechenfertigkeiten der ersten und zweiten Schulstufe auf Basis der Wissensraumtheorie. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Hockemeyer, C. (1993). Wissensdiagnose auf Wissensräumen. Unpublished master's thesis, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Hockemeyer, C. (1995, Juli). Adaptive computerunterstützte Wissensdiagnose. Vortrag beim Regionalkolloquium Kognitionspsychologie Braunschweig, Juli 1995.

Hockemeyer, C. (1997). Using the Basis of a Knowledge Space for Determining the Fringe of a Knowledge State. Journal of Mathematical Psychology, 41, 275–279. [PDF]

Hockemeyer, C. (1997). RATH – A Relational Adaptive Tutoring Hypertext WWW–Environment (Technical Report, No. 1997/3). Institut für Psychologie Karl–Franzens–Universität Graz, Austria. [URL]

Hockemeyer, C. (2000). CRATH: A Collaborative Adaptive Tutoring Hypertext System (Technical Report). Institut für Psychologie Karl–Franzens–Universität Graz, Austria. [PDF]

Hockemeyer, C. (2001). KST Tools User Manual (Unpublished Technical Report). Institut für Psychologie Karl–Franzens–Universität Graz, Austria. [PDF]

Hockemeyer, C. (2002, August 21 – 24). Extending the Competence–Performance–Approach for Building Adaptive and Dynamic Tutoring Systems. Talk at the 33rd European Mathematical Psychology Group (EMPG) Meeting, Bremen, Germany. [DOC]

Hockemeyer, C. (2002). A Comparison of Non–Deterministic Procedures for the Adaptive Assessment of Knowledge. Psychologische Beiträge, 44, 495–503. [PDF]

Hockemeyer, C. (2003). Competence Based Adaptive E-Learning in Dynamic Domains. In F. W. Hesse & Y. Tamura (Eds.), The Joint Workshop of Cognition and Learning through Media–Communication for Advanced E-Learning (JWCL) (pp. 79–82). Berlin. [PDF]

Hockemeyer, C. (2003, August 26 – 30). Structures for Teaching and Testing Competencies. Talk at the 33rd European Mathematical Psychology Group (EMPG) Meeting, Madrid, Spain. [DOC]

Hockemeyer, C. (2006, July 16-21). Technology Matches Psychology: Metadata and Competence Learning Structures. International Conference on Applied Psychology - ICAP2006, Athens, Greece.

Hockemeyer, C., & Albert, D. (1999). The Adaptive Tutoring System RATH. In M. E. Auer & U. Ressler (Eds.), ICL99 Workshop Interactive Computer aided Learning: Tools and Applications. Villach, Austria: Carinthia Tech Institute (electronical publication, 10 pages). [URL]

Hockemeyer, C., & Albert, D. (2003). Adaptive eLearning and the Learning GRID. In P. Ritrovato, S. Salerno & M. Gaeta (Eds.), 1st LEGE–WG International Workshop on Educational Models for GRID Based Services, Lausanne, Switzerland, 16 September 2002. Wiltshire, UK: British Computer Society (electronical publication, 3 pages). [PDF]

Hockemeyer, C., Albert, D., & Brandt, S. (1998). Prerequisite Relations between Courses. Journal of Mathematical Psychology, 42, 508. [DOC]

Hockemeyer, C., Albert, D., & Brandt, S. (1998, August 31 – September 2). Prerequisite Relationships between Courses. Talk at the 29th European Mathematical Psychology Group (EMPG) Meeting, University of Keele, UK.

Hockemeyer, C., Conlan, O., Wade, V., & Albert, D. (2003). Applying Competence Prerequisite Structures for eLearning and Skill Management. Journal of Universal Computer Science, 9, 1428–1436. [DOC]

Hockemeyer, C., & Dowling, C. E. (1996). KST Tools User Manual (Unpublished Technical Report). Institut für Psychologie, Technische Universität Braunschweig, Germany. [PDF]

Hockemeyer, C., Held, T., & Albert, D. (1998). RATH –- A Relational Adaptive Tutoring Hypertext WWW–Environment Based on Knowledge Space Theory. In C. Alvegård (Ed.), CALISCE`98: Proceedings of the Fourth International Conference on Computer Aided Learning in Science and Engineering (pp. 417–423). Göteborg, Sweden: Chalmers University of Technology. [URL]

Hockemeyer, C., & Pötzi, S. (2001). Documentation of the libsrbi Library (Unpublished Technical Report). Institut für Psychologie Karl–Franzens–Universität Graz, Austria.

Holotta, E. (1999). Experimentelle Untersuchung zu Grundlagen des Lesen– und Schreibenlernens auf Basis der Wissensraumtheorie. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Kaluscha, R. (1994). Ein effizienter Algorithmus zur Expertenbefragung [An Efficient Algorithm for Querying Experts]. Unpublished master's thesis, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Kaluscha, R. (1994). Ein effizienter Algorithmus zur Expertenbefragung [An Efficient Algorithm for Querying Experts]. Unpublished master's thesis, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Kambouri, M. (1991). Knowledge assessment: A comparison between human experts and computerized procedure. Unpublished doctoral dissertation, New York University.

Kambouri, M., Koppen, M., Villano, M., & Falmagne, J. (1994). Knowledge assessment: Tapping human expertise by the QUERY routine. International Journal of Human–Computer–Studies, 40, 119–151.

Koch, U. (1996). Plattformübergreifende GUI–Entwicklung: Flexible und optimierte Strategien zur Expertenbefragung [Platform–independent GUI Development: Flexible and Optimized Strategies for Querying Experts]. Unpublished master's thesis, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Koppen, M. (1989). Ordinal Data Analysis: Biorder Representation and Knowledge Spaces. Unpublished doctoral dissertation, Katholieke Universiteit te Nijmegen, Nijmegen, The Netherlands.

Koppen, M. (1993). Extracting human expertise for constructing knowledge spaces: An algorithm. Journal of Mathematical Psychology, 37, 1–20.

Koppen, M. (1994). The construction of knowledge spaces by querying experts. In G. H. Fischer & D. Laming (Eds.), Contributions to Mathematical Psychology, Psychometrics and Methodology (pp. 137–147). New York: Springer–Verlag.

Koppen, M. (1998). On Alternative Representations for Knowlede Spaces. Mathematical Social Sciences, 36, 127–143. [URL]

Koppen, M., & Doignon, J. (1990). How to build a knowledge space by querying an expert. Journal of Mathematical Psychology, 34, 311–331. [URL]

Korossy, K. (1993). Modellierung von Wissen als Kompetenz und Performanz [Modeling Knowledge as Competence and Performance]. Unpublished doctoral dissertation, Fakultät für Sozial– und Verhaltenswissenschaften Universität Heidelberg, Heidelberg, Germany.

Korossy, K. (1996). Kompetenz und Performanz beim Lösen von Geometrie–Aufgaben [Competence and Performance Solving Problems in Geometry]. Zeitschrift für Experimentelle Psychologie, XLIII(2), 279–318. [PDF]

Korossy, K. (1996). A Qualitative–Structural Approach to the Modeling of Knowledge (Bericht aus dem Psychologischen Institut, No. 83). Universität Heidelberg.

Korossy, K. (1997). Extending the Theory of Knowledge Spaces: A Competence–Performance Approach. Zeitschrift für Psychologie, 205, 53–82.

Korossy, K. (1997). Kompetenz und Performanz beim Lösen von Aufgaben aus der elementaren Teilbarkeitslehre. In E. van der Meer, T. Bachmann, R. Beyer, C. Goertz, H. Hagendorf, B. Krause, W. Sommer, H. Wandke & M. Zießler (Eds.), Experimentelle Psychologie: Abstracts der 39. Tagung experimentell arbeitender Psychologen 24.–27 März 1997, Berlin, Germany (pp. 371). Lengerich, Germany: Pabst Science Publishers.

Korossy, K. (1998). Solvability and Uniqueness of Linear-Recursive Number Sequence Tasks. Methods of Psychological Research –- Online, 3(1). [URL]

Korossy, K. (1999). Modeling Knowledge as Competence and Performance. In D. Albert & J. Lukas (Eds.), Knowledge Spaces: Theories, Empirical Research Applications (pp. 103–132). Mahwah, NJ: Lawrence Erlbaum Associates.

Korossy, K. (1999). Organizing and Controlling Learning Processes Within Competence–Performance Structures. In D. Albert & J. Lukas (Eds.), Knowledge Spaces: Theories, Empirical Research Applications (pp. 157–178). Mahwah, NJ: Lawrence Erlbaum Associates.

Krausse, R., & Körndle, H. (2003). The Electronic Exercise. In F. W. Hesse & Y. Tamura (Eds.), The Joint Workshop of Cognition and Learning through Media–Communication for Advanced E-Learning (JWCL) (pp. 104–107). Berlin.

Kremser, M. (2000). Component–based Construction of a Knowledge Space for Children's Second Language English Knowledge. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Kremser, M. (2002). The Construction of an Intelligent Tutoring System for Foreign Language English Learning. In M. Auer & U. Auer (Eds.), Interactive computer aided learning (ICL) 2002. International Workshop. Kassel University Press.

Körner, C. (1998). Comprehension of Visualized Ordered Sets –- An Empirical Approach Based on the Theory of Knowledge Spaces. Unpublished doctoral dissertation, Karl–Franzens–Universität Graz, Graz, Austria. [URL]

Körner, C. (2001). Comprehension of Visualized Ordered Data Structures. In T. Arnold & C. Herrmann (Eds.), Cognitive Systems & Mechanisms: KogWis 2001. Abstracts of the 5th Meeting of the German Cognitive Science Society (Vol. 2, pp. 91). Leipzig: Universitätsverlag.

Körner, C., & Albert, D. (1998). Experimentelle Untersuchungen zur Verständlichkeit von Graphen [Experimental investigations to the comprehensibility of graphs]. In H. Lachnit, A. Jacobs & F. Rösler (Eds.), Experimentelle Psychologie: Abstracts der 40. Tagung experimentell arbeitender Psychologen 6.–9. April 1998, Marburg, Germany (pp. 193). Lengerich, Germany: Pabst Science Publishers. [DOC]

Körner, C., & Albert, D. (2001). Comprehension Efficiency of Graphically Presented Ordered Sets. In K. Kallus, N. Posthumus & P. Jimenez (Eds.), Current psychological research in Austria. Proceedings of the 4th scientific conference of the Austrian Psychological Society (ÖGP) (pp. 179-182). Graz: Akademische Druck- u. Verlagsanstalt. [PDF]

Lakshminarayan, K., & Gilson, F. (1998). An Application of a Stochastic Knowledge Structure Model. In C. E. Dowling, F. S. Roberts & P. Theuns (Eds.), Recent Progress in Mathematical Psychology (pp. 155–172). Hillsdale, USA: Lawrence Erlbaum Associates Ltd. A stochastic knowledge structure model is applied to data from two sections of an LSAT previously analyzed with the normal ogive model. The normal ogive model and its fit to the data are examined. The stochastic knowledge structure model and the knowledge structures resulting from it's application to the data are examined..

Lamprecht, C. (1998). Empirische Untersuchung mit Kindern zum Inventar impliziter Rechtschreibregeln (IiR) auf Basis der Wissensraumtheorie. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Ley, T., & Albert, D. (2003). Kompetenzmanagement als formalisierbare Abbildung von Wissen und Personalwesen. Wirtschaftspsychologie, 5(3), 86–93. [PDF]

Ludwig, A. H. (1995). Eine themenorientierte Programmiersprache für die Präsentation und Auswertung computergestützter Test– und Übungsaufgaben [A Problem Oriented Programming Language for Presenting and Evaluating Computer Aided Test and Training Problems]. Unpublished master's thesis, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Lukas, J., & Albert, D. (1999). Knowledge Structures: What They Are and How They Can be Used in Cognitive Psychology, test Theory, and the Design of Learning Environments. In D. Albert & J. Lukas (Eds.), Knowledge Spaces: Theories, Empirical Research, and Applications (pp. 3–12). Mahwah, NJ: Lawrence Erlbaum Associates. [PDF]

Lukas, J., Albert, D., & Dowling, C. E. (1994). Formale Modelle in der Wissenspsychologie: Theorien –- Methoden –- Anwendungen [Formal models in the knowledge psychology: Theories - methods - applications]. In K. Pawlik (Ed.), Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994 (pp. 446). Hogrefe. [PDF]

Lukas, J. (1994). Zur Ableitung von Wissensstrukturen aus Aufgaben–Fähigkeits–Zuordnungen. In K. Pawlik (Ed.), Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994 (pp. 446). Hogrefe.

Lukas, J. (1996). Die Ordnungsstruktur der wichtigsten Ordnungsrelationen. In A. Schorr (Ed.), Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen 1.–4. April 1996, Marburg, Germany (pp. 195). Lengerich, Germany: Pabst Science Publishers.

Lukas, J. (1997). Modellierung von Fehlkonzepten in Wissensstrukturen [Modeling Misconceptions in Knowledge Structures]. Kognitionswissenschaft, 6(4), 196–204.

Lukas, J., & Albert, D. (1993). Knowledge Assessment Based on Skill Assignment and Psychological Task Analysis. In G. Strube & K. F. Wender (Eds.), The Cognitive Psychology of Knowledge (Vol. 101, pp. 139–160). Amsterdam: North–Holland. [PDF]

Lövquist, E., Aboulafia, A., Breen, D., Shorten, G., Zhang, D., & Albert, D. (2008). Desinging a Simulation-Supported Adaptive Assessment System for Spinal Anaesthesia. Proceedings of the 11th IASTED International Conference on Computers and Advanced Technology in Education, pp. 397 - 402. [PDF]

Lövquist, E., Aboulafia, A., Breen, D., Shorten, G., Zhang, D., & Albert, D. (2008). Desinging a Simulation-Supported Adaptive Assessment System for Spinal Anaesthesia. Proceedings of the 11th IASTED International Conference on Computers and Advanced Technology in Education pp 316-321. [PDF]

Müller, C. E. (1989). A procedure for facilitating an expert's judgments on a set of rules. In E. E. Roskam (Ed.), Mathematical Psychology in Progress (pp. 157–170). Berlin: Springer-Verlag.

Müller, H., & Regenwetter, M. (1991). A Procedure for Facilitating an Expert's Judgments on a Set of Rules (Official final report of the research project: ``Syst`emes dynamiques simul'es par ordinateur'' MEN/IPE/87/009). Minist`ere de l'Education Nationale Luxembourg.

Narciss, S. (1994). Empirische Untersuchungen zur kognitiven Repräsentation bewegungsstruktureller Merkmale. Ein wissenspsychologischer Ansatz zur theoretischen Fundierung des mentalen Trainings. Unpublished doctoral dissertation, Universität Heidelberg, Germany.

Narciss, S. (1999). Appliation of Doignon and Falmagne's Theory of Knowledge Structures to the Assessment of Motor Learning Processes. In D. Albert & J. Lukas (Eds.), Knowledge Spaces: Theories, Empirical Research Applications (pp. 197–220). Mahwah, NJ: Lawrence Erlbaum Associates.

Nitzsche, S. (1996). Experimentelle Überprüfung von Strukturen zur Wissensdiagnose –- Anwendungsfeld: gezielte Aus– und Weiterbildung. Unpublished master's thesis, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Norman, K. L. (1994). Navigating the Educational Space With Hypercourseware. Hypermedia, 6, 35–60.

Perrucci, V., Heller, J., & Agnoli, F. (2004). Identifying Solution Strategies in a Cube Comparison Task Using a Knowledge Structure Approach. Testing Psicometria Metodologia, 11(3), 163-189.

Prediger, S. (1999). Formal Concept Analysis for General Objects. Electronic Notes in Discrete Mathematics, 2.

Preis, A. (2000). Component–based Structuring of Children's Reading and Writing Competencies in German. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Ptucha, J. (1994). Kognitive Operationen beim Fortsetzen von Zahlenfolgen: Eine experimentelle Untersuchung zur Theorie der Wissensräume. Zeitschrift für Psychologie, 202, 253–274.

Pötzi, S. (2001). Documentation of the libsrbt Library (Unpublished Technical Report). Institut für Psychologie Karl–Franzens–Universität Graz, Austria.

Pötzi, S., & Wesiak, G. (2004). SRbT Tools User Manual (Technical Report). Institut für Psychologie, Karl–Franzens–Universität Graz, Austria. [URL]

Quante, K. A. (1996). Plattformübergreifende GUI–Entwicklung: Integration und Optimierung eines Programms zur Expertenbefragung [Platform–independent GUI Development: Integrating and Optimizing a Program for Querying Experts]. Unpublished master's thesis, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Rachdi–Sakac, M. (2000). Graphische veranschaulichungen im Bereich der elementaren Wahrscheinlichkeitsrechnung –- eine Untersuchung im Rahmen der Wissensraumtheorie. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Rappitsch, M. (1997). Konstruktion und empirische Überprüfung eines Schlagzeugtests auf Basis der Wissensraumtheorie. Unpublished master's thesis, Karl–Franzens–Universität, Graz, Austria.

Riegler, K. (1999). Konstruktion von Wissensräumen im Symptombereich der Panikattacke. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Riesenhuber, E. (1995). Empirische Überprüfung einer Komponentenstruktur zu Schreib– und Lesefähigkeiten. Unpublished master's thesis, Karl–Franzens–Universität, Graz, Austria.

Rusch, A. (1994). Wissensräume und formale Begriffsanalyse [Knowlege Spaces and Formal Concept Analysis]. Unpublished master's thesis, Technische Hochschule Darmstadt, Germany.

Rusch, A., & Wille, R. (1996). Knowledge Spaces and Formal Concept Analysis. In H. Bock & W. Polasek (Eds.), Data Analysis and Information Systems (pp. 427–436). Berlin, Germany: Springer–Verlag.

Schrepp, M. (2003). A method for the analysis of hierarchical dependencies between items of a questionnaire. Methods of Psychological Research –- Online, 19, 43–79.

Schrepp, M. (1993). Über die Beziehung zwischen kognitiven Prozessen und Wissensräumen beim Problemlösen [On the Relationship between Cognitive Processes and Knowledge Spaces for Problem Solving]. Unpublished doctoral dissertation, Universität Heidelberg, Germany.

Schrepp, M. (1995). Modeling interindividual differences in solving letter series completion problems.. Zeitschrift für Psychologie, 203, 173–188.

Schrepp, M. (1997). A Generalization of Knowledge Space Theory to Problems with More Than Two Answer Alternatives. Journal of Mathematical Psychology, 41, 237–243. [URL]

Schrepp, M. (1999). Extracting knowledge structures from observed data. British Journal of Mathematical and Statistical Psychology, 52, 213–224.

Schrepp, M. (1999). On the empirical construction of implications between bi-valued test items. Mathematical Social Sciences, 38, 361–375.

Schrepp, M. (1999). An Empirical Test of a Process Model for Letter Series Completion Problems. In D. Albert & J. Lukas (Eds.), Knowledge Spaces: Theories, Empirical Research Applications (pp. 133–154). Mahwah, NJ: Lawrence Erlbaum Associates. [PDF]

Schrepp, M. (2001). A Method for Comparing Knowledge Structures Concerning Their Adequacy. Journal of Mathematical Psychology, 45, 480–496.

Schrepp, M. (2002). Explorative Analysis of Empirical Data by Boolean Analysis of Questionnaires. Zeitschrift für Psychologie, 210, 99–110.

Schrepp, M., & Held, T. (1995). A simulation study concerning the effect of errors on the establishment of knowledge spaces by querying experts. Journal of Mathematical Psychology, 39, 376–382. [URL]

Schrepp, M., & Korossy, K. (1998). Fehlkonzepte und Fehlkonzeptanwendungen bei elementaren Aufgaben zum Vereinfachen von Bruchtermen. Zeitschrift für Psychologie, 206, 47–73.

Schwarz, W. (1999). Partizipatives Verhalten von Mitarbeitern an unternehmenskulturellen Werten. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Silly, M. (2000). Empirische Untersuchung zur Analyse und Strukturierung der physikalischen Dynamik mit den Methoden der Wissensraumtheorie. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Simon, T. (1999). Erfassung von Englischkenntnissen deutschsprachiger Schüler auf Basis der Wissensraumtheorie. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Staudacher, C. (1999). Empirische Überprüfung einer Wissensraumhypothese zu einem Teilgebiet der psychologischen Entscheidungsforschung. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Stefanutti, L. (2002). Construction of an Event Structure for Workflow Analysis in an Austrian Competence Center. 14th Workshop of Marie Curie Fellows: Research Training in Progress (pp. 219). [PDF]

Stefanutti, L., & Albert, D. (2002). Efficient Assessment of Organizational Action based on Knoweldge Space Theory. In K. Tochtermann & H. Maurer (Eds.), 2nd International Conference on Knowledge Management (pp. 183–190). [PDF]

Stefanutti, L., & Albert, D. (2003). Skill Assessment in Task Simulation. In K. Tochtermann & H. Maurer (Eds.), 3rd International conference on Knowledge Management, Graz, Austria, 2–4 July 2003 (pp. 174–180). [PDF]

Stefanutti, L., Albert, D., & Hockemeyer, C. (2004). Structuring and Merging Distributed Content. 4th LeGW-WG Workshop. Wiltshire: British Computer Society, pp. 1-4. [PDF]

Stefanutti, L., Albert, D., & Hockemeyer, C. (2005). Structuring and Merging Distributed Content. In P. Ritrovato, C. Allison, S. A. Cerri, T. Dimitrakos, M. Gaeta & S. Salerno (Eds.), Towards the Learning Grid: Advances in Human Learning Services (Vol. 127 Frontiers in Artificial Intelligence and Applications, pp. 113-118). IOS Press. [PDF]

Stefanutti, L., Albert, D., & Hockemeyer, C. (2005). Derivation of Knowledge Structures for Distributed Learning Objects. In P. Ritrovato, C. Allison, S. A. Cerri, T. Dimitrakos, M. Gaeta & S. Salerno (Eds.), Towards the Learning Grid: Advances in Human Learning Services (Vol. 127 Frontiers in Artificial Intelligence and Applications, pp. 105-112). IOS Press. [PDF]

Stefanutti, L., Hockemeyer, C., & Albert, D. (2003). Derivation of Knowledge Structures for Distributed Learning Objects. In T. Dimitrakos, P. Ritrovato & S. Salerno (Eds.), 3rd International LeGE-WG Workshop: GRID Infrastructure to Support Future Technology Enhanced Learning. Wiltshire: British Computer Society.

Stefanutti, L., & Koppen, M. (2003). A Procedure for the Incremental Construction of a Knowledge Space. Journal of Mathematical Psychology, 47(3), 265–277. [URL]

Stockinger, D. (1999). Kompetenz und Performanz in einem Teilbereich der elementaren Algebra: Eine empirische Untersuchung zur Kompetenz–Performanz–Theorie von K. Korossy. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Suck, R. (1997). The set of all knowledge spaces on a fixed item set: Lattice theoretic properties and dimension related metric. Unpublished master's thesis, .

Suck, R. (1998). Ordering Orders. Mathematical Social Sciences, 36, 91–104.

Suck, R. (1999). The Basis of a Knowledge Space and a Generalized Interval Order. Electronic Notes in Discrete Mathematics, 2.

Suck, R. (1999). A Dimension–Related Metric on the Lattice of Knowledge Spaces. Journal of Mathematical Psychology, 43, 394–409.

Suck, R. (2003). Parsimonious Set Representations of Orders, a Generalization of the Interval Order Concept, and Knowledge Spaces. Discrete Applied Mathematics, 127(2), 373–386.

Taagepera, M., Potter, F., Miller, G. E., & Lakshminarayan, K. (1997). Mapping Students Thinking Patterns by the use of Knowledge Space Theory. International Journal of Science Education, 19, 283–302.

Theuns, P. (1992). Dichotomization methods in Boolean analysis of co-occurrence data. Unpublished doctoral dissertation, Vrije Universiteit Brussel, Brussels, Belgium.

Theuns, P. (1998). Building a Knowledge Space Via Boolean Analysis of Co–occurrence Data. In C. E. Dowling, F. S. Roberts & P. Theuns (Eds.), Recent Progress in Mathematical Psychology (pp. 173–194). Hillsdale, USA: Lawrence Erlbaum Associates Ltd..

Thiery, N. (2001). Dynamically Adapting Knowledge Spaces. Unpublished doctoral dissertation, University of California at Irvine.

Ünlü, A., Brandt, S., Albert, D. (2009). Some corrections and improvements to the paper "Surmise relations between tests- mathematical considerations". Unpublished manuscript. [PDF]

Ünlü, A. (2005). Analysis of multinomial response data: A measure for evaluating knowledge structures. In J. Janssen & P. Lenca (Eds.), Applied Stochastic Models and Data Analysis (pp. 296–304). Brest, France: ENST Bretagne.

Ünlü, A. (2006). Estimation of careless error and lucky guess probabilities for dichotomous test items: A psychometric application of a biometric latent class model with random effects. Journal of Mathematical Psychology, 50, 309–328. [URL]

Ünlü, A. (in press). A note on monotone likelihood ratio of the total score variable in unidimensional item response theory. British Journal of Mathematical and Statistical Psychology.

Ünlü, A., & Albert, D. (2004). The Correlational Agreement Coefficient CA - a mathematical analysis of a descriptive goodness-of-fit measure. Mathematical Social Sciences, 48, 281–314. [PDF]

Ünlü, A., Brandt, S., & Albert, D. (2004). Test surmise relations, test knowledge structures, and their characterizations. Discrete Applied Mathematics, submitted for publication, 76 pages. [PDF]

Ünlü, A., & Kickmeier-Rust, M. D. (2006). Prediction of solvability dependencies between dichotomous test items: A local order-theoretic measure of association. In A. Rizzi & M. Vichi (Eds.), COMPSTAT 2006: Proceedings in Computational Statistics (pp. 631–638). Heidelberg, Germany: Physica/Springer-Verlag. [PDF]

Unnewehr, J. (1992). Benutzerhandbuch Prozeduren zur Wissendiagnose [User Manual Procedures for the Assessment of Knowledge] (Bericht aus dem Psychologischen Institut, No. 74). Universität Heidelberg.

Unnewehr, J. (1993). Knowledge Assessment Procedures 2.0 (Arbeitsbericht aus dem Projekt ``Wissensstruktur''). Universität Heidelberg.

Villano, M. (1991). Computerized knowledge assessment: Building the knowledge structure and calibrating the assessment routine. Unpublished doctoral dissertation, New York University, New York.

Villano, M. (1992). Probabilistic student models: Bayesian belief networks and knowledge space theory. Intelligent Tutoring System. Second International Conference (pp. 491–498). New York: Springer-Verlag.

Villano, M., & Bloom, C. (1992). Probabilistic student modeling with knowledge space theory (No. Contract No. F33615-91-C-0002.). Brooks AFB, TX: Technical Training Research Division, Human Resources Directorate.

Villano, M., Falmagne, J., & and Jean-Paul, L. J. D. (1987). Stochastic procedures for assessing an individual's state of knowledge. Proceedings of the International Conference on Computer-assisted Learning in Post-Secondary Education, Calgary 1987 (pp. 369–371). Calgary: University of Calgary Press.

Wasner, G. (1998). Structure of User Interface Preferences. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Weißenbacher, R. (2000). Wissensraumtheoretische Strukturierung eines Computerlehrkurses fr klassische Mechanik und empirische Validierung. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Wesiak, G. (1998). Construction of Attribute Spaces for Personality Disorders by Querying Experts. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria. [URL]

Wesiak, G. (1998, January). Attribute spaces for personality disorders. Talk at the Erasmus-Intensive-Seminar "Knowledge Structures", Graz, Austria.

Wesiak, G. (2003). Ordering Inductive Reasoning Tests for Adaptive Knowledge Assessments: An Application of Surmise Relations between Tests. Unpublished doctoral dissertation, Karl–Franzens–Universität Graz, Graz, Austria. [URL]

Wesiak, G., & Albert, D. (2001). Knowledge Spaces for Inductive Reasoning Tests. In K. W. Kallus, N. Posthumus & P. Jimenez (Eds.), Current psychological research in Austria. Proceedings of the 4th scientific conference of the Austrian Psychological Society (ÖGP) (pp. 157–160). Graz: Akademische Druck- u. Verlagsanstalt. [PDF]

Wickelmaier, F. (2002). Empirische Untersuchung zur Erfassung von Wissen durch deterministische und probabilistische Wissensstrukturen. Unpublished master's thesis, Universität Regensburg, Germany.

Wille, R. (1999). Mathematical Support for Empirical Theory Building. Electronic Notes in Discrete Mathematics, 2.

Wille, R. (1999). Formal Concept Analysis. Electronic Notes in Discrete Mathematics, 2.

Winkelmann, J. (1995). Ein objektorientiertes Maschinenmodell für die Präsentation und Auswertung computergestützter Test– und Übungsaufgaben [An Object Oriented Machine Model for Presenting and Evaluating Computer Supported test and training Problems]. Unpublished master's thesis, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany.

Wriessnegger, S. (2000). Cognitive processes and knowledge spaces: An experimental approach of eye movements in solving letter series problems. Unpublished master's thesis, Karl–Franzens–Universität Graz, Austria.

Zaluski, A. (2001). Knowledge Spaces Mathematica Package. PrimMath 2001 - Mathematica u znanosti, tehnologiji i obrazovanju [Mathematica in Science Technology, and Education] Conference, Zagreb, Sept. 27–28 (pp. 287-325). [PDF]

Zaluski, A. (2001). Knowledge Spaces Mathematica Package (Unpublished Technical Report). Institut für Psychologie Karl–Franzens–Universität Graz, Austria. [PDF]

Zhang, D., Albert, D., Hockemeyer, C., Breen, D., Kulcsar, Z., Shorten, G., Aboulafia, A., & Lövquist, E. (2008). Developing competence assessment procedure for spinal anaesthesia. Proceedings of the 21st IEEE International Symposium on Computer-Based Medical Systems, 397-402. [PDF]

[« Back]

 

Internet Explorer 6+ recommended