This paper briefly outlines the difference between Branching on the bas of response was the first step coward traditional instructional programs and MAI.

Theorem Proving Vision Robotics Information Processing Psychology Learning and Inductive Inference Planning and Related Problem-solving Techniques A. Overview There are two main area.

It is noted that no one method is best with a view to the potential role of automated decision for all applications. However, emphasis is given to the limitations of early work that have made artificial intelligence techniques and knowledge aids in that domain 1611.

A clinical investigator graphical capabilities which can plot specific parameters for a keeping the records of his study patients on such a system can patient over time 1126]. However, it is in the analysis of stored use the program's statistical capabilities for data analysis.

Paper presented at the IPN Symposium 7: Formalized Theories of Thinking and Learning and Their Implications for Science Instruction.

To test the program during its development, MyeTs and his students would select especially difficult cases for considemtion, often ones drawn fTOm published clinical pathological confeTences in medical journals. AfteT seveTal years of testing and rf:finement of the knowledge base, the study outlined in the following chapteT was peTformed. To document the strengths and weaknesses of the pTogmm, the gTOUP performed a systematic evaluation of the pTOgTam's capabilities.

A major result of this research has been the development of a computer program that is intended to serve as a consultant in a number of medical problem areas. Here the considerations that underlie the program are discussed. The basic functions of the program are outlined in a nontechnical way, and an example of the use of the program is given. Then the results of the use of the program for several different medical problems are reviewed. Finally, an attempt is made to ascertain the potential of programs such as this in the delivery of appropriate medical care. Detailed reports on various aspects of this research are available in the literature (Gorry, 1967; 1968; Gorry and Barnett, 1968a; 1968b), and so the emphasis here will be on providing a general overview of the work and results obtained to date.

The work is also of interest because of its relation to psychological studies (Chapter 12) and explanation methodology (Chapter 16).

Nor are they claiming that experts do not use general principles for ordering search and selecting alternatives (cf.

Recent research in clinical diagnosis (Barrows et al., 1978; Elstein et al., 1978; McGuire and Bashook, 1978) contributed to a consensus about the general form of the process of clinical diagnostic reasoning. Cues in patient data suggest hypotheses, which are, in turn, tested against subsequent data of the case. The basic hypothetico-deductive process is shared by experienced and inexperienced diagnosticians alike, as are numerous parametric characteristics of the process, such as the percentage of data items to first hypotheses, the average number of hypotheses maintained in active consideration, etc. These studies, however, have generally neglected the content of diagnostic reasoning, that is, the knowledge base of medical subject matter involved in the diagnostic process. Yet, despite prevalent findings of lack of differences in the form of diagnostic reasoning as a function of experience, the few differential findings from these research efforts implicate the importance of the knowledge base.