ABSTRACT
The previous chapter marked the end of what could have been a conventional research monograph. The first four chapters laid out the theory, and the next six laid out the empirical evidence. These next two chapters are concerned with implications and applications of the theory. In this chapter, we discuss the con nection between the ACT-R theory and intelligent tutoring. We have always had two perspectives on our work in intelligent tutoring. On one hand, we would like to see cognitive psychology make a real contribution to education. On the other hand, we view the classroom as an ideal situation for testing ACT-R. Cer tainly, the dominant source of data in the preceding chapters has been modeltracing tutors (chapters 7 through 10) and a simulation technique based on them (chapters 5 and 6).
