ABSTRACT
Teaching is a perfect domain for cognitive modeling: it is complex, knowledge intensive, highly interactive, and socially important. Thus the focal analyses in this book have been concerned with the detailed modeling of teachers’ in-themoment decision making. At the same time, teaching is in many ways typical of knowledge-intensive domains. There is good reason to believe that a cognitive architecture capable of modeling a teacher’s decision making should prove adequate to the task of modeling decision making in a wide range of domains including shopping, automobile repair, electronics troubleshooting, and medical practice. I wanted to test out this argument, and a visit to my doctor provided the opportunity. Dr. B and I get along well and she is intellectually curious, so I asked her if I could record one of our regular visits and analyze it. She said yes, and this chapter is the result.
