The term “Cognitive Architectures” indicates both abstract models of c — Cognitive architecture

"Research on cognitive architectures varies widely in the degree to which it attempts to match psychological data. (Anderson & Lebiere, 1998) and EPIC (Kieras & Meyer, 1997) aim for quantitative fits to reaction time and error data, whereas Prodigy (Minton et al., 1989) incorporates selected mechanisms like means-ends analysis but otherwise makes little contact with human behavior. Architectures like Soar (Laird, Newell, & Rosenbloom, 1987; Newell, 1990) and Icarus (Langley & Choi, in press; Langley & Rogers, 2005) take a middle position, drawing on many psychological ideas but also emphasizing their strength as flexible AI systems. What they hold in common is an acknowledgement of their debt to theoretical concepts from cognitive psychology and a concern with the same intellectual abilities as humans."

"A cognitive architecture specifies aspects of an intelligent system that are stable over time, much as in a building’s architecture. These include the memories that store perceptions, beliefs, and knowledge, the representation of elements that are contained in these memories, the performance mechanisms that use them, and the learning processes that build on them. Such a framework typically comes with a programming language and software environment that supports the efficient construction of knowledge-based systems."

"has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcomponents to deal with auditory/verbal material and visual/2- or 3-dimensional information as well as an effectively unlimited long-term memory, holding schemas that vary in their degree of automation. These structures and functions of human cognitive architecture have been used to design a variety of novel instructional procedures based on the assumption that working memory load should be reduced and schema construction encouraged. This paper reviews the theory and the instructional designs generated by it."