Proceedings of the Annual Meeting of the Cognitive Science Society

Very little of the knwoledge that an operator of a complex physical system brings to the job is purely quantitative in form. Virtually all of an operator's knowledge can be represented as qualitative relations or quasi-quantitative relations such as rough proportionalities. The realization that computer-based Instruction syste,s need to provide instructions and explanations In terms that students can use, that is, often in qualitative terms, has led to recent efforts in cognitive science and artificial intelligence to develop qualitative simulation models of complex dynamic systems. In this paper we discuss theoretical and pragmatic problems involved in using qualitative models to support automated explanation facilities.