Dietrich Albert and Theo Held. Establishing knowledge spaces by systematical problem construction. In Dietrich Albert, editor, Knowledge Structures, pages 78–112. Springer Verlag, New York, 1994.

Dietrich Albert and Theo Held. Wissensstrukturen für Leistungen in Sprachtests. In Mario Jirasko, Judith Glück, and Brigitta Rollett, editors, Perspektiven psychologischer Forschung in Österreich, pages 65–68. WUV-Universitätsverlag, Wien, Austria, 1996.

Dietrich Albert and Theo Held. Component based knowledge spaces in problem solving and inductive reasoning. In Dietrich Albert and Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pages 15–40. Lawrence Erlbaum Associates, Mahwah, NJ, 1999.

Dietrich Albert and Cord Hockemeyer. Adaptive and dynamic hypertext tutoring systems based on knowledge space theory. In Benedict du Boulay and Riichiro Mizoguchi, editors, Artificial Intelligence in Education: Knowledge and Media in Learning Systems, volume 39 of Frontiers in Artificial Intelligence and Applications, pages 553–555, Amsterdam, 1997. IOS Press.

Dietrich Albert and Cord Hockemeyer. Developing curricula for tutoring systems based on prerequisite relationships. In Geoff Cumming, Toshio Okamoto, and Louis Gomez, editors, Advanced Research in Computers and Communications in Education: New Human Abilities for the Networked Society, volume 2, pages 325–328, Amsterdam, 1999. IOS Press. Proceedings of the 7th International Conference on Computers in Education (ICCE), Chiba, Japan.

Dietrich Albert and Cord Hockemeyer. Applying demand analysis of a set of test problems for developing an adaptive course. In Proceedings of the International Conference on Computers in Education ICCE 2002, pages 69–70, Los Alamitos, CA, 2002. IEEE Computer Society.

Dietrich Albert and Rainer Kaluscha. Adapting knowledge structures in dynamic domains. In Christian Herzog, editor, Beiträge zum Achten Arbeitstreffen der GI–Fachgruppe 1.1.5/7.0.1 ``Intelligente Lehr–/Lernsysteme'', September 1997, Duisburg, Germany, pages 89–100. TU München, 1997.

Dietrich Albert and Josef Lukas, editors. Knowledge Spaces: Theories, Empirical Research, Applications. Lawrence Erlbaum Associates, Mahwah, NJ, 1999.

Dietrich Albert and Toshio Mori. Contributions of cognitive psychology to the future of e-learning. Bulletin of the Graduate School of Education, Hiroshima University, Part I (Learning and Curriculum Development), 50:25–34, 2001.

Dietrich Albert and Jochen Musch. Knowledge space modeling of Ravens advanced progressive matrices (APM) test. In V. Kolesaric and D. Ivanec, editors, Abstracts of the 4th Alps Adria Psychology Symposium, page 39, Zagreb, Croatia, 1996. Department of Psychology, Faculty of Philosophy, University of Zagreb.

Dietrich Albert and Jochen Musch. Ravens advanced progressive matrices. In Angela Schorr, editor, Experimentelle Psychologie: 38. Tagung experimentell arbeitender Psychologen, 1.–4. April 1996, Marburg, Germany, page 3, Lengerich, Germany, 1996. Pabst Science Publishers.

Dietrich Albert and Monika Pilgerstorfer. Preliminary considerations on personalized assessment of logical and moral thinking skills. In Daniela Camhy, editor, Philosophical Foundations of Innovative Learning. Proceedings of the International Conference on Philosophy for Children 2005, volume 18 of Conceptus–Studien, pages 55–61, St. Augustin, Germany, 2007. Academia Verlag.

Dietrich Albert and Martin Schrepp. Structure and design of an intelligent tutoring system based on skill assignments. In Dietrich Albert and Josef Lukas, editors, Knowledge Spaces: Theories, Empirical Research, Applications, pages 179–196. Lawrence Erlbaum Associates, Mahwah, NJ, 1999.

Dietrich Albert and Luca Stefanutti. Knowledge structures and didactic model selection in learning object navigation. In Friedrich W. Hesse and Yasuhisa Tamura, editors, The Joint Workshop of Cognition and Learning through Media–Communication for Advanced E-Learning (JWCL), pages 1–10. Japanisch–Deutsches Zentrum Berlin (JDZB), September 2003.

Dietrich Albert and Luca Stefanutti. Ordering and combining learning objects through skill maps and asset structures. In Proceedings of the International Conference on Computers in Education ICCE 03, Hong Kong, December 2003 2003. Asia–Pacific Chapter of the Association for the Advancement of Computers in Education.

Dietrich Albert and Christina M. Steiner. Empirical validation of concept maps: Preliminary methodological considerations. In P. Goodyear, D. G. Sampson, D. J. Yang, Kinshuk, T. Okamoto, R. Hartley, and N. Chen, editors, The 5^th IEEE International Conference on Advanced Learning Technologies, Kaohsiung, Taiwan, 5–8 July 2005, pages 216–218, Los Alamitos, CA, 2005. IEEE Computer Society.

Dietrich Albert and Christina M. Steiner. Representing domain knowledge by concept maps: How to validate them? In Toshio Okamoto, Dietrich Albert, T. Honda, and Friedrich W. Hesse, editors, The 2^nd Joint Workshop of Cognition and Learning through Media–Communication for Advanced e–Learning, pages 169–174, 2005.

Dietrich Albert, H. P. Bahrick, Jean-Claude Falmagne, C. Witteveen, G. d'Ydewalle, and M. Toda. Representation and assessment of knowledge. In B. Wilpert, H. Motoaki, and J. Mitsumi, editors, General Psychology and Environmental Psychology, volume 2, pages 9–98, July 1990. Proceedings of the 22nd International Congress of Applied Psychology.

Dietrich Albert, Cornelia E. Dowling, and Elke Riesenhuber. Empirische Validierung von Expertenwissen zu Sprachfertigkeiten von Kindern. In K. Pawlik, editor, Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994, page 23. Hogrefe, 1994.

Dietrich Albert, Martin Schrepp, and Theo Held. Construction of knowledge spaces for problem solving in chess. In Gerhard H. Fischer and Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pages 123–135. Springer–Verlag, New York, 1994.

Dietrich Albert, Cord Hockemeyer, Owen Conlan, and Vincent Wade. Reusing adaptive learning resources. In C.-H. Lee et al., editor, Proceedings of the International Conference on Computers in Education ICCE/SchoolNet2001, volume 1, pages 205–210, 2001.

Dietrich Albert, Cord Hockemeyer, and Gudrun Wesiak. Current trends in elearning based on knowledge space theory and cognitive psychology. Psychologische Beiträge, 44:478–494, 2002.

Dietrich Albert, Cord Hockemeyer, and Toshio Mori. Memory, knowledge, and e-learning. In Lars-Göran Nilsson and Nobuo Ohta, editors, Memory and Society, pages 87–108. Psychology Press, Hove, UK, 2006.

Dietrich Albert, Cord Hockemeyer, Michael D. Kickmeier-Rust, Neil Peirce, and Owen Conlan. Microadaptivity within complex learning situations — a personalized approach based on competence structures and problem spaces. In B. Chang, A. Kashihara, J. Kay, J. Lee, T. Matsui, R. Okamoto, D. Suthers, and F. Y. Yu, editors, Proceedings of the international Conference on Computers in Education (ICCE 2007). IOS Press, 2007.

Dietrich Albert, Cord Hockemeyer, Zsuzsanna Kulcsar, and George Shorten. Competence assessment for spinal anaesthesia. In Andreas Holzinger, editor, HCI and Usability for Medicine and Health Care. Proceedings of the Third Symposium of the Workgroup Human-Computer Interaction and Usability Engineering of the Austrian Computer Society, USAB 2007 Graz, Austria, November, 22, 2007, volume 4799 of Lecture Notes in Computer Science, pages 165–170, Berlin, 2007. Springer.

Dietrich Albert, Cord Hockemeyer, Birgit Mayer, and Christina Steiner. Cognitive structural modelling of skills for technology enhanced learning. In J. Spector, D. Sampson, T. Okamoto, Kinshuk, S. Cerri, M. Ueono, and A. Kashihara, editors, Proceedings of the 7th IEEE International Conference on Advanced Learning Technologies (ICALT), pages 322–324, 2007.

Dietrich Albert, Michael D. Kickmeier-Rust, and Fumiko Matsuda. A formal framework for modelling the developmental course of competence and performance in the distance, speed, and time domain. Developmental Review, 28:401–420, 2008.

Dietrich Albert, Alexander Nussbaumer, and Christina Steiner. Using visual guidance and feedback based on competence structures for personalising e-learning experience. In ICCE 2008 — The 16th International Conference on Computers in Education, pages 3–10. Asia–Pacific Society for Computers in Education, 2008.

D. Albert, A. Nussbaumer, C.M. Steiner, M. Hendrix, and A. Cristea. Design and development of an authoring tool for pedagogical relationship types between concepts. In Proceedings of the 17th International Conference on Computer in Education (ICCE 2009, pages 194–196, 2009.

D. Albert, S.L. Wong, and G. Wesiak. Structure for assessing teachers it states. In Proceedings of the 1st International Conference on Educational Research and Practice (ICERP): Enhancing Human Capital through Teacher Education, pages 1017–1032, 2009.

Dietrich Albert, Alexander Nussbaumer, and Christina Steiner. Towards generic visualisation tools and techniques for adaptive e-learning. In Proceedings of the 18th International Conference on Computers in Education, pages 61–65, 2010.

Dietrich Albert, Cord Hockemeyer, Michael D. Kickmeier-Rust, Alexander Nussbaumer, and Christina M. Steiner. E–learning based on metadata, ontologies and competence-based knowledge space theory. In D. Lukose, A. R. Ahmad, and A. Suliman, editors, Knowledge Technology. Third Knowledge Technology Week, KTW 2011, volume 295 of Communications in Computer and Information Science, pages 24–36, Berlin, 2012. Springer.

Dietrich Albert, Gudrun Wesiak, and Ali Ünlü. Generating and validating relations between sets/tests. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, and Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pages 193–228. Springer, Heidelberg, 2013.

D. Albert, A. Nussbaumer, B. Kuo, P.W. Foltz, and X. Hu. Competence-based knowledge structures and current challenges for e-assessment. In R. Sottilare, A. Graesser, X. Hu, and G. Goodwin, editors, Design recommendations for intelligent tutoring systems: Volume 5 - assessment methods, pages 21–28. U.S. Army Research Laboratory (ARL), Orlando, FL, USA, 2017.

Dietrich Albert. Mathematische Modellierung von Wissensstrukturen. In L. Montada, editor, Bericht über den 38. Kongreß der Deutschen Gesellschaft für Psychologie in Trier 1992, volume 2, pages 835–837, Göttingen, 1993. Hogrefe.

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Dietrich Albert. Neuere Entwicklungen in der Wissensdiagnostik. In Herbert Janig, editor, Psychologische Forschung in Österreich, pages 25–29, Klagenfurt, Austria, 1994. Universitätsverlag Carinthia. Bericht über die 1. Wissenschaftliche Tagung der Österreichischen Gesellschaft für Psychologie.

Dietrich Albert. Die Repräsentation von individuellen Werten. In G. Trommsdorff and H.-J. Kornadt, editors, Gesellschaftliche und indiviuelle Entwicklung in Japan und Deutschland, pages 299–315. Universitäts–Verlag Konstanz, 1996.

Dietrich Albert. Contributions of the psychology of knowledge to learning science and education. Journal of Learning and Curriculum Development, 2:111–116, 2003.

Pasquale Anselmi, Egidio Pobusto, and Luca Stefanutti. Uncovering the best skill multimap by constraining the error probabilities of the gain–loss model. Psychometrika, 77(4):763–781, 2012.

Pasquale Anselmi, Egidio Pobusto, and Luca Stefanutti. A procedure for identifying the best skill multimap in the gain–loss model. Electronic Notes in Discrete Mathematics, 42:9–16, 2013.

Pasquale Anselmi, Egidio Robusto, Luca Stefanutti, and Debora de Chiusole. An upgrading procedure for adaptive assessment of knowledge. Psychometrika, 81(2):461–482, 2016. (doi:10.1007/s11336-016-9498-9)

Pasquale Anselmi, Luca Stefanutti, Debora de Chiusole, and Egidio Robusto. The assessment of knowledge and learning in competence spaces: The gain–loss model for dependent skills. British Journal of Mathematical and Statistical Psychology, 70:457–479, 2017.

Pasquale Anselmi, Luca Stefanutti, Debora de Chiusole, and Egidio Robusto. Modeling learning in knowledge space theory through bivariate Markov processes. Journal of Mathematical Psychology, 103:102549, 2021. (doi:10.1016/j.jmp.2021.102549)

Pasquale Anselmi, Jürgen Heller, Luca Stefanutti, and Egidio Robusto. Constructing, improving, and shortening tests for skill assessment. Journal of Mathematical Psychology, 106:102621, 2022. (doi:10.1016/j.jmp.2021.102621)

Pasquale Anselmi, Jurgen Heller, Luca Stefanutti, and Egidio Robusto. Constructing tests for skill assessment with competence-based test development. British Journal of Mathematical and Statistical Psychology, 2024. (doi:10.1111/bmsp.12335)

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R. D. Arasasingham, M. Taagepera, F. Potter, I. Martorell, and S. Lonjers. Assessing the effect of WEeb–based learning tools on student understanding of stoichiometry. Journal of Chemical Education, 82:1251–1262, 2005.

Alexandra Arracher. Effekte der Anordnung visueller Information am Bildschirm auf das ALEPH-Benutzerverhalten. Diplomarbeit, Karl–Franzens–Universität Graz, Austria, 2000.

Thomas Augustin, Cord Hockemeyer, Michael Kickmeier-Rust, and Dietrich Albert. Individualized skill assessment in digital learning games: Basic definitions and mathematical formalism. IEEE Transactions on Learning Technologies, 4:138–148, 2011.

Thomas Augustin, Cord Hockemeyer, Michael D. Kickmeier-Rust, Patrick Podbregar, Reinhard Suck, and Dietrich Albert. The simplified updating rule in the formalization of digital educational games. Journal of Computational Sciences, 4:293–303, 2013.

Thomas Augustin, Cord Hockemeyer, Reinhard Suck, Patrick Podbregar, Michael D. Kickmeier-Rust, and Dietrich Albert. Individualized skill assessment in educational games: The mathematical foundations of partitioning. Journal of Mathematical Psychology, 67:1–7, 2015.

Eduard Bartl and Radim Belohlávek. Knowledge spaces, attribute dependencies, and graded knowledge states. In IEEE Fuzzy Systems Conference 2007, pages 1–6. IEEE, 2007.

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Eduard Bartl and Radim Belohlávek. Knowledge spaces with graded knowledge states. Information Sciences, 181:1426–1439, 2011.

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Silke Brandt, Dietrich Albert, and Cord Hockemeyer. Surmise relations between tests - preliminary results of the mathematical modelling. Electronic Notes in Discrete Mathematics, 2, 1999.

Silke Brandt, Dietrich Albert, and Cord Hockemeyer. Surmise relations between tests - mathematical considerations. Discrete Applied Mathematics, 127(2):221–239, 2003.

Dorothy Breen, Annette Aboulafia, Dajie Zhang, Cord Hockemeyer, Dietrich Albert, and George Shorten. Defining a competence map for a practical skill. The Clinical Teacher, 11(7):531–536, 2014.

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Susan Bull, Barbara Wasson, Michael D. Kickmeier-Rust, Matthew D. Johnson, Eli Moe, Cecilie Handsen, Gerhilde Meissl-Egghart, and Klaus Hammermueller. Assessing english as a second language: From classroom data to a competence-based open learner model. In ICCE2012: The 20^th International Conference on Computers in Education, 2012.

Susan Bull, Michael D. Kickmeier-Rust, Ravi K. Vatrapu, Matthew D. Johnson, Klaus Hammermueller, William Byrne, Luis Hernandez-Munoz, Fabrizio Giorgini, and Gerhilde Meissl-Egghart. Learning, learning analytics, activity visualisation and open learner model: Confusing? In Davinia Hern�ndez-Leo, Tobias Ley, Ralf Klamma, and Andreas Harrer, editors, Scaling up Learning for Sustained Impact: 8^th European Conference on Technology Enhanced Learning, EC-TEL 2013, volume 8095 of Lecture Notes in Computer Science, pages 532–535, Berlin, Heidelberg, 2013. Springer.

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Maira B. Carvalho, Francesco Bellotti, Riccardo Berta, Alessandro De Gloria, Giorgia Gazzarata, Jun Hu, and Michael Kickmeier-Rust. A case study on service-oriented architecture for serious games. Entertainment Computing, 6:1–10, 1 2015. (doi:10.1016/j.entcom.2014.11.001)

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Yang Chen, Pierre-Henri Wuillemin, and Jean-Marc Labat. Discovering prerequisite structure of skills through probabilistic association rules mining. In Olga C. Santos, Jesus G. Boticario, Cristobal Romero, Mykola Pechenizkiy, Agathe Merceron, Piotr Mitros, Jos� Mar�a Luna, Cristian Mihaescu, Pablo Moreno, Arnon Hershkovitz, Sebastian Ventura, and Michel Desmarais, editors, Conference: Proceedings of the 8^th International Conference on Educational Data Mining, At Madrid, Spain, pages 117–124, 2015.

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Owen Conlan, Cord Hockemeyer, Paul Lefrere, Vincent Wade, and Dietrich Albert. Extending educational metadata schemas to describe adaptive learning resources. In Hugh Davies, Yellowlees Douglas, and David G. Durand, editors, Hypertext '01: Proceedings of the twelfth ACM Conference on Hypertext and Hypermedia, pages 161–162, New York, 2001. Association for Computing Machinery, ACM.

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Owen Conlan, Cord Hockemeyer, Vincent Wade, Dietrich Albert, and Mark Gargan. An architecture for integrating adaptive hypermedia service with open learning environments. In Proceedings of ED–MEDIA 2002, volume 1 of World Conference on Educational Multimedia, Hypermedia, & Telecommunications, pages 344–350, 2002.

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Eric Cosyn, Christopher Doble, Jean-Claude Falmagne, Arnaud Lenoble, Nicolas Thiéry, and Hasan Uzun. Assessing mathematical knowledge in a learning space. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, and Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pages 27–50. Springer, Heidelberg, 2013.

Eric Cosyn, Hasan Uzun, Christopher Doble, and Jeffrey Matayoshi. A practical perspective on knowledge space theory: Aleks and its data. Journal of Mathematical Psychology, 101:102512, 2021. (doi:https://doi.org/10.1016/j.jmp.2021.102512)

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Jean-Paul Doignon and Jean-Claude Falmagne. Well–graded families of relations. Discrete Mathematics, 173:35–44, 1997.

Jean-Paul Doignon and Jean-Claude Falmagne. Knowledge Spaces. Springer–Verlag, Berlin, 1999.

Jean-Paul Doignon and Jean-Claude Falmagne. Knowledge spaces and learning spaces. Technical report, Arxiv.org, 2015. Electronic Preprint arXiv:1511.06757v1, arXiv.org.

Jean-Paul Doignon and Jean-Claude Falmagne. Knowledge spaces and learning spaces. In William H. Batchelder, Hans Colonius, Ehtibar N. Dzhafarov, and Jay Myung, editors, New Handbook of Mathematical Psychology, volume 1, pages 274–321. Cambridge University Press, 2017.

Jean-Paul Doignon, André Ducamp, and Jean-Claude Falmagne. On realizable biorders and the biorder dimension of a relation. Journal of Mathematical Psychology, 28(1):73–109, 1984.

Jean-Paul Doignon, Jean-Claude Falmagne, and Eric Cosyn. Learning spaces: A mathematical compendium. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, and Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pages 131–146. Springer, Heidelberg, 2013.

Jean-Paul Doignon, Jürgen Heller, and Luca Stefanutti. Identifiability of probabilistic models, with examples from knowleddge structure theory. In William H. Batchelder, Hans Colonius, and Ehtibar N. Dzhafarov, editors, New Handbook of Mathematical Psychology, volume 2, pages 128–184. Cambridge University Press, 2018.

Jean-Paul Doignon. Knowledge spaces and skill assignments. In Gerhard H. Fischer and Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pages 111–121. Springer–Verlag, New York, 1994.

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Jean-Paul Doignon. Dimensions of chains of relations. Electronic Notes in Discrete Mathematics, 2, 1999. Abstract of a Talk presented at the OSDA98, Amherst, MA, September 1998.

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Jean-Paul Doignon. Identifiability in knowledge space theory: a survey of recent results. In Peggy Cellier, Felix Distel, and Bernhard Ganter, editors, Contributions to the 11^th International Conference on Formal Concept Analysis (ICFCA 2013), pages 1–4, 2013. Online available at http://www.qucosa.de/fileadmin/data/qucosa/documents/11311/001.pdf.

Jean-Paul Doignon. Learning spaces, and how to build them. In Cynthia Vera Glodeanu, Mehdi Kaytoue, and Christian Sacarea, editors, Formal Concept Analysis: 12th International Conference, ICFCA 2014, Cluj-Napoca, Romania, June 10-13, 2014. Proceedings, pages 1–14, Cham, 2014. Springer International Publishing. (doi:10.1007/978-3-319-07248-7_1)

Jean-Paul Doignon. Cognition: Knowledge spaces. In James D. Wright, editor, International Encyclopedia of the Social and Behavioral Sciences, volume 4, pages 6–9. Elsevier, Amsterdam, second edition, 2015.

Jean-Paul Doignon. A correct response model in knowledge structure theory. Journal of Mathematical Psychology, 102:102519, 2021. (doi:https://doi.org/10.1016/j.jmp.2021.102519)

Ivan Donadello, Andrea Spoto, Francesco Sambo, Silvana Badaloni, Umberto Granziol, and Giulio Vidotto. ATS–PD: An adaptive testing system for psychological disorders. Educational and Psychological Measurement, 77(5):792–815, 2017.

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Cornelia E. Dowling and Cord Hockemeyer. Computing the intersection of knowledge spaces using only their basis. In Cornelia E. Dowling, Fred S. Roberts, and Peter Theuns, editors, Recent Progress in Mathematical Psychology, pages 133–141. Lawrence Erlbaum Associates Ltd., Mahwah, NJ, 1998.

Cornelia E. Dowling and Cord Hockemeyer. Integrating knowledge spaces obtained by querying different experts. Electronic Notes in Discrete Mathematics, 2, 1999. Abstract of a Talk presented at the OSDA98, Amherst, MA, September 1998.

Cornelia E. Dowling and Cord Hockemeyer. Automata for the assessment of knowledge. IEEE Transactions on Knowledge and Data Engineering, 13(3):451–461, 2001.

Cornelia E. Dowling and Rainer Kaluscha. Prerequisite relationships for the adaptive assessment of knowledge. In Jim Greer, editor, Artificial Intelligence in Education, 1995, pages 43–50, Charlottesville, VA, 1995. Association for the Advancement of Computing in Education (AACE).

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Cornelia E. Dowling, Uwe Koch, and Kai A. Quante. A new interface for querying experts on prerequisite relationships. In John Grundy and Mark Apperley, editors, Proceedings of the Sixth Auatralian Conference on Computer–Human Interaction (OzCHI 96), pages 320–321, Los Alamitos, California, November 1996. IEEE Computer Society Press.

Cornelia E. Dowling, Cord Hockemeyer, and Andreas H. Ludwig. Adaptive assessment and training using the neighbourhood of knowledge states. In Claude Frasson, Gilles Gauthier, and Alan Lesgold, editors, Intelligent Tutoring Systems, volume 1086 of Lecture Notes in Computer Science, pages 578–586, Berlin, 1996. Springer Verlag.

Cornelia E. Dowling, Fred S. Roberts, and Peter Theuns, editors. Recent Progress in Mathematical Psychology. Scientific Psychology Series. Lawrence Erlbaum Associates Ltd., Mahwah, NJ, 1998.

Cornelia E. Dowling. Constructing knowledge spaces from judgements with differing degrees of certainty. In Jean-Paul Doignon and Jean-Claude Falmagne, editors, Mathematical Psychology: Current Developments, pages 221–231. Springer–Verlag, New York, 1991.

Cornelia E. Dowling. Constructing Knowledge Structures from the Judgements of Experts. Habilitationsschrift, Technische Universität Carolo-Wilhelmina, Braunschweig, Germany, 1991.

Cornelia E. Dowling. Applying the basis of a knowledge space for controlling the questioning of an expert. Journal of Mathematical Psychology, 37:21–48, 1993.

Cornelia E. Dowling. On the irredundant construction of knowledge spaces. Journal of Mathematical Psychology, 37:49–62, 1993.

Cornelia E. Dowling. Combinatorial structures for the representation of knowledge. In Dietrich Albert, editor, Knowledge Structures, pages 57–76. Springer Verlag, New York, 1994.

Cornelia E. Dowling. Integrating different knowledge spaces. In Gerhard H. Fischer and Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pages 149–158. Springer–Verlag, New York, 1994.

Cornelia E. Dowling. Verfahren zur Erhebung von Expertenurteilen über Voraussetzungsbeziehungen zwischen Wissensinhalten. In K. Pawlik, editor, Bericht über den 39. Kongreß der Deutschen Gesellschaft für Psychologie in Hamburg 1994, pages 129–130. Hogrefe, 1994.

Ivo Düntsch and Günther Gediga. Skills and knowledge structures. British Journal of Mathematical and Statistical Psychology, 48:9–27, 1995.

Ivo Düntsch and Günther Gediga. On query procedures to build knowledge structures. Journal of Mathematical Psychology, 40:160–168, 1996.

Ivo Düntsch and Günther Gediga. Knowledge structures and their applications in CALL. In Sake Jager, John Nerbonne, and Arthur van Essen, editors, Language teaching and Language Technology, pages 177–186. Swets and Zeitlinger, Lisse, 1998.

Ivo Düntsch and Günther Gediga. A note on the correspondence among entail relations, rough set dependencies, and logical consequence. Journal of Mathematical Psychology, 43:393–401, 2001.

Jack F. Eichler and Junelyn Peeples. Online homework put to the test: A report on the impact of two online learning systems on student performance in general chemistry. Journal of Chemical Education, 90:1137–1143, 2013.

Naïma El-Kechaï, Javier Melero, and Jean-Marc Labat. Quelques enseignements tirés de l'application de la Competence-based Knowledge Space Theory aux Serious Games. In IC2015, AFIA, Rennes, France, July 2015. AFIA. (PDF)

Sylvia Encheva and Sharil Tumin. Automated knowledge assessment and knowledge spaces. In Proceedings of the 5th WSEAS Conference on Education and Educational Technology, pages 82–86, 2006.

Sylvia Encheva and Sharil Tumin. Diagnostic tests based on knowledge states. In Jeng-Shyang Pan, Shyi-Ming Chen, and Ngoc Thanh Nguyen, editors, Computational Collective Intelligence—Technologies and Applications. Second International Comnference, ICCCI 2010 Proceedings, Part III, volume 6423 of Lecture Notes in Artificial Intelligence, pages 133–141, Berlin, 2010. Springer.

Sylvia Encheva, Sharil Tumin, and Marina Z. Solesvik. Federated knowledge spaces. In Mauritius Morne, editor, The Third ADvanced International Converence on Telecommunications (AICT'07), page 26, Los Alamitos, CA, 2007. IEEE Computer Society.

David Eppstein and Jean-Claude Falmagne. Algorithms for media. Technical report, Arxiv.org, 2002. Electronic Preprint cs/0206033, arXiv.org.

David Eppstein, Jean-Claude Falmagne, and Hasan B. Uzun. On verifying and engineering the well-gradedness of a union-closed family. Technical report, Arxiv.org, 2007. Electronic Preprint 0704.2919, arXiv.org.

David Eppstein, Jean-Claude Falmagne, and Sergei Ovchinnikov. Media Theory. Springer, Berlin/Heidelberg, 2008.

David Eppstein, Jean-Claude Falmagne, and Hasan B. Uzun. On verifying and engineering the wellgradedness of a union-closed family. Journal of Mathematical Psychology, 53(1):34–39, 2009.

David Eppstein. Learning sequences. Technical report, Arxiv.org, 2008. Online available at http://arxiv.org/abs/0803.4030.

David Eppstein. Learning sequences: An efficient data structure for learning spaces. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, and Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pages 287–304. Springer, Heidelberg, 2013.

David Eppstein. Projection, decomposition, and adaption of learning spaces. In Jean-Claude Falmagne, Dietrich Albert, Christopher Doble, David Eppstein, and Xiangen Hu, editors, Knowledge Spaces: Applications in Education, pages 305–322. Springer, Heidelberg, 2013.

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Jean-Claude Falmagne and Jean-Paul Doignon. A Markovian procedure for assessing the state of a system. Journal of Mathematical Psychology, 32:232–258, 1988.

Jean-Claude Falmagne and Jean-Paul Doignon. A stochastic theory for system failure assessment. In B. Bouchon-Meunier, L. Valverde, and R.R. Yager, editors, Uncertainty in Intelligent Systems, pages 431–440. North-Holland, Amsterdam, 1993.

Jean-Claude Falmagne and Jean-Paul Doignon. Stochastic evolution of rationality. Theory and Decision, 43:107–138, 1997.

Jean-Claude Falmagne and Jean-Paul Doignon. Meshing knowledge structures. In Cornelia E. Dowling, Fred S. Roberts, and Peter Theuns, editors, Recent Progress in Mathematical Psychology, Scientific Psychology Series, pages 143–153. Lawrence Erlbaum Associates Ltd., Mahwah, NJ, 1998.

Jean-Claude Falmagne and Jean-Paul Doignon. Learning Spaces. Springer, Berlin/Heidelberg, 2011.

Jean-Claude Falmagne and Kamakshi Lakshminarayan. Stochastic learning paths — estimation and simulation. In Gerhard H. Fischer and Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pages 91–110. Springer–Verlag, New York, 1994.

Jean-Claude Falmagne and Sergei Ovchinnikov. Media theory. Discrete Applied Mathematics, 121:83–101, 2002.

Jean-Claude Falmagne, Mathieu Koppen, Mike Villano, Jean-Paul Doignon, and Leila Johannesen. Introduction to knowledge spaces: How to build, test and search them. Psychological Review, 97:201–224, 1990.

Jean-Claude Falmagne, Eric Cosyn, Jean-Paul Doignon, and Nicolas Thiéry. The assessment of knowledge, in theory and in practice. In Rokia Missaoui and Jürg Schmid, editors, Formal Concept Analysis. 4th International Conference, ICFCA 2006, Dresden, Germany, February 13-17, 2006, volume 3874 of Lecture Notes in Artificial IOntelligence, pages 61–79, Berlin, 2006. Springer.

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Jean-Claude Falmagne. A latent trait theory via stochastic learning theory for a knowledge space. Psychometrika, 53:283–303, 1989.

Jean-Claude Falmagne. Probabilistic knowledge spaces: A review. In Fred S. Roberts, editor, Applications of Combinatorics and Graph Theory to the Biological and Social Sciences, volume 17 of IMA, pages 283–303. Springer Verlag, New York, 1989.

Jean-Claude Falmagne. Stochastic learning paths in a knowledge structure. Journal of Mathematical Psychology, 37:489–512, 1993.

Jean-Claude Falmagne. Finite markov learning models for knowledge structures. In Gerhard H. Fischer and Donald Laming, editors, Contributions to Mathematical Psychology, Psychometrics, and Methodology, pages 75–89. Springer–Verlag, New York, 1994.

Jean-Claude Falmagne. Foreword. In Dietrich Albert, editor, Knowledge Structures, pages V–VII. Springer Verlag, New York, 1994.

Jean-Claude Falmagne. Errata to SLP. Journal of Mathematical Psychology, 40:169–174, 1996.

Jean-Claude Falmagne. Stochastic token theory. Journal of Mathematical psychology, 41(2):129–143, 1997.

Jean-Claude Falmagne. ALEKS, an application of knowledge space theory. Electronic Notes in Discrete Mathematics, 2, 1999. Tutorial given at the OSDA98, Amherst, MA, September 1998.

Jean-Claude Falmagne. Markov processes for knowlede spaces. In Neil J. Smelser and Paul B. Baltes, editors, International Encyclopedia of the Social and Behavioral Sciences, pages 9251–9253. Elsevier, Amsterdam, 2001.

Jean-Claude Falmagne. Projections and symmetric expansions of a learning space. Technical report, Arxiv.org, 2008.

Jean-Claude Falmagne. Markov processes in learning spaces. In James D. Wright, editor, International Encyclopedia of the Social and Behavioral Sciences, volume 14, pages 584–590. Elsevier, Amsterdam, second edition, 2015.

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Jürgen Heller, Kevin Keenoy, Mark Levene, Mazlita Mat Hassan, Cord Hockemeyer, and Dietrich Albert. Cognitive and pedagogical aspects of trails: A case study. Technical report, Birkbeck, University of London, 2004. Public Report of the JEIRP Trails within the NoE Kaleidoscope.

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Jürgen Heller, Dietrich Albert, Michael D. Kickmeier-Rust, and Markus Kertz. Achievement motivation, performance structure, and adaptive hypertext learning. In Maja Pivec, F. Thissen, and K. Baumann, editors, Affective and Emotional Aspects of Human–Computer Interaction: Emphasis on Game–Based and Innovative Learning Approaches. IOS Press, Washington, D.C., 2006.

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Cord Hockemeyer, Owen Conlan, Vincent Wade, and Dietrich Albert. Applying competence prerequisite structures for eLearning and skill management. Journal of Universal Computer Science, 9:1428–1436, 2003.

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