choose from a discrete set of methods to teach and support learners. Limited choices of methods, prompts and hints may be effective in supporting some learners but may conflict with the methods already in use by others. In addition, it is possible that learners will use the system of prompts and hints to access the answers prematurely thereby advancing through the exercises which may result in them not meeting the learning objectives. Model The cognitive model, which inspired Cognitive Tutor® is based on assumptions about how learning occurs which dictates the chosen instructional methods such as hints, directions and timing of the tutoring prompts. Given these assumptions and the limited methods of presentation, Cognitive Tutor® may not account for the flexible, complex and diverse ways humans create knowledge. Human tutors outperform Cognitive Tutor® by providing a higher level of responsiveness to student errors. They are capable of providing more effective feedback and scaffolding to learners than Cognitive Tutor®, indicating the cognitive model may still be incomplete. See also Educational psychology References External links Pittsburgh Advanced Cognitive Tutor Center, of Carnegie Mellon University, which researches cognitive tutors Product page for Cognitive Tutor at Carnegie Learning Evaluation of Cognitive Tutor Algebra I Program in Miami-Dade County Public Schools Overview of evaluations of Cognitive Tutor Cognitive Tutors: The End of Boredom and Confusion?, Survey article (2018) AI software Educational software Educational psychology