learning_theories:connectionism
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learning_theories:connectionism [2011/02/11 13:34] jpetrovic [What is the practical meaning of connectivism?] |
learning_theories:connectionism [2011/02/11 13:44] jpetrovic [What is connectionism?] |
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| But connectionism **expands** this **ideas of associationism** by introducing distributed representations or supervised learning(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.86.7504&rep=rep1&type=pdf|Medler, David A. A Brief History of Connectionism. Neural Computing Surveys, 1(2), p18-72. 1998.]])) and should not be confused with associationism. Although he is considered one of the first true connectionist, William James' student Edward Thorndike also made the move towards behaviorist ideas. | But connectionism **expands** this **ideas of associationism** by introducing distributed representations or supervised learning(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.86.7504&rep=rep1&type=pdf|Medler, David A. A Brief History of Connectionism. Neural Computing Surveys, 1(2), p18-72. 1998.]])) and should not be confused with associationism. Although he is considered one of the first true connectionist, William James' student Edward Thorndike also made the move towards behaviorist ideas. | ||
| - | In order to explain some questions concerning learning, Thorndike introduced two laws of learning(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.86.7504&rep=rep1&type=pdf|Medler, David A. A Brief History of Connectionism. Neural Computing Surveys, 1(2), p18-72. 1998.]])). The first law is the **//law of exercise or use or frequency//**, which states that **stimulus-response** (S-R) **associations** are **strengthened through repetition** or weakened through lack of repetition. His second law, **//law of effect//**, states that the consequence or **outcome** of a situation-response event **can strengthen or weaken** the **connection** between situation and response. If an event is followed by a reinforcing stimulus, the connection will be strengthened and vice versa. This laws have set the **basic principles** of **behaviorist stimulus-response** views on **learning**. | + | In order to explain some questions concerning learning, Thorndike introduced two laws of learning(([[http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.86.7504&rep=rep1&type=pdf|Medler, David A. A Brief History of Connectionism. Neural Computing Surveys, 1(2), p18-72. 1998.]])). The first law is the **//law of exercise or use or frequency//**, which states that **stimulus-response** (S-R) **associations** are **strengthened through repetition** or weakened through lack of repetition. His second law, **//law of effect//**, states that the consequence or **outcome** of a situation-response event **can strengthen or weaken** the **connection** between situation and response. If an event is followed by a reinforcing stimulus, the connection will be strengthened and vice versa. Thorndike later recognized that negative reinforcement (punishment) does not really lead to any kind of learning. This laws have set the **basic principles** of **behaviorist stimulus-response** views on **learning**. |
| Based on this laws Thorndike considered that all **learning is incremental** and **not insightful**, which he tried to prove at the very end of 19th century through experiments first with chickens and later with cats and dogs. In one experiment he placed a hungry cat inside a //puzzle box//, which had a mechanism that would open the doors of the box every time a string would be pulled or a button pushed. Behavior which was "rewarded" by opening the doors was slowly increased and learning occurred. Thorndike also believed that transfer of learning (application to new situations) occurs only because of previously encountered situations and that intelligence is just a consequence of learned connections. | Based on this laws Thorndike considered that all **learning is incremental** and **not insightful**, which he tried to prove at the very end of 19th century through experiments first with chickens and later with cats and dogs. In one experiment he placed a hungry cat inside a //puzzle box//, which had a mechanism that would open the doors of the box every time a string would be pulled or a button pushed. Behavior which was "rewarded" by opening the doors was slowly increased and learning occurred. Thorndike also believed that transfer of learning (application to new situations) occurs only because of previously encountered situations and that intelligence is just a consequence of learned connections. | ||
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