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--- learning_theories:connectionism [2011/02/11 14:49]
jpetrovic [What is connectionism?]
+++ learning_theories:connectionism [2011/02/11 15:25]
jpetrovic [Bibliography]
@@ Line 24: / Line 24: @@
 To explain observed properties of 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 changed some of his views admitting that he was wrong and that negative reinforcement (punishment) does not really lead to any kind of learning. This had great influence on educational process helping to end the practice of punishing the students for incorrect answers. This laws have set the **basic principles** of **behaviorist stimulus-response** views on **learning**.
-Another point of Thorndike's interest in the first two decades of 20th century was the knowledge transfer in terms of generalizing the knowledge or skills and applying them for another problem. Thorndike performed experimental studies by which he showed knowledge transfer is specific rather then general and will not occur unless learned problem and given problem share many characteristics. This was the opposite of what school systems mostly suggested at the time, that some school subjects improve student's mind in general (//doctorine of formal discipline//).
+Another point of Thorndike's interest in the first two decades of 20th century was the **knowledge transfer** in terms of generalizing the knowledge or skills and applying them for another problem. Thorndike performed experimental studies by which he showed knowledge transfer is specific rather then general and will not occur unless learned problem and given problem share many characteristics. This was the opposite of what school systems mostly suggested at the time, that some school subjects improve student's mind in general (//doctorine of formal discipline//).
+In his book on learning of mathematics((Thorndike, E. The Psychology of Arithmetic. New York: Macmillan. 1922.)), Thorndike suggested problems children are expected to solve and learn from should be realistic. He also emphasizes importance of **repetition** and insists on repetitive practice of basic arithmetic operations. Some of the principles in this book even seem inconsistent with his views on learning: here he refers to learning as meaningful and insightful. Well-learned basic skills enable learning of higher-order skills.
+Thorndike is also credited for introduction and standardization of a number of tests of knowledge and intelligence. In his own words,
+  * //Whatever exists at all exists in some amount.//((Thorndike, Edward L. Individual differences. Psychological bulletin. 1918.))
 ===== What is the practical meaning of connectivism? =====
-Connectionism was at its time considered a general theory of learning for both humans and animals. Thorndike's ideas which could well be applied for learning are the idea that rewards promote learning and that repetition enhances learning. In his book on learning of mathematics((Thorndike, E. The Psychology of Arithmetic. New York: Macmillan. 1922.)), he suggested problem should children are expected to solve and learn from should be realistic. For example, learning to multiply by three should be learned in context of converting feet to yards.
+Connectionism was at its time considered a general theory of learning for both humans and animals. Thorndike's ideas which could well be applied for learning are the idea that rewards promote learning and that repetition enhances learning. For example, learning to multiply by three should be learned in context of converting feet to yards.
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 ===== Criticisms =====
-Thorndike tried to prove that all forms of thoughts and behaviors can be explained through repetition and reward, without need for introducing any unobservable internal states, yet this is **today** generally **considered incorrect**. Connectionism was in the first decades of 20th century succeeded by [[learning_paradigms:behaviorism]], but Thorndike's experiments also inspired [[learning_theories:gestalt_psychology|gestalt psychology]].
+Thorndike tried to prove that all forms of thoughts and behaviors can be explained through S-R relations with use of repetition and reward, without need for introducing any unobservable internal states, yet this is **today** generally **considered incorrect**. This //learning through response// was later in 20th century replaced by //learning as knowledge construction//. Connectionism was in the first decades of 20th century succeeded by [[learning_paradigms:behaviorism]], but Thorndike's experiments also inspired [[learning_theories:gestalt_psychology|gestalt psychology]].
@@ Line 51: / Line 55: @@
 [[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.]]
-Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.
+Zimmerman, Barry J. and Schunk, Dale H. Educational psychology: a century of contributions. Routledge, 2003.
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