learning_theories:connectionism
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learning_theories:connectionism [2011/02/14 08:52] jpetrovic [What is connectionism?] |
learning_theories:connectionism [2011/02/21 18:28] 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. | ||
| - | At the very end of 19th century Thorndike performed experiments first on chickens and later on 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 resulted in opening the doors was slowly increased as the cat after each successful attempt to open the door needed a bit less time repeat the same action after being put back into the box. Based on this experiment Thorndike concluded learning is **incremental** and **not insightful**, since it occurred only through forming of associations between situation and response, where correct response was achieved through repetition of trial and error. Established connections or knowledge, according to Thorndike also cause and determine intelligence. | + | [[http://historyofpsych.blogspot.com/2010/01/american-behaviorism.html|{{ images:thorndikes_cat.jpg|Thorndike's cat experiment. Image borrowed from: History of Psychology: American Behaviorism. Click on the picture to follow the link. }}]] |
| - | 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**. | + | At the very end of 19th century Thorndike performed experiments first on chickens and later on 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 resulted in opening the doors was slowly increased as the cat after each successful attempt to open the door needed a bit less time repeat the same action after being put back into the box. Based on this experiment Thorndike concluded learning is **incremental** and **not insightful**, since it occurred only through //trial and error// forming of associations between situation and response, where correct response was achieved through repetition of trial and error. Established connections or knowledge, according to Thorndike also cause and determine intelligence. |
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| + | To explain observed properties of learning, Thorndike introduced three laws of learning. 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. The third law, **//law of readiness//**, which claims learning is facilitated by learner's readiness (emotional and motivational) to learn. This potential to learn leads to frustration if not satisfied. | ||
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| + | 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//). | ||
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| 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. | 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, | + | Thorndike is also credited for introduction and standardization of a number of tests of knowledge and intelligence (CAVD). In his own words, //whatever exists at all exists in some amount.//((Thorndike, Edward L. Individual differences. Psychological bulletin. 1918.)) |
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| - | * //Whatever exists at all exists in some amount.//((Thorndike, Edward L. Individual differences. Psychological bulletin. 1918.)) | + | |
| ===== What is the practical meaning of connectivism? ===== | ===== What is the practical meaning of connectivism? ===== | ||
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| ===== Bibliography ===== | ===== Bibliography ===== | ||
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| + | [[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.]] | ||
| [[http://tip.psychology.org/thorn.html|TIP: Connectionism (E. Thorndike).]] | [[http://tip.psychology.org/thorn.html|TIP: Connectionism (E. Thorndike).]] | ||
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| ===== Read more ===== | ===== Read more ===== | ||
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| + | [[http://psychclassics.yorku.ca/Thorndike/education.htm|Thorndike, E. The Contribution of Psychology to Education. The Journal of Educational Psychology, 1, 5-12. 1910.]] | ||
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| + | [[http://psychclassics.yorku.ca/Thorndike/Animal/index.htm|Thorndike, E. Animal Intelligence. 1911.]] | ||
| Thorndike, E. Educational Psychology: The Psychology of Learning. New York: Teachers College Press. 1913. | Thorndike, E. Educational Psychology: The Psychology of Learning. New York: Teachers College Press. 1913. | ||
learning_theories/connectionism.txt · Last modified: 2023/06/19 18:03 (external edit)
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