learning_theories:connectionism
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learning_theories:connectionism [2011/02/28 01:08] ppale [What is connectionism?] |
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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**. | 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 **[[:glossary#transfer|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. | 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. | ||
learning_theories/connectionism.txt ยท Last modified: 2023/06/19 18:03 (external edit)
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