learning_theories:connectionism
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learning_theories:connectionism [2011/02/28 01:08] ppale [What is connectionism?] |
learning_theories:connectionism [2011/02/28 12:34] jpetrovic [What is the practical meaning of connectivism?] |
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| * Simple additive rules are sufficient to predict complex ideas | * Simple additive rules are sufficient to predict complex 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. | + | But connectionism **expands** this **ideas of associationism** by introducing ideas like [[:glossary#distributed_representations|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, Edward Thorndike also made the move towards behaviorist ideas. |
| [[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. }}]] | [[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. }}]] | ||
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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|transfer of practice]]**, later often referred to as //transfer of learning//. Idea of transfer of practice is to generalize the knowledge or skills and apply 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 like Latin language and mathematics improve student's mind in general (//doctrine 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. | ||
| - | 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.)) | + | Guided by the principle that "//whatever exists at all exists in some amount//"((Thorndike, Edward L. Individual differences. Psychological bulletin. 1918.))Thorndike has introduced a number of tests of knowledge and intelligence. His //CAVD// (completion, arithmetic, vocabulary and directions) test set the major principles and standards of modern intelligence tests. |
| ===== What is the practical meaning of connectivism? ===== | ===== 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. 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. An example of Thorndike's meaningful learning is learning to multiply by three should be learned in context of converting feet to yards. |
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| [[http://psychclassics.yorku.ca/Thorndike/Animal/index.htm|Thorndike, E. Animal Intelligence. 1911.]] | [[http://psychclassics.yorku.ca/Thorndike/Animal/index.htm|Thorndike, E. Animal Intelligence. 1911.]] | ||
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| + | [[http://www.google.com/books?hl=hr&lr=&id=QYlJzBjl4-kC&oi=fnd&pg=PR5&dq=Connectionism+and+the+Mind:+An+Introduction+to+Parallel+Processing+in+Networks.&ots=cWFkwwysIw&sig=bnAdzYQBCWRru2D7I_i3b0TilUc#v=onepage&q=Connectionism%20and%20the%20Mind%3A%20An%20Introduction%20to%20Parallel%20Processing%20in%20Networks.&f=false|Bechtel, William, and Adele A. Abrahamsen. Connectionism and the mind: parallel processing, dynamics, and evolution in networks. Wiley-Blackwell, 2002.]] | ||
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| 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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