learning_theories:connectionism
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learning_theories:connectionism [2011/02/28 09:52] jpetrovic [What is connectionism?] |
learning_theories:connectionism [2011/02/28 10:15] jpetrovic [What is connectionism?] |
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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 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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| 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? ===== | ||
learning_theories/connectionism.txt · Last modified: 2023/06/19 18:03 (external edit)
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