learning_theories:connectionism
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learning_theories:connectionism [2011/02/28 13:11] jpetrovic [What is connectionism?] |
learning_theories:connectionism [2011/02/28 13:12] jpetrovic [What is connectionism?] |
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| 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//). | 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//). | ||
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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. | ||
| 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. | 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. | ||
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