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 13:56] 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 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. | + | 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. |
| [[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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| 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. | ||
| ===== 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. An example of Thorndike's meaningful learning is 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. |
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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. For example learning to multiply by three should be learned in context of converting feet to yards. 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 tried to apply this to learning **mathematics**((Thorndike, E. The Psychology of Arithmetic. New York: Macmillan. 1922.)), **spelling and reading** ((Thorndike, E. The Teacher's Word Book. New York: Teachers College. 1921.)), measurement of **intelligence** ((Thorndike, E. at al. The Measurement of Intelligence. New York: Teachers College Press. 1927.)) and adult learning ((Thorndike, E. et al. Adult Learning. New York: Macmillan. 1928. )) mostly through his laws of learning. He was one of the pioneers of **active learning**, proposing children should learn by themselves rather than being thought. | Thorndike tried to apply this to learning **mathematics**((Thorndike, E. The Psychology of Arithmetic. New York: Macmillan. 1922.)), **spelling and reading** ((Thorndike, E. The Teacher's Word Book. New York: Teachers College. 1921.)), measurement of **intelligence** ((Thorndike, E. at al. The Measurement of Intelligence. New York: Teachers College Press. 1927.)) and adult learning ((Thorndike, E. et al. Adult Learning. New York: Macmillan. 1928. )) mostly through his laws of learning. He was one of the pioneers of **active learning**, proposing children should learn by themselves rather than being thought. | ||
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| [[http://www.muskingum.edu/~psych/psycweb/history/thorndike.htm|Reinemeyer, E. Edward Lee Thorndike. Muskingum University. May 1999.]] | [[http://www.muskingum.edu/~psych/psycweb/history/thorndike.htm|Reinemeyer, E. Edward Lee Thorndike. Muskingum University. May 1999.]] | ||
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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.]] | ||
| Zimmerman, Barry J. and Schunk, Dale H. Educational psychology: a century of contributions. Routledge, 2003. | Zimmerman, Barry J. and Schunk, Dale H. Educational psychology: a century of contributions. Routledge, 2003. | ||
learning_theories/connectionism.txt · Last modified: 2023/06/19 18:03 (external edit)
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