learning_theories:connectionism
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision Next revision Both sides next revision | ||
|
learning_theories:connectionism [2011/03/02 10:40] jpetrovic [What is connectionism?] |
learning_theories:connectionism [2011/03/02 10:45] jpetrovic [What is connectionism?] |
||
|---|---|---|---|
| Line 12: | Line 12: | ||
| Connectionism represents psychology's first comprehensive theory of learning(([[http://books.google.hr/books?id=bqo5A2nBwHYC&printsec=frontcover#v=onepage&q&f=false|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]])). It was introduced by [[http://www.mnsu.edu/emuseum/information/biography/pqrst/spencer_herbert.html|Herbert Spencer]], [[http://plato.stanford.edu/entries/james/|William James]] and his student [[http://www.muskingum.edu/~psych/psycweb/history/thorndike.htm|Edward Thorndike]] in the very beginning of the 20th century. Connectionism was then **based on principles of associationism** which claimed that(([[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.]]))(([[http://books.google.hr/books?id=wFqlQgAACAAJ&dq=Connectionism+and+the+Mind:+An+Introduction+to+Parallel+Processing+in+Networks&hl=hr&ei=kKdrTdv3C5Sq8QPzs8W_BQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA|W. Bechtel and Abrahamsen, A. Connectionism and the Mind: An Introduction to Parallel Processing in Networks. Blackwell, Cambridge, MA, 1991.]])): | Connectionism represents psychology's first comprehensive theory of learning(([[http://books.google.hr/books?id=bqo5A2nBwHYC&printsec=frontcover#v=onepage&q&f=false|Zimmerman, Barry J., and Dale H. Schunk. Educational psychology: a century of contributions. Routledge, 2003.]])). It was introduced by [[http://www.mnsu.edu/emuseum/information/biography/pqrst/spencer_herbert.html|Herbert Spencer]], [[http://plato.stanford.edu/entries/james/|William James]] and his student [[http://www.muskingum.edu/~psych/psycweb/history/thorndike.htm|Edward Thorndike]] in the very beginning of the 20th century. Connectionism was then **based on principles of associationism** which claimed that(([[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.]]))(([[http://books.google.hr/books?id=wFqlQgAACAAJ&dq=Connectionism+and+the+Mind:+An+Introduction+to+Parallel+Processing+in+Networks&hl=hr&ei=kKdrTdv3C5Sq8QPzs8W_BQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA|W. Bechtel and Abrahamsen, A. Connectionism and the Mind: An Introduction to Parallel Processing in Networks. Blackwell, Cambridge, MA, 1991.]])): | ||
| - | * Mental elements or ideas become associated with one another through experience | + | * //Mental elements or ideas become associated with one another through experience// |
| - | * Experience consists of such things as spatial and temporal contiguity and (dis)similarity of ideas | + | * //Experience consists of such things as spatial and temporal contiguity and (dis)similarity of ideas// |
| - | * Complex ideas are composed and can be reduced to a set of simple ideas | + | * //Complex ideas are composed and can be reduced to a set of simple ideas// |
| - | * Simple ideas are sensations | + | * //Simple ideas are sensations// |
| - | * 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. | 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. | ||
| Line 24: | Line 24: | ||
| At the very end of 19th century Thorndike performed experiments first on chickens and later on cats and dogs. In one experiment he placed a hungry cat inside a //puzzle box//, which had a mechanism that would open the doors of the box every time a string would be pulled or a button pushed. Behavior which resulted in opening the doors was slowly increased as the cat after each successful attempt to open the door needed a bit less time to repeat the same action after being put back into the box. Based on this experiment Thorndike concluded that learning is **incremental** and **not [[:glossary#insightful_learning|insightful]]**, since the learning of the correct response occurred only through repetition //trial and error// forming of associations between situation and response. Established connections or knowledge, according to Thorndike also cause and determine intelligence. | At the very end of 19th century Thorndike performed experiments first on chickens and later on cats and dogs. In one experiment he placed a hungry cat inside a //puzzle box//, which had a mechanism that would open the doors of the box every time a string would be pulled or a button pushed. Behavior which resulted in opening the doors was slowly increased as the cat after each successful attempt to open the door needed a bit less time to repeat the same action after being put back into the box. Based on this experiment Thorndike concluded that learning is **incremental** and **not [[:glossary#insightful_learning|insightful]]**, since the learning of the correct response occurred only through repetition //trial and error// forming of associations between situation and response. Established connections or knowledge, according to Thorndike also cause and determine intelligence. | ||
| - | To explain observed properties of learning, Thorndike introduced three laws of learning. The first law is the **//law of exercise//** (also referred to //as law of use// or //law of frequency//), which states that **stimulus-response** (S-R) **associations** are **strengthened through repetition** or weakened through lack of repetition. His second law, **//law of effect//**, states that the consequence or **outcome** of a situation-response event **can strengthen or weaken** the **connection** between situation and response. If an event is followed by a reinforcing stimulus, the connection will be strengthened and vice versa. The third law, **//law of readiness//**, which claims learning is facilitated by learner's readiness (emotional and motivational) to learn. This potential to learn leads to frustration if not satisfied. | + | To explain observed properties of learning, Thorndike introduced three laws of learning. |
| + | |||
| + | * **//Law of exercise//** (also referred to //as law of use// or //law of frequency//), which states that **stimulus-response** (S-R) **associations** are **strengthened through repetition** or weakened through lack of repetition. | ||
| + | * **//law of effect//** which states that the consequence or **outcome** of a situation-response event **can strengthen or weaken** the **connection** between situation and response. If an event is followed by a reinforcing stimulus, the connection will be strengthened and vice versa. | ||
| + | * **//Law of readiness//** which claims learning is facilitated by learner's readiness (emotional and motivational) to learn. This potential to learn leads to frustration if not satisfied. | ||
| 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**. | ||
learning_theories/connectionism.txt · Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
