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 [2011/06/29 15:47] jpetrovic [What is connectionism?] |
learning_theories:connectionism [2011/06/29 16:02] jpetrovic [What is connectionism?] |
||
|---|---|---|---|
| Line 7: | Line 7: | ||
| ===== What is connectionism? ===== | ===== What is connectionism? ===== | ||
| - | 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 was based on [[chunks:principles of associationism]], mostly claiming that elements or ideas become associated with one another through experience and that complex ideas can be explained through a set of simple rules, but connectionism further expanded these assumptions and introduced ideas like [[:glossary#distributed_representations|distributed representations]] and 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. |
| - | * //Mental elements or ideas become associated with one another through experience// | + | Thorndike, the most commonly cited connectionist, summed his ideas on learning intoo three laws of learning, which should have accounted for both human and animal learning:(([[http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annie/thorndike%27slaw.html|Foreman, Kim. Learning Laws of Thorndike - brief overview.]] Retrieved June 24, 2011.)) |
| - | * //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// | + | |
| - | * //Simple ideas are sensations// | + | |
| - | * //Simple additive rules are sufficient to predict complex ideas// | + | |
| - | + | ||
| - | But connectionism further expanded these assumptions by introducing ideas like [[:glossary#distributed_representations|distributed representations]] and 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. | + | |
| - | + | ||
| - | Thorndike is the most commonly cited connectionist. Central to his ideas on learning were three laws of learning, which should have accounted for both human and animal learning:(([[http://userwww.sfsu.edu/~foreman/itec800/finalprojects/annie/thorndike%27slaw.html|Foreman, Kim. Learning Laws of Thorndike - brief overview.]] Retrieved June 24, 2011.)) | + | |
| * __**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 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. | ||
| Line 23: | Line 15: | ||
| * __**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. | * __**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. | ||
| - | This laws have set the basic principles of behaviorist **stimulus-response learning**. | + | This laws have set the basic principles of behaviorist **stimulus-response learning**, which was according to Thorndike the key form of learning. |
| Thorndike also performed a number of [[chunks:Thorndikes_experiment|experiments on animals]] concluding that learning is **incremental** and **not [[:glossary#insightful_learning|insightful]]**. Established S-R connections or knowledge, according to Thorndike also cause and determine intelligence. | Thorndike also performed a number of [[chunks:Thorndikes_experiment|experiments on animals]] concluding that learning is **incremental** and **not [[:glossary#insightful_learning|insightful]]**. Established S-R connections or knowledge, according to Thorndike also cause and determine intelligence. | ||
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
