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learning_theories:connectionism [2011/08/25 11:12] jpetrovic [General] |
learning_theories:connectionism [2011/08/25 11:17] jpetrovic [What is connectionism?] |
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===== What is connectionism? ===== | ===== What is connectionism? ===== | ||
- | 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. | + | 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. |
- | 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.)) | + | Thorndike, the most commonly cited connectionist, summed his ideas on learning into 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. | + | ^ 1. Law of exercise | (Also: //as law of use// or //law of frequency//) The 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 positive reinforcing stimulus, the connection will be strengthened and vice versa. | + | ^ 2. Law of effect | 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 positive 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. | + | ^ 3. Law of readiness | 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**, which was according to Thorndike the key form of learning. | This laws have set the basic principles of behaviorist **stimulus-response learning**, which was according to Thorndike the key form of learning. |