learning_theories:connectionism
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learning_theories:connectionism [2011/08/25 11:18] jpetrovic [What is connectionism?] |
learning_theories:connectionism [2011/08/25 12:16] jpetrovic [What is connectionism?] |
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| 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. | 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. | ||
| - | 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 showing that transfer of learning will not occur unless learned problem and given problem have many common 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 showing that transfer of learning will not occur unless learned problem and given problem have many common characteristics.(([[http://psychclassics.yorku.ca/Thorndike/Transfer/transfer1.htm|Thorndike, E. L., and R. S. Woodworth. The influence of improvement in one mental function upon the efficiency of other functions (I). Psychological Review, no. 8: 247-261, 1901.]]))(([[Thorndike, Edward L., and R. S. Woodworth. The influence of improvement in one mental function upon the efficiency of other functions (II). Psychological Review, no. 8: 384-395, 1901.]])) 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//). |
| 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. | ||
learning_theories/connectionism.txt · Last modified: 2023/06/19 18:03 (external edit)
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