Anat Ninio
- Published in print:
- 2006
- Published Online:
- April 2010
- ISBN:
- 9780199299829
- eISBN:
- 9780191584985
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199299829.003.0001
- Subject:
- Psychology, Cognitive Models and Architectures
This introductory chapter begins with a discussion of the purpose of this book, which is to propose the integration of up-to-date principles of theoretical linguistics, cognitive psychology, and ...
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This introductory chapter begins with a discussion of the purpose of this book, which is to propose the integration of up-to-date principles of theoretical linguistics, cognitive psychology, and complexity theory into a model of syntactic development. The goal is to examine a few core principles developed in linguistics (about syntax), in cognitive psychology (about human learning), and in complexity theory (about the growth of complex systems), and to derive from them hypotheses about the possible mechanisms of syntactic development. It presents developmental evidence about the hypotheses, and concludes with the best generalization about syntactic development based on theory and empirical data.Less
This introductory chapter begins with a discussion of the purpose of this book, which is to propose the integration of up-to-date principles of theoretical linguistics, cognitive psychology, and complexity theory into a model of syntactic development. The goal is to examine a few core principles developed in linguistics (about syntax), in cognitive psychology (about human learning), and in complexity theory (about the growth of complex systems), and to derive from them hypotheses about the possible mechanisms of syntactic development. It presents developmental evidence about the hypotheses, and concludes with the best generalization about syntactic development based on theory and empirical data.
Susan Hallam
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199214389
- eISBN:
- 9780191594779
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199214389.003.0009
- Subject:
- Psychology, Social Psychology, Music Psychology
This chapter focuses on the processes concerned with learning and the development of musical expertise which are common to all human beings but which develop differentially depending on the ...
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This chapter focuses on the processes concerned with learning and the development of musical expertise which are common to all human beings but which develop differentially depending on the environment (cultural and ecological) within which individuals are located. It considers what we know about human learning, the way that the brain develops in response to the particular musical environments to which the individual is exposed, and how these changes are expressed as musical expertise develops. The evidence regarding the importance of long-term engagement with music for expertise to develop is considered and how beliefs about personal efficacy can influence commitment to active music-making. The chapter concludes with a consideration of the different cultural perceptions of ‘musicality’ and changing perceptions of it in Western culture.Less
This chapter focuses on the processes concerned with learning and the development of musical expertise which are common to all human beings but which develop differentially depending on the environment (cultural and ecological) within which individuals are located. It considers what we know about human learning, the way that the brain develops in response to the particular musical environments to which the individual is exposed, and how these changes are expressed as musical expertise develops. The evidence regarding the importance of long-term engagement with music for expertise to develop is considered and how beliefs about personal efficacy can influence commitment to active music-making. The chapter concludes with a consideration of the different cultural perceptions of ‘musicality’ and changing perceptions of it in Western culture.
Josef Nerb, Frank E. Ritter, and Pat Langley
- Published in print:
- 2007
- Published Online:
- April 2010
- ISBN:
- 9780195178845
- eISBN:
- 9780199893751
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195178845.003.0004
- Subject:
- Psychology, Cognitive Psychology
Science is concerned not only with data, but also with models or theories that explain those data. Because human cognition is dynamic and involves change over time, accounts of cognition often take ...
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Science is concerned not only with data, but also with models or theories that explain those data. Because human cognition is dynamic and involves change over time, accounts of cognition often take the form of process models, which are sometimes called cognitive models. This chapter reviews the form such models have taken and their relation to order effects in learning. It begins by discussing the connection between artificial intelligence (AI) systems, including those from machine learning and computational models of human behavior, including some illustrations of the latter. It presents a computational model of order effects on a cognitive task, cast within a particular but simplified theoretical framework. It then explores more broadly the possible sources of order effects within such models and then briefly considers an alternative approach that models human behavior at a more abstract level. The chapter closes with some open problems in the area of modeling order effects and a charge to new modelers.Less
Science is concerned not only with data, but also with models or theories that explain those data. Because human cognition is dynamic and involves change over time, accounts of cognition often take the form of process models, which are sometimes called cognitive models. This chapter reviews the form such models have taken and their relation to order effects in learning. It begins by discussing the connection between artificial intelligence (AI) systems, including those from machine learning and computational models of human behavior, including some illustrations of the latter. It presents a computational model of order effects on a cognitive task, cast within a particular but simplified theoretical framework. It then explores more broadly the possible sources of order effects within such models and then briefly considers an alternative approach that models human behavior at a more abstract level. The chapter closes with some open problems in the area of modeling order effects and a charge to new modelers.
Chak Kwan Chan
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9781861348807
- eISBN:
- 9781447303411
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861348807.001.0001
- Subject:
- Social Work, Social Policy
This book introduces the development of China's welfare polices since its conception of an open-door policy in 1978. Setting out basic concepts and issues, including key terms and the process of ...
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This book introduces the development of China's welfare polices since its conception of an open-door policy in 1978. Setting out basic concepts and issues, including key terms and the process of policy making, it overcomes a major barrier to understanding Chinese social policy. The book explores in detail the five key policy areas of employment, social security, health, education and housing. Each is examined using a human well-being framework comprising both qualitative and quantitative data and eight dimensions: physical and psychological well-being, social integration, fulfilment of caring duties, human learning and development, self-determination, equal value and just polity. This means that the book provides not only factual information on policies but also an in-depth understanding of the impact of welfare changes on the quality of life of Chinese people over the past three decades. A major strength of the book lies in its use of primary Chinese language sources, including relevant White Papers, central and local government policy documents, academic research studies and newspapers for each policy area.Less
This book introduces the development of China's welfare polices since its conception of an open-door policy in 1978. Setting out basic concepts and issues, including key terms and the process of policy making, it overcomes a major barrier to understanding Chinese social policy. The book explores in detail the five key policy areas of employment, social security, health, education and housing. Each is examined using a human well-being framework comprising both qualitative and quantitative data and eight dimensions: physical and psychological well-being, social integration, fulfilment of caring duties, human learning and development, self-determination, equal value and just polity. This means that the book provides not only factual information on policies but also an in-depth understanding of the impact of welfare changes on the quality of life of Chinese people over the past three decades. A major strength of the book lies in its use of primary Chinese language sources, including relevant White Papers, central and local government policy documents, academic research studies and newspapers for each policy area.
Frank E. Ritter, Josef Nerb, Erno Lehtinen, and Timothy O'Shea (eds)
- Published in print:
- 2007
- Published Online:
- April 2010
- ISBN:
- 9780195178845
- eISBN:
- 9780199893751
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195178845.001.0001
- Subject:
- Psychology, Cognitive Psychology
Order affects the results you get: different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and ...
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Order affects the results you get: different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and artificial learning systems. In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans, and includes theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects and analyze how and when they will occur. The introductory and concluding chapters compile suggestions for improving learning through better sequences of learning materials, including how to take advantage of order effects that encourage learning and how to avoid order effects that discourage learning. Each chapter also highlights questions that may inspire further research. Taken together, these chapters show how order effects in different areas can and do inform each other.Less
Order affects the results you get: different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and artificial learning systems. In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in which material is presented can strongly influence what is learned by humans, and includes theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects and analyze how and when they will occur. The introductory and concluding chapters compile suggestions for improving learning through better sequences of learning materials, including how to take advantage of order effects that encourage learning and how to avoid order effects that discourage learning. Each chapter also highlights questions that may inspire further research. Taken together, these chapters show how order effects in different areas can and do inform each other.
Ellen J. Bass and Amy R. Pritchett
- Published in print:
- 2009
- Published Online:
- March 2012
- ISBN:
- 9780195374827
- eISBN:
- 9780199847693
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195374827.003.0011
- Subject:
- Psychology, Cognitive Psychology
This chapter presents a methodology for investigating human interaction with automated judges capable of informing training and design: human-automated judgment learning (HAJL). After introducing ...
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This chapter presents a methodology for investigating human interaction with automated judges capable of informing training and design: human-automated judgment learning (HAJL). After introducing HAJL, it describes the experimental task and experimental design used as a test case for investigating HAJL's utility. Then, idiographic results representative of the insights that HAJL can bring and a nomothetic analysis of the experimental manipulations are reported. It ends with conclusions surrounding HAJL's utility. The results showed the HAJL's ability not only to capture individual judgment achievement, interaction with an automated judge, and understanding of an automated judge but also to identify the mechanisms underlying these performance measures, including cognitive control, knowledge, conflict, compromise, adaptation, and actual and assumed similarity. In addition, it highlights the number of factors that go into designing effective human-automated judge interaction, which require detailed methods for measurement and analysis.Less
This chapter presents a methodology for investigating human interaction with automated judges capable of informing training and design: human-automated judgment learning (HAJL). After introducing HAJL, it describes the experimental task and experimental design used as a test case for investigating HAJL's utility. Then, idiographic results representative of the insights that HAJL can bring and a nomothetic analysis of the experimental manipulations are reported. It ends with conclusions surrounding HAJL's utility. The results showed the HAJL's ability not only to capture individual judgment achievement, interaction with an automated judge, and understanding of an automated judge but also to identify the mechanisms underlying these performance measures, including cognitive control, knowledge, conflict, compromise, adaptation, and actual and assumed similarity. In addition, it highlights the number of factors that go into designing effective human-automated judge interaction, which require detailed methods for measurement and analysis.
Maarten Speekenbrink and David R. Shanks
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9780199216093
- eISBN:
- 9780191695971
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199216093.003.0018
- Subject:
- Psychology, Cognitive Psychology
This chapter considers a probabilistic perspective on a classic problem of human contingency learning: finding the relationships between a category or outcome, for which there are several ...
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This chapter considers a probabilistic perspective on a classic problem of human contingency learning: finding the relationships between a category or outcome, for which there are several probabilistic cues. It provides an analysis within the framework of Brunswik's (1955) lens model. It focuses on the dynamics of learning, e.g. the rate of learning and how the learner may respond to changing contingencies — which are, presumably, the norm, in many real-world contexts.Less
This chapter considers a probabilistic perspective on a classic problem of human contingency learning: finding the relationships between a category or outcome, for which there are several probabilistic cues. It provides an analysis within the framework of Brunswik's (1955) lens model. It focuses on the dynamics of learning, e.g. the rate of learning and how the learner may respond to changing contingencies — which are, presumably, the norm, in many real-world contexts.
Kim Sterelny
- Published in print:
- 2012
- Published Online:
- January 2015
- ISBN:
- 9780262016797
- eISBN:
- 9780262302814
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262016797.003.0001
- Subject:
- Biology, Evolutionary Biology / Genetics
This chapter argues for two crucial ideas. First, over deep history and at different times and places, humans have experienced very different physical, biological, economic and social environments. ...
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This chapter argues for two crucial ideas. First, over deep history and at different times and places, humans have experienced very different physical, biological, economic and social environments. Even as foragers, our ancestors experienced different worlds, but over the last 10,000 years change has become more frequent and intense. As a consequence, human adaptive response to the many environments with which we have coped cannot solely or primarily be based on innate, genetically programmed capacities. Social learning is the engine of human adaptability. Second, while defenders of the social intelligence hypothesis are right to emphasise the cognitive challenges posed by human social environments, they have typically over-rated the importance of deception and manipulation, and under-rated the cognitive challenge of coordination. Humans evolved as technically skilled, ecologically informed, cooperative foragers, and that was a cognitively demanding lifeway, especially given the dynamism of human environments.Less
This chapter argues for two crucial ideas. First, over deep history and at different times and places, humans have experienced very different physical, biological, economic and social environments. Even as foragers, our ancestors experienced different worlds, but over the last 10,000 years change has become more frequent and intense. As a consequence, human adaptive response to the many environments with which we have coped cannot solely or primarily be based on innate, genetically programmed capacities. Social learning is the engine of human adaptability. Second, while defenders of the social intelligence hypothesis are right to emphasise the cognitive challenges posed by human social environments, they have typically over-rated the importance of deception and manipulation, and under-rated the cognitive challenge of coordination. Humans evolved as technically skilled, ecologically informed, cooperative foragers, and that was a cognitively demanding lifeway, especially given the dynamism of human environments.
Larry A. Hickman
- Published in print:
- 2009
- Published Online:
- March 2011
- ISBN:
- 9780823230181
- eISBN:
- 9780823235339
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fso/9780823230181.003.0001
- Subject:
- Philosophy, American Philosophy
This chapter presents an overview of John Dewey's life and work. John Dewey was born in Burlington, Vermont, the third of four sons of Archibald Sprague Dewey and Lucina ...
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This chapter presents an overview of John Dewey's life and work. John Dewey was born in Burlington, Vermont, the third of four sons of Archibald Sprague Dewey and Lucina Artemesia Rich Dewey. In 1949, on the occasion of his ninetieth birthday, Dewey was hailed by the New York Times as “America's Philosopher”. He died at his apartment on New York City on June 1, 1952. During his long and productive life, Dewey wrote widely about psychology, philosophy, art, and social issues. The chapter focuses on three general topics that are recurring themes in Dewey's work. The themes are: (1) his concept of the purpose and process of human learning; (2) his understanding of truth as a process, instead of something absolute and unchanging; and (3) his faith in democracy as the only means of social organization that can foster individual fulfillment, and its implications for education and the arts.Less
This chapter presents an overview of John Dewey's life and work. John Dewey was born in Burlington, Vermont, the third of four sons of Archibald Sprague Dewey and Lucina Artemesia Rich Dewey. In 1949, on the occasion of his ninetieth birthday, Dewey was hailed by the New York Times as “America's Philosopher”. He died at his apartment on New York City on June 1, 1952. During his long and productive life, Dewey wrote widely about psychology, philosophy, art, and social issues. The chapter focuses on three general topics that are recurring themes in Dewey's work. The themes are: (1) his concept of the purpose and process of human learning; (2) his understanding of truth as a process, instead of something absolute and unchanging; and (3) his faith in democracy as the only means of social organization that can foster individual fulfillment, and its implications for education and the arts.
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9780804773041
- eISBN:
- 9780804777421
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804773041.003.0005
- Subject:
- Economics and Finance, Behavioural Economics
This chapter, which examines the modeling of human learning, proposes a particular model of learning and shows that it can accommodate basic insights and intuitions about learning. It considers some ...
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This chapter, which examines the modeling of human learning, proposes a particular model of learning and shows that it can accommodate basic insights and intuitions about learning. It considers some basic choices in modeling deterministic behaviorism, inductivism, and fallibilism. The chapter also discusses the capability of the proposed model to salvage both the “betting odds” interpretation of personal degrees of belief and the fallibilist approach that undergirds inference from the known to the unknown.Less
This chapter, which examines the modeling of human learning, proposes a particular model of learning and shows that it can accommodate basic insights and intuitions about learning. It considers some basic choices in modeling deterministic behaviorism, inductivism, and fallibilism. The chapter also discusses the capability of the proposed model to salvage both the “betting odds” interpretation of personal degrees of belief and the fallibilist approach that undergirds inference from the known to the unknown.
