Wolfgang Spohn
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199697502
- eISBN:
- 9780191739323
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199697502.003.0011
- Subject:
- Philosophy, Metaphysics/Epistemology, Philosophy of Science
There is a large spectrum of representations of belief states besides probabilities and ranks. The chapter cannot give a complete survey, but it presents comparisons with a number of important ...
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There is a large spectrum of representations of belief states besides probabilities and ranks. The chapter cannot give a complete survey, but it presents comparisons with a number of important accounts. It first discusses the predecessors of ranking theory: Shackle’s functions of potential surprise, Rescher’s hypothetical reasoning, and Cohen’s account of inductive support. It saves AGM belief revision theory from various critical examples. It carefully discusses Levi’s epistemology and finds discrepancies everywhere. It is critical of Lehrer’s account of knowledge and undefeated justification. Pollock’s theory of defeasible reasoning looks similar, but is quite different. This leads to a discussion of the nature of normative epistemology. The chapter closes with brief comparative remarks on formal learning theory, possibility theory, Dempster-Shafer belief functions, and non-monotonic reasoning.Less
There is a large spectrum of representations of belief states besides probabilities and ranks. The chapter cannot give a complete survey, but it presents comparisons with a number of important accounts. It first discusses the predecessors of ranking theory: Shackle’s functions of potential surprise, Rescher’s hypothetical reasoning, and Cohen’s account of inductive support. It saves AGM belief revision theory from various critical examples. It carefully discusses Levi’s epistemology and finds discrepancies everywhere. It is critical of Lehrer’s account of knowledge and undefeated justification. Pollock’s theory of defeasible reasoning looks similar, but is quite different. This leads to a discussion of the nature of normative epistemology. The chapter closes with brief comparative remarks on formal learning theory, possibility theory, Dempster-Shafer belief functions, and non-monotonic reasoning.
Edward P. Stabler
- Published in print:
- 2009
- Published Online:
- May 2009
- ISBN:
- 9780195305432
- eISBN:
- 9780199866953
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195305432.003.0010
- Subject:
- Psychology, Cognitive Psychology, Cognitive Models and Architectures
This chapter reports on research showing that it may be a universal structural property of human languages that they fall into a class of languages defined by mildly context-sensitive grammars. It ...
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This chapter reports on research showing that it may be a universal structural property of human languages that they fall into a class of languages defined by mildly context-sensitive grammars. It also investigates the issue of whether there are properties of language that are needed to guarantee that it is learnable. It suggests that languages are learnable if they have a finite Vapnik-Chervonenkis (VC) dimension (where the VC dimension provides a combinatorial measure of complexity for a set of languages). Informally, a finite VC dimension requires that there be restrictions on the set of languages to be learned such that they do not differ from one another in arbitrary ways. These restrictions can be construed as universals that are required for language to be learnable (given formal language learnability theory). The chapter concludes by pointing out that formalizations of the semantic contribution (e.g., compositionality) to language learning might yield further insight into language universals.Less
This chapter reports on research showing that it may be a universal structural property of human languages that they fall into a class of languages defined by mildly context-sensitive grammars. It also investigates the issue of whether there are properties of language that are needed to guarantee that it is learnable. It suggests that languages are learnable if they have a finite Vapnik-Chervonenkis (VC) dimension (where the VC dimension provides a combinatorial measure of complexity for a set of languages). Informally, a finite VC dimension requires that there be restrictions on the set of languages to be learned such that they do not differ from one another in arbitrary ways. These restrictions can be construed as universals that are required for language to be learnable (given formal language learnability theory). The chapter concludes by pointing out that formalizations of the semantic contribution (e.g., compositionality) to language learning might yield further insight into language universals.
John Goldsmith
- Published in print:
- 2009
- Published Online:
- September 2009
- ISBN:
- 9780199547548
- eISBN:
- 9780191720628
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199547548.003.0007
- Subject:
- Linguistics, Psycholinguistics / Neurolinguistics / Cognitive Linguistics, Computational Linguistics
A range of approaches to word structure assume segmentation of words into morphs. This chapter proposes explicit algorithm that takes natural language text as its input, and produces the ...
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A range of approaches to word structure assume segmentation of words into morphs. This chapter proposes explicit algorithm that takes natural language text as its input, and produces the morphological structure of text as its output. Within this model, formal notions that correspond naturally to the traditional notion of analogy are useful and important as part of a boot-strapping heuristic for the discovery of morphological structure. At the same time, it is necessary to develop a refined quantitative model in order to find the kind of articulated linguistic structures that are to be found in natural languages.Less
A range of approaches to word structure assume segmentation of words into morphs. This chapter proposes explicit algorithm that takes natural language text as its input, and produces the morphological structure of text as its output. Within this model, formal notions that correspond naturally to the traditional notion of analogy are useful and important as part of a boot-strapping heuristic for the discovery of morphological structure. At the same time, it is necessary to develop a refined quantitative model in order to find the kind of articulated linguistic structures that are to be found in natural languages.
Fernand Gobet and Peter C. R. Lane
- Published in print:
- 2007
- Published Online:
- April 2010
- ISBN:
- 9780195178845
- eISBN:
- 9780199893751
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195178845.003.0008
- Subject:
- Psychology, Cognitive Psychology
This chapter discusses how order effects arise within EPAM (Elementary Perceiver and Memorizer), an influential computational theory of cognition developed by Feigenbaum and Simon. EPAM acquires ...
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This chapter discusses how order effects arise within EPAM (Elementary Perceiver and Memorizer), an influential computational theory of cognition developed by Feigenbaum and Simon. EPAM acquires knowledge by constructing a discrimination network indexing chunks, closely integrating perception and memory. After a brief description of the theory, including its learning mechanisms, the chapter focuses on three ways order effects occur in EPAM: (a) as a function of attention; (b) as a function of the learning mechanisms; and (c) as a function of the ordering of stimuli in the environment. It illustrates these three cases with the paired-associate task in verbal learning and with an experiment using artificial material. It also addresses some of the implications of this work for education, including how to order hierarchically arrangeable material, and the need to focus learners on important and relevant features.Less
This chapter discusses how order effects arise within EPAM (Elementary Perceiver and Memorizer), an influential computational theory of cognition developed by Feigenbaum and Simon. EPAM acquires knowledge by constructing a discrimination network indexing chunks, closely integrating perception and memory. After a brief description of the theory, including its learning mechanisms, the chapter focuses on three ways order effects occur in EPAM: (a) as a function of attention; (b) as a function of the learning mechanisms; and (c) as a function of the ordering of stimuli in the environment. It illustrates these three cases with the paired-associate task in verbal learning and with an experiment using artificial material. It also addresses some of the implications of this work for education, including how to order hierarchically arrangeable material, and the need to focus learners on important and relevant features.
Bee Wee and Nic Hughes
- Published in print:
- 2007
- Published Online:
- November 2011
- ISBN:
- 9780198569855
- eISBN:
- 9780191730443
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198569855.003.0001
- Subject:
- Palliative Care, Palliative Medicine Research, Patient Care and End-of-Life Decision Making
This chapter sets out relevant learning theories which may be deemed useful. The ultimate goal of palliative care education is to ensure that patients with palliative care needs, and their families, ...
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This chapter sets out relevant learning theories which may be deemed useful. The ultimate goal of palliative care education is to ensure that patients with palliative care needs, and their families, receive high quality care so that those involved in their care know what to do and how to do it well and are able to exercise wise judgement when doing it. The ability to teach others about palliative care and to learn from them in return is therefore crucial. This chapter considers how learning and teaching in palliative care differ from learning and teaching in other fields and presents theories, models, and frameworks relevant to palliative care education. These theories and models are referred to in subsequent chapters.Less
This chapter sets out relevant learning theories which may be deemed useful. The ultimate goal of palliative care education is to ensure that patients with palliative care needs, and their families, receive high quality care so that those involved in their care know what to do and how to do it well and are able to exercise wise judgement when doing it. The ability to teach others about palliative care and to learn from them in return is therefore crucial. This chapter considers how learning and teaching in palliative care differ from learning and teaching in other fields and presents theories, models, and frameworks relevant to palliative care education. These theories and models are referred to in subsequent chapters.
Jörg Rieskamp and Philipp E. Otto
- Published in print:
- 2011
- Published Online:
- May 2011
- ISBN:
- 9780199744282
- eISBN:
- 9780199894727
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199744282.003.0011
- Subject:
- Psychology, Cognitive Psychology, Human-Technology Interaction
The assumption that people possess a repertoire of strategies to solve the inference problems they face has been raised repeatedly. However, a computational model specifying how people select ...
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The assumption that people possess a repertoire of strategies to solve the inference problems they face has been raised repeatedly. However, a computational model specifying how people select strategies from their repertoire is still lacking. The proposed strategy selection learning (SSL) theory predicts a strategy selection process on the basis of reinforcement learning. The theory assumes that individuals develop subjective expectations for the strategies they have and select strategies proportional to their expectations, which are then updated on the basis of subsequent experience. The learning assumption was supported in four experimental studies. Participants substantially improved their inferences through feedback. In all four studies, the best-performing strategy from the participants' repertoires most accurately predicted the inferences after sufficient learning opportunities. When testing SSL against three models representing extensions of SSL and against an exemplar model assuming a memory-based inference process, the authors found that SSL predicted the inferences most accurately.Less
The assumption that people possess a repertoire of strategies to solve the inference problems they face has been raised repeatedly. However, a computational model specifying how people select strategies from their repertoire is still lacking. The proposed strategy selection learning (SSL) theory predicts a strategy selection process on the basis of reinforcement learning. The theory assumes that individuals develop subjective expectations for the strategies they have and select strategies proportional to their expectations, which are then updated on the basis of subsequent experience. The learning assumption was supported in four experimental studies. Participants substantially improved their inferences through feedback. In all four studies, the best-performing strategy from the participants' repertoires most accurately predicted the inferences after sufficient learning opportunities. When testing SSL against three models representing extensions of SSL and against an exemplar model assuming a memory-based inference process, the authors found that SSL predicted the inferences most accurately.
CHERYL REGEHR and TED BOBER
- Published in print:
- 2005
- Published Online:
- January 2009
- ISBN:
- 9780195165029
- eISBN:
- 9780199864089
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195165029.003.0011
- Subject:
- Social Work, Health and Mental Health
Trauma response teams are now found within most communities and many emergency service organizations. They provide a range of services to emergency response workers, their organizations and their ...
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Trauma response teams are now found within most communities and many emergency service organizations. They provide a range of services to emergency response workers, their organizations and their communities, and are now viewed as essential parts of almost every emergency preparedness plan. In order for these teams to be effective however, it is vital that considerable preparation and effort go into the design of the team, articulation of team mandate and functions, selection and training of team members, and the ongoing maintenance and administration of the team. This chapter includes guidelines on recruitment, team training, team deployment, and objectives. The responsibilities of the team members at various events are at different stages of the disaster are also outlined. Finally, the chapter provides a model for team training that includes team building, discussions about boundaries and ethics, effective listening, individual assessment skills, and groupwork skills.Less
Trauma response teams are now found within most communities and many emergency service organizations. They provide a range of services to emergency response workers, their organizations and their communities, and are now viewed as essential parts of almost every emergency preparedness plan. In order for these teams to be effective however, it is vital that considerable preparation and effort go into the design of the team, articulation of team mandate and functions, selection and training of team members, and the ongoing maintenance and administration of the team. This chapter includes guidelines on recruitment, team training, team deployment, and objectives. The responsibilities of the team members at various events are at different stages of the disaster are also outlined. Finally, the chapter provides a model for team training that includes team building, discussions about boundaries and ethics, effective listening, individual assessment skills, and groupwork skills.
Paul Erickson
- Published in print:
- 2015
- Published Online:
- May 2016
- ISBN:
- 9780226097039
- eISBN:
- 9780226097206
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226097206.003.0005
- Subject:
- History, History of Science, Technology, and Medicine
Game theory’s creators had suggested that the theory might serve as a positive, predictive depiction of human behavior, to be corroborated by experiment and experience. This was certainly how the ...
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Game theory’s creators had suggested that the theory might serve as a positive, predictive depiction of human behavior, to be corroborated by experiment and experience. This was certainly how the first generation of postwar mathematicians approached the theory, inventing interesting games like the famed “Prisoner’s Dilemma” in order to “test” alternative game-theoretic solutions. Even so, they frequently found themselves carefully selecting their subjects and experimental setups to best produce the desired behavioral phenomena. But while mathematicians remained the most visible apostles of game theory through the 1950s, researchers in the human sciences increasingly began to encounter and appropriate the theory, often in conjunction with cross-disciplinary research programs like “behavioral science” and attempts to create a unified study of human behavior with support from RAND, the Office of Naval Research, and private philanthropies like the Ford Foundation. For these researchers, game theory was often interpreted less as a foundation for testable predictions, and more as an analytic technique permitting them to use observed behavior to shed light on the underlying attitudes, values, or cognitive processes of individuals and groups alike.Less
Game theory’s creators had suggested that the theory might serve as a positive, predictive depiction of human behavior, to be corroborated by experiment and experience. This was certainly how the first generation of postwar mathematicians approached the theory, inventing interesting games like the famed “Prisoner’s Dilemma” in order to “test” alternative game-theoretic solutions. Even so, they frequently found themselves carefully selecting their subjects and experimental setups to best produce the desired behavioral phenomena. But while mathematicians remained the most visible apostles of game theory through the 1950s, researchers in the human sciences increasingly began to encounter and appropriate the theory, often in conjunction with cross-disciplinary research programs like “behavioral science” and attempts to create a unified study of human behavior with support from RAND, the Office of Naval Research, and private philanthropies like the Ford Foundation. For these researchers, game theory was often interpreted less as a foundation for testable predictions, and more as an analytic technique permitting them to use observed behavior to shed light on the underlying attitudes, values, or cognitive processes of individuals and groups alike.
Nida Denson and Marsha Ing
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780199794942
- eISBN:
- 9780199914500
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199794942.003.0034
- Subject:
- Psychology, Social Psychology
Educational psychology is the study of how people learn. This chapter begins by discussing how issues of racial and cultural diversity relate to psychological literacy and psychology undergraduate ...
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Educational psychology is the study of how people learn. This chapter begins by discussing how issues of racial and cultural diversity relate to psychological literacy and psychology undergraduate education. It then summarizes several theories about how people learn and focus on the impact of racial and cultural diversity in higher education. The chapter provides an overview of current trends in the higher education literature and the three distinct forms of diversity (i.e., structural diversity, curricular/co-curricular diversity, and interaction diversity). The chapter discusses how these forms of diversity help to address strengths and gaps in the literature. The chapter then discusses how diversity in higher education relates to psychological literacy and the psychologically literate citizen. The chapter concludes by providing some practical suggestions and implications for educational practice and, in particular, ways in which to facilitate the development of psychological literacy in undergraduate psychology courses.Less
Educational psychology is the study of how people learn. This chapter begins by discussing how issues of racial and cultural diversity relate to psychological literacy and psychology undergraduate education. It then summarizes several theories about how people learn and focus on the impact of racial and cultural diversity in higher education. The chapter provides an overview of current trends in the higher education literature and the three distinct forms of diversity (i.e., structural diversity, curricular/co-curricular diversity, and interaction diversity). The chapter discusses how these forms of diversity help to address strengths and gaps in the literature. The chapter then discusses how diversity in higher education relates to psychological literacy and the psychologically literate citizen. The chapter concludes by providing some practical suggestions and implications for educational practice and, in particular, ways in which to facilitate the development of psychological literacy in undergraduate psychology courses.
Arménio Rego, Miguel Pina e Cunha, and Stewart Clegg
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199653867
- eISBN:
- 9780191742057
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199653867.003.0006
- Subject:
- Business and Management, Organization Studies, HRM / IR
This chapter integrates the arguments presented in the previous chapters. Different virtues tend to support different roles, activities, and competencies. Therefore, global leaders must combine ...
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This chapter integrates the arguments presented in the previous chapters. Different virtues tend to support different roles, activities, and competencies. Therefore, global leaders must combine different virtues for being effective and a source of positive impact. Thus, the chapter suggests the relevance of strengths is contingent upon the global leaders’ roles and missions. Reciprocal influences between strengths are also discussed. The chapter also suggests that human strengths and virtues may serve as facilitators and enablers of global leader development. Finally, the chapter points out some research directions.Less
This chapter integrates the arguments presented in the previous chapters. Different virtues tend to support different roles, activities, and competencies. Therefore, global leaders must combine different virtues for being effective and a source of positive impact. Thus, the chapter suggests the relevance of strengths is contingent upon the global leaders’ roles and missions. Reciprocal influences between strengths are also discussed. The chapter also suggests that human strengths and virtues may serve as facilitators and enablers of global leader development. Finally, the chapter points out some research directions.
Susan A. O'Neill and Yaroslav Senyshyn
- Published in print:
- 2011
- Published Online:
- May 2015
- ISBN:
- 9780195386677
- eISBN:
- 9780190268039
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780195386677.003.0001
- Subject:
- Music, Psychology of Music
This chapter specifies how theoretical conceptualizations of learning have become integrated into a student's thinking and representation. It provides a review of ideas and concepts associated with ...
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This chapter specifies how theoretical conceptualizations of learning have become integrated into a student's thinking and representation. It provides a review of ideas and concepts associated with influential music learning theories. It analyzes four influential perspectives of learning, and considers how the learner is shaped by them: (1) the music learner as a skilled performer, (2) the music learner as a collaborator, (3) the music learner as an explorer, and (4) the music learner as an authentic musical being. It also explores Pierre Bourdieu's theory of the field of cultural production in his The Field of Cultural Production: Essays on Art and Literature, and looks into the view that the music learner is a part of an intricate sociocultural web involving particular structures and practices that empower some and prevent others from taking a deliberate role in the field of cultural production that constitutes music.Less
This chapter specifies how theoretical conceptualizations of learning have become integrated into a student's thinking and representation. It provides a review of ideas and concepts associated with influential music learning theories. It analyzes four influential perspectives of learning, and considers how the learner is shaped by them: (1) the music learner as a skilled performer, (2) the music learner as a collaborator, (3) the music learner as an explorer, and (4) the music learner as an authentic musical being. It also explores Pierre Bourdieu's theory of the field of cultural production in his The Field of Cultural Production: Essays on Art and Literature, and looks into the view that the music learner is a part of an intricate sociocultural web involving particular structures and practices that empower some and prevent others from taking a deliberate role in the field of cultural production that constitutes music.
Steven Pinker
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780199328741
- eISBN:
- 9780199369355
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199328741.003.0001
- Subject:
- Linguistics, Psycholinguistics / Neurolinguistics / Cognitive Linguistics
Research is reviewed that addresses itself to human language learning by developing precise, mechanistic models that are capable in principle of acquiring languages on the basis of exposure to ...
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Research is reviewed that addresses itself to human language learning by developing precise, mechanistic models that are capable in principle of acquiring languages on the basis of exposure to linguistic data. Such research includes theorems on language learnability from mathematical linguistics, computer models of language acquisition from cognitive simulation and artificial intelligence, and models of transformational grammar acquisition from theoretical linguistics. It is argued that such research bears strongly on major issues in developmental psycholinguistics, in particular, nativism and empiricism, the role of semantics and pragmatics in language learning, cognitive development, and the importance of the simplified speech addressed to children.Less
Research is reviewed that addresses itself to human language learning by developing precise, mechanistic models that are capable in principle of acquiring languages on the basis of exposure to linguistic data. Such research includes theorems on language learnability from mathematical linguistics, computer models of language acquisition from cognitive simulation and artificial intelligence, and models of transformational grammar acquisition from theoretical linguistics. It is argued that such research bears strongly on major issues in developmental psycholinguistics, in particular, nativism and empiricism, the role of semantics and pragmatics in language learning, cognitive development, and the importance of the simplified speech addressed to children.
Cynthia Crump Taggart
- Published in print:
- 2016
- Published Online:
- March 2016
- ISBN:
- 9780199328093
- eISBN:
- 9780190464417
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199328093.003.0010
- Subject:
- Music, Psychology of Music
Music learning theory (MLT), which was developed by Edwin Gordon, provides a theoretical framework for teaching music. At its core is the goal of developing audiation skills so that students can ...
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Music learning theory (MLT), which was developed by Edwin Gordon, provides a theoretical framework for teaching music. At its core is the goal of developing audiation skills so that students can become musically independent. MLT is built upon research focusing on the similarities between the music and language learning processes; acquiring a sense of syntactical structure is central to both. This focus on syntax differentiates MLT from most other music learning approaches. The two primary components of MLT instruction are learning sequence activities (i.e., tonal and rhythm pattern instruction) and classroom activities. These combine to form a whole-part-whole approach to teaching music, with classroom activities serving as the wholes, and pattern instruction serving as the part. Individualizing instruction to meet the musical needs of each child is fundamental to MLT. This chapter explores the theoretical underpinnings of MLT, how it unfolds in practice, and its strengths and weaknesses.Less
Music learning theory (MLT), which was developed by Edwin Gordon, provides a theoretical framework for teaching music. At its core is the goal of developing audiation skills so that students can become musically independent. MLT is built upon research focusing on the similarities between the music and language learning processes; acquiring a sense of syntactical structure is central to both. This focus on syntax differentiates MLT from most other music learning approaches. The two primary components of MLT instruction are learning sequence activities (i.e., tonal and rhythm pattern instruction) and classroom activities. These combine to form a whole-part-whole approach to teaching music, with classroom activities serving as the wholes, and pattern instruction serving as the part. Individualizing instruction to meet the musical needs of each child is fundamental to MLT. This chapter explores the theoretical underpinnings of MLT, how it unfolds in practice, and its strengths and weaknesses.
James L. McClelland
- Published in print:
- 2010
- Published Online:
- August 2013
- ISBN:
- 9780262014571
- eISBN:
- 9780262289672
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262014571.003.0007
- Subject:
- Neuroscience, Research and Theory
This chapter offers a scientific theory of the nature of human memory that fits naturally with the view of memory as a constructive process. This theory, the complementary learning systems theory, is ...
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This chapter offers a scientific theory of the nature of human memory that fits naturally with the view of memory as a constructive process. This theory, the complementary learning systems theory, is grounded in a broad framework for understanding human cognitive processes called the parallel distributed processing (PDP) framework, a framework the author of this chapter helped develop with David Rumelhart and others in 1986. At the time the theory was presented in 1995, the focus was on one of the theory's two complementary learning systems, a fast-learning system in the medial temporal lobes of the brain. Subsequent work with Timothy Rogers, presented in Semantic Cognition, focused on the other, slow-learning system, located elsewhere in the neocortex. Later sections lay out the theory itself and distinguish it from other researchers' approaches to the neuroscience of memory. It then considers recent developments, as well as questions about the theory and its relevance to the humanities.Less
This chapter offers a scientific theory of the nature of human memory that fits naturally with the view of memory as a constructive process. This theory, the complementary learning systems theory, is grounded in a broad framework for understanding human cognitive processes called the parallel distributed processing (PDP) framework, a framework the author of this chapter helped develop with David Rumelhart and others in 1986. At the time the theory was presented in 1995, the focus was on one of the theory's two complementary learning systems, a fast-learning system in the medial temporal lobes of the brain. Subsequent work with Timothy Rogers, presented in Semantic Cognition, focused on the other, slow-learning system, located elsewhere in the neocortex. Later sections lay out the theory itself and distinguish it from other researchers' approaches to the neuroscience of memory. It then considers recent developments, as well as questions about the theory and its relevance to the humanities.
Mark Smith
- Published in print:
- 2009
- Published Online:
- March 2012
- ISBN:
- 9781861349088
- eISBN:
- 9781447303268
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781861349088.003.0005
- Subject:
- Social Work, Children and Families
This chapter examines some of the theories and approaches that have been applied to residential child care in Britain over the years and in different practice settings. A lack of appropriate ...
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This chapter examines some of the theories and approaches that have been applied to residential child care in Britain over the years and in different practice settings. A lack of appropriate theoretical knowledge among those operating and managing care homes was implicated in the maintenance of the Pindown regime in Staffordshire and in the failure of colleagues and managers to see the dangers in Frank Beck's claim to be using regression therapy in Leicestershire. At a more prosaic level, over-reliance on a particular theoretical orientation can detract from the provision of good everyday care. After tracing the history of theory in residential child care, the chapter considers some of the theories including psychodynamic theory, behavioural approaches, developmental models, and stage models. It also discusses derivatives of psychodynamic approaches (attachment, resilience) and behavioural approaches (social-learning theory, cognitive behaviourism, solution-focused approaches). The chapter concludes by suggesting that residential child care needs to cast its net more widely in seeking out an appropriate theory base.Less
This chapter examines some of the theories and approaches that have been applied to residential child care in Britain over the years and in different practice settings. A lack of appropriate theoretical knowledge among those operating and managing care homes was implicated in the maintenance of the Pindown regime in Staffordshire and in the failure of colleagues and managers to see the dangers in Frank Beck's claim to be using regression therapy in Leicestershire. At a more prosaic level, over-reliance on a particular theoretical orientation can detract from the provision of good everyday care. After tracing the history of theory in residential child care, the chapter considers some of the theories including psychodynamic theory, behavioural approaches, developmental models, and stage models. It also discusses derivatives of psychodynamic approaches (attachment, resilience) and behavioural approaches (social-learning theory, cognitive behaviourism, solution-focused approaches). The chapter concludes by suggesting that residential child care needs to cast its net more widely in seeking out an appropriate theory base.
JOHN W. RENFREW
- Published in print:
- 1996
- Published Online:
- March 2012
- ISBN:
- 9780195082302
- eISBN:
- 9780199846894
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195082302.003.0008
- Subject:
- Psychology, Social Psychology
This chapter examines the influence of sociopsychosocial factors in aggressive behaviour. It highlights the role of respondent and operating conditioning in the acquisition and elimination of ...
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This chapter examines the influence of sociopsychosocial factors in aggressive behaviour. It highlights the role of respondent and operating conditioning in the acquisition and elimination of aggression. It discusses attempts to apply the social leaning theory and social learning principles in determining how aggressive behaviours can be controlled by authority figures, non-aggressive models, cognitive manipulations, and incompatible environments. Some of these results may be useful in the development of treatment techniques for aggression.Less
This chapter examines the influence of sociopsychosocial factors in aggressive behaviour. It highlights the role of respondent and operating conditioning in the acquisition and elimination of aggression. It discusses attempts to apply the social leaning theory and social learning principles in determining how aggressive behaviours can be controlled by authority figures, non-aggressive models, cognitive manipulations, and incompatible environments. Some of these results may be useful in the development of treatment techniques for aggression.
Martha Stone Wiske
- Published in print:
- 1997
- Published Online:
- March 2012
- ISBN:
- 9780195115772
- eISBN:
- 9780199848041
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195115772.003.0011
- Subject:
- Psychology, Developmental Psychology
No knowledge can be acquired separately from the meaning associated with the experience or the information perceived by the learner or community of learners. This statement is the basic assumption of ...
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No knowledge can be acquired separately from the meaning associated with the experience or the information perceived by the learner or community of learners. This statement is the basic assumption of constructivist learning theory, which promotes both individual and social types of “making sense.” In the field of shared educational research, the paradigm is contextualized by discovering its implications in the understanding of students' understanding. This opposes the conventional notion of “transmitted” culture, which asserts that knowledge is a fixed commodity to be passed on accurately from one generation to another. To further elaborate the model, the author made used of the data collected by the Educational Technology Center, an institution that brings together educational studies, curriculum improvements and modification in the classroom setting. Along with this are the enumeration of existing and potential predicaments, academe collaborations and the suggestion of counteractive ways of dealing with these tensions.Less
No knowledge can be acquired separately from the meaning associated with the experience or the information perceived by the learner or community of learners. This statement is the basic assumption of constructivist learning theory, which promotes both individual and social types of “making sense.” In the field of shared educational research, the paradigm is contextualized by discovering its implications in the understanding of students' understanding. This opposes the conventional notion of “transmitted” culture, which asserts that knowledge is a fixed commodity to be passed on accurately from one generation to another. To further elaborate the model, the author made used of the data collected by the Educational Technology Center, an institution that brings together educational studies, curriculum improvements and modification in the classroom setting. Along with this are the enumeration of existing and potential predicaments, academe collaborations and the suggestion of counteractive ways of dealing with these tensions.
Lamdin Rain
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780195383263
- eISBN:
- 9780199344871
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195383263.003.0002
- Subject:
- Social Work, Health and Mental Health
In this chapter I explore the professional socialization of medical students through the preclinical to clinical transition of medical education. I discuss professional socialization, the importance ...
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In this chapter I explore the professional socialization of medical students through the preclinical to clinical transition of medical education. I discuss professional socialization, the importance of transitions in medical education and student stress, and formal and informal learning. Lave and Wenger’s sociocultural learning theory provides a theoretical underpinning related to workplace learning. The research presented was undertaken in a traditionally structured medical program with some early clinical experiences provided to students during the preclinical years of teaching. Twenty-one students volunteered to be interviewed in their third year and again in their fourth year, before and after their transition into the clinical environment. I undertook in-depth semistructured interviews focusing on students’ experiences with patients. The audiotaped interviews were transcribed and analyzed for themes. I present the following themes: medical work; sad and tragic events; bridging professional and personal worlds. I discuss student stress and legitimate peripheral participation through these three themes. Finally, the relevance of this research to medical students and clinical teachers is considered.Less
In this chapter I explore the professional socialization of medical students through the preclinical to clinical transition of medical education. I discuss professional socialization, the importance of transitions in medical education and student stress, and formal and informal learning. Lave and Wenger’s sociocultural learning theory provides a theoretical underpinning related to workplace learning. The research presented was undertaken in a traditionally structured medical program with some early clinical experiences provided to students during the preclinical years of teaching. Twenty-one students volunteered to be interviewed in their third year and again in their fourth year, before and after their transition into the clinical environment. I undertook in-depth semistructured interviews focusing on students’ experiences with patients. The audiotaped interviews were transcribed and analyzed for themes. I present the following themes: medical work; sad and tragic events; bridging professional and personal worlds. I discuss student stress and legitimate peripheral participation through these three themes. Finally, the relevance of this research to medical students and clinical teachers is considered.
Daeyeol Lee
- Published in print:
- 2020
- Published Online:
- March 2021
- ISBN:
- 9780190908324
- eISBN:
- 9780197525692
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190908324.003.0007
- Subject:
- Neuroscience, Behavioral Neuroscience, Development
Long-lasting effects of brief sensory experience must be mediated by long-term changes in the strength of connections between neurons in the brain. This phenomenon is known as synaptic plasticity, ...
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Long-lasting effects of brief sensory experience must be mediated by long-term changes in the strength of connections between neurons in the brain. This phenomenon is known as synaptic plasticity, and the physical location of such change is referred to as the engram. This chapter illustrates how multiple learning and memory systems might be implemented in different anatomical modules of the brain and what role dopamine plays in learning. Most of these neurobiological and behavioral observations can be accounted for by reinforcement learning theory. The goal of reinforcement is to understand how utilities must be altered by experience so that rational choices based on the utility functions can result in the most desirable outcomes through learning.Less
Long-lasting effects of brief sensory experience must be mediated by long-term changes in the strength of connections between neurons in the brain. This phenomenon is known as synaptic plasticity, and the physical location of such change is referred to as the engram. This chapter illustrates how multiple learning and memory systems might be implemented in different anatomical modules of the brain and what role dopamine plays in learning. Most of these neurobiological and behavioral observations can be accounted for by reinforcement learning theory. The goal of reinforcement is to understand how utilities must be altered by experience so that rational choices based on the utility functions can result in the most desirable outcomes through learning.
Alan Baddeley
- Published in print:
- 2008
- Published Online:
- March 2012
- ISBN:
- 9780199228768
- eISBN:
- 9780191696336
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199228768.003.0003
- Subject:
- Psychology, Cognitive Psychology
This chapter is concerned with developments in psychology in the 1950s. It suggests that this period witnessed the demise of Gestalt psychology, a distinctive approach to experimental psychology, ...
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This chapter is concerned with developments in psychology in the 1950s. It suggests that this period witnessed the demise of Gestalt psychology, a distinctive approach to experimental psychology, strongly influenced by the Gestalt principles of perception. During this period, in universities the influence of behaviourism was very strong and the major focus of most psychology courses were theories of learning. Another significant development came through the information processing approach to the study of human cognition, which reflected a number of separate but related sources. These include communication theory and the attempt by Claude Shannon to measure the flow of information through an electronic communication channel in terms of the capacity of a message to reduce uncertainty.Less
This chapter is concerned with developments in psychology in the 1950s. It suggests that this period witnessed the demise of Gestalt psychology, a distinctive approach to experimental psychology, strongly influenced by the Gestalt principles of perception. During this period, in universities the influence of behaviourism was very strong and the major focus of most psychology courses were theories of learning. Another significant development came through the information processing approach to the study of human cognition, which reflected a number of separate but related sources. These include communication theory and the attempt by Claude Shannon to measure the flow of information through an electronic communication channel in terms of the capacity of a message to reduce uncertainty.
