LEARNING and TEACHING Theories, Approaches and Models
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Studying Professional Learning from the Perspective Of
STUDYING PROFESSIONAL LEARNING FROM THE PERSPECTIVE OF WITTGENSTEIN’S PICTURE OF LANGUAGE AND MEANING JOSEPH SAMUEL GARDNER A DISSERTATION SUBMITTED TO THE FACULTY OF GRADUATE STUDIES IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY GRADUATE PROGRAM IN EDUCATION YORK UNIVERSITY TORONTO, ONTARIO March 2019 © Joseph Sam Gardner, 2019 Abstract My own experience working with professionals is that while ongoing professional learning is valued, in most cases there is little that is done well to support such learning. The dominant foci in both practice and the relevant academic fields tend more towards issues connected to linear features of dissemination, to the development of programmatic change approaches, and to scientism. My perception is that these fields are wedded to outdated and problematic foundational metaphors such as ‘trajectories,’ ‘impacts,’ and ‘outcomes,’ to the quantification of learning processes and outcomes, and to the idea of knowledge and research as things that are somehow “transferable.” The aim of this dissertation is, therefore, to find a grounding way to think and talk about professionals’ learning in situ. In turning to Wittgenstein I shift the fundamentals underlying our talk about professional learning towards a picture of language and meaning. I draw a picture of professional learning based on Wittgenstein’s picture of language and meaning, emphasizing Wittgenstein’s notion of a ‘picture,’ versus a ‘theory’ (i.e., a hypothetical, causal explanatory account), of language. Wittgenstein’s picture of language and meaning can be seen as a reaction to the representationalist (cognitivist, intellectualist) approach to language and meaning initiated mainly by Frege. Wittgenstein sketches a picture of language and meaning consisting of the interrelated parts of ‘language-games,’ ‘grammar,’ and ‘rules,’ focused around the ‘use’ of signs. -
This Article Appeared in a Journal Published by Elsevier. the Attached
This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Other uses, including reproduction and distribution, or selling or licensing copies, or posting to personal, institutional or third party websites are prohibited. In most cases authors are permitted to post their version of the article (e.g. in Word or Tex form) to their personal website or institutional repository. Authors requiring further information regarding Elsevier’s archiving and manuscript policies are encouraged to visit: http://www.elsevier.com/copyright Author's personal copy Behavioural Processes 85 (2010) 246–251 Contents lists available at ScienceDirect Behavioural Processes journal homepage: www.elsevier.com/locate/behavproc Functional relationships for determining similarities and differences in comparative cognition Anthony A. Wright ∗ Department of Neurobiology and Anatomy, Medical School, University of Texas Health Center at Houston, P.O. Box 20708, Houston, TX 77225, United States article info abstract Article history: Pigeons, capuchin monkeys and rhesus monkeys were trained in nearly identical same/different tasks Received 6 May 2010 with an expanding 8-item training set and showed qualitatively similar functional relationships: increas- Received in revised form 22 July 2010 ing novel-stimulus transfer (i.e., concept learning) as a function of the training-set size and the level of Accepted 30 July 2010 transfer eventually becoming equivalent to baseline training performance. There were also some quan- titative functional differences: pigeon transfer increases were more gradual and baseline-equivalent Keywords: transfer occurred at a larger set size (256 items) than for monkeys (128 items). -
Concept Learning for Robot Intelligence Justus Piater, University of Innsbruck
Concept Learning For Robot Intelligence Justus Piater, University of Innsbruck Abstract Current robot learning, and machine learning in general, requires carefully- engineered setups (environments, objective functions, training data, etc.) for learning to succeed. Perception and action spaces are specially crafted to meet the requirements of the learning objective, which is specified in advance. How can we construct robot learning systems that can learn in an open-ended fashion, acquire skills not foreseen by its designers, and scale up to virtually unlimited levels of complexity? I argue that a key to achieving this lies in the robot's ability to learn abstract concepts that can be reused as a basis for future learning, both in autonomous exploration and for teaching by humans. Table of Contents 1. Preface ..................................................................................... 1 2. Skill Learning Using Stacked Classifiers .......................................... 4 3. Skill Learning Using Projective Simulation ...................................... 7 4. Search Space Management ......................................................... 11 5. Conclusions ............................................................................. 13 1. Preface 1.1. Classical Machine Learning [Image1 from New Scientist2] [From my LinkedIn page] [Source3] [Image4 from The Next Web5] 1 https://d1o50x50snmhul.cloudfront.net/wp-content/uploads/2017/05/23120156/ rexfeatures_8828108ac1.jpg 2 https://www.newscientist.com/article/2132086-deepminds-ai-beats-worlds-best-go-player-in- latest-face-off/ 3 http://5.imimg.com/data5/YN/EU/MY-54329049/face-detection-and-recognition-500x500.jpg 4 https://cdn0.tnwcdn.com/wp-content/blogs.dir/1/files/2016/09/SwiftKey-neural-networks- hed-796x398.jpg 5 https://thenextweb.com/apps/2016/09/16/swiftkey-improves-its-android-keyboard-predictions- with-neural-networks/ 1 Preface 1.2. Autonomous Airshow Apprenticeship Learning Via Inverse Reinforcement Learning [Abbeel et al. -
Psychophysiological Concomitants of Levels of Cognitive Processing. Ronald Alan Cohen Louisiana State University and Agricultural & Mechanical College
Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1982 Psychophysiological Concomitants of Levels of Cognitive Processing. Ronald Alan Cohen Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Cohen, Ronald Alan, "Psychophysiological Concomitants of Levels of Cognitive Processing." (1982). LSU Historical Dissertations and Theses. 3794. https://digitalcommons.lsu.edu/gradschool_disstheses/3794 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This reproduction was made from a copy of a document sent to us for microfilming. While the most advanced technology has been used to photograph and reproduce this document, the quality of the reproduction is heavily dependent upon the quality of the material submitted. The following explanation of techniques is provided to help clarify markings or notations which may appear on this reproduction. 1.The sign or “target” for pages apparently lacking from the document photographed is “Missing Page(s)”. If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting through an image and duplicating adjacent pages to assure complete continuity. 2. When an image on the film is obliterated with a round black mark, it is an indication of either blurred copy because of movement during exposure, duplicate copy, or copyrighted materials that should not have been filmed. -
Chapter 11: Behaviorism: After the Founding
Chapter 11: Behaviorism: After the Founding Dr. Rick Grieve PSY 495 History and Systems Western Kentucky University 1 Neobehaviorism Operationism Operationism: the doctrine that a physical concept can be defined in precise terms relating to the set of operations or procedures by which it is determined The validity of any scientifiscientificc findings or theoretical construct depends on the validity of the operations used in arriving at that finding Percy W. Bridgman All physical concepts be defined precisely and that all concepts lacking physical referents be discarded Therefore, a physical concept is the same as the set of operations or procedures which defines it Propositions that cannot be put to the test are meaningless for science 2 Neobehaviorism This was first proposed in physics Neobehaviorists incorporated operationism into their psychology Edward Chance Tolman (1886(1886--1959)1959) Purposive Behaviorism Combines objective study of behavior with consideration of pusrposiveness, or goalgoal--orientationorientation in behavior Described in Purposive Behavior in Animals and Men (1932) Purposiveness can be described in behavioral terms z therefore, Tolman was not arguing for a return to consciousness All behaviors are goalgoal--directeddirected 3 Chapter 11: Behaviorism: After the Founding 1 Neobehaviorism Intervening variables Initiating causes and the final resulting behavior must be observable and must have operational definitions Five independent variables can function as causes of behavior z Environmental -
Buku Perkuliahan Psikologi Belajar
BUKU PERKULIAHAN PSIKOLOGI BELAJAR RIZMA FITHRI, S.Psi, M. Si PRODI PSIKOLOGI FAKULTAS DAKWAH DAN ILMU KOMUNIKASI UIN SUNAN AMPEL SURABAYA i PRAKATA Alhamdulillah puji syukur ke Hadirat Allah SWT atas selesainya buku perkuliahan Psikologi Belajar. Buku ini disusun untuk memenuhi kebutuhan bahan pustaka psikologi belajar yang selama ini dirasa cukup kurang. Penulisan buku ini dibiayai oleh IDB sebagai implementasi peningkatan mutu pembelajaran di lingkungan UIN Sunan Ampel Surabaya. Buku ini diharapkan dapat membantu mahasiswa peserta mata kuliah psikologi belajar untuk lebih mudah memahami teori-teori pskologi belajar, mulai dari teori belajar behavioristik, kognitif, humanistik dan konstruktifism. Selain itu juga diharapkan mahasiswa mampu mengaplikasikan teori- teori belajar dalam situasi belajar dan mengajar yang sesungguhnya. Buku ini akan banyak membantu mahasiswa yang tertarik dengan masalah belajar dan pembelajaran. Akhir kata, semoga buku perkuliahan ini bermanfaat untuk seluruh mahasiswa yang berminat terhadap psikologi belajar khususnya dan psikologi pendidikan pada umumnya. Surabaya, Desember 2014 Penulis Rizma Fithri, S. Psi, M. Si ii digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id DAFTAR ISI PENDAHULU Halaman Judul i Prakata ii Daftar Isi iii Satuan Acara Perkuliahan iv ISI PAKET Paket 1 : Pengertian Psikologi Belajar 1 Paket 2 : Teori Koneksionisme 2 Paket 3 : Teori Behaviorisme : Classical Conditioning Ivan Pavlov, Cotiguous -
Theories and Principles of Learning Enhance the Teaching and Learning Process in the Nurse–Client Relationship
© Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © MirageC /Getty Images © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC 3NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR TSALEheories OR DISTRIBUTION and Principles NOT FOR SALE OR DISTRIBUTION of Learning © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION OBJECTIVES Upon completion of this chapter, you will be able to do the following: ■■ Apply the following learning theories to selected teaching–learning situations: behavior- ©ism Jones (stimulus–response & Bartlett and Learning, operant conditioning), LLC cognitivism (gestalt© Jonesand information & Bartlett Learning, LLC NOTprocessing), FOR andSALE social OR cognitive DISTRIBUTION theory. NOT FOR SALE OR DISTRIBUTION ■■ Apply principles of learning in selected client education situations. ■■ Describe how theories and principles of learning enhance the teaching and learning process in the nurse–client relationship. © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION CHAPTER OUTLINE Introduction Principles of Learning Value of Theory • Focusing Intensifies Learning Theories of Learning • Repetition Enhances Learning © Jones & Bartlett Learning,Behavioral Views LLC of Learning © Jones• &Learner Bartlett Control Learning, -
UNIT 8 Behaviourism*
UNIT 8 BEHAVIOURISM* Structure 8.0 Introduction 8.1 Origins of Behaviourism 8.1.1 Presocratic Philosophers 8.1.2 French Sensationalism 8.1.3 British Empiricism 8.1.4 Animal Psychology 8.1.5 Russian Physiologists 8.1.6 Edward Lee Thorndike 8.1.7 Functionalism 8.2 John B. Watson (Watsonian Behaviourism) 8.2.1 Types of Behaviour 8.2.2 Instincts 8.2.3 Emotions 8.2.4 Thought Processes 8.2.5 Learning 8.2.6 Mind-Body Problem 8.2.7 Sex Education 8.2.8 Advertising 8.3 Criticisms of Watsonian Behaviourism 8.4 Overall Impact of Watson 8.5 Summary 8.6 Key Words 8.7 Review Questions 8.8 References and Further Reading 8.9 References for Figures 8.10 Web Resources Learning Objectives After reading this Unit, you will be able to: ● Ascertain the origins of behaviourism; ● Discuss the contributions of John Watson; and ● Describe the overall impact of Watsonian Behaviourism. * Dr. Saif R. Farooqi, Department of Applied Psychology, Vivekananda College, University of Delhi BPCC 106_2nd Proof.indd 144 4/1/2021 3:09:15 PM 8.0 INTRODUCTION Behaviorism Behaviourism or the behaviourist approach lays stress on the role of environmental stimuli in determining the way we act. Learning — changes in behaviour because of experiences (excluding changes due to fatigue, injury, or drug effects) — is at the centre of this approach. The study of classical and operant conditioning in behaviourism has further augmented the understanding of learning. During the development of psychology, United States of America in twentieth century witnessed the substantial support received by behaviourism as a system that defines psychology as the study of behaviour. -
BCCCD 2014 Budapest CEU Conference on Cognitive Development Program and Abstracts
BCCCD 2014 Budapest CEU Conference on Cognitive Development Program and Abstracts 2014.BccCD BCCCD 2014 Budapest CEU Conference on Cognitive Development ORGANIZED BY Cognitive Development Center Central European University http://cognitivescience.ceu.hu http://www.asszisztencia.hu/bcccd 09-11 January, 2014 Budapest, Hungary 2014.BccCD CONFERENCE ORGANIZATION The conference is organized by the Cognitive Development Center at CEU Cognitive Science Department, led by Professors Gergely Csibra and György Gergely CONFERENCE CHAIRS Mikołaj Hernik Rubeena Shamsudheen SCIENTIFIC COMMITTEE Bálint Forgács Dora Kampis Agota Major Olivier Mascaro Denis Tatone Ernő Téglás Jun Yin CONTACT Andrea Schrök E-mail: [email protected] ORGANIZING SECRETARIAT ASSZISZTENCIA Congress Bureau Szent Istv·n krt. 7, H-1055 Budapest, Hungary Phone: +36 1 350-1854 Fax: +36 1 350-0929 E-mail: [email protected] SCHEDULE SCHEDULE SCHEDULE January 9, Thursday 13.30 - 15.00 POSTER SESSION "A" WITH COFFEE & SNACKS TOBII PRE-CONFERENCE SESSION 15.30 - 17.30 INVITED SYMPOSIUM 08.45 - 10.00 Part 1 - presentation The nature and consequences of children’s concepts 10.30 - 12.00 Part 2 - hands on workshop of social groups Gil Diesendruck BUDAPEST CEU CONFERENCE ON COGNITIVE DEVELOPMENT 2014 18.00-19.00 ICE SKATING 12:45 -13:00 WELCOME January 11, Saturday 13.00 - 15.00 REGULAR SYMPOSIUM I 8.45 - 10.00 KEYNOTE LECTURE II Novel approaches to children’s developing Use of hammers and anvils to crack open nuts understanding of social norms. by wild capuchin monkeys Elisabetta Visalberghi 15.00 – 15:30 COFFEE & SNACKS BREAK 10.00 - 10:30 COFFEE & SNACKS BREAK 15.30 - 17.00 PAPER SESSION I 10.30 - 12.30 REGULAR SYMPOSIUM III 17.00 – 17:30 COFFEE BREAK Contextual, prosodic and gestural cues to meaning in human infant and primate communication. -
From Mollusks to Adult INSTITUTION Syracuse Univ., NY
DOCUMENT RESUME ED 070 958 AC 014 132 AUTHOR Carlson, Robert A. TITLE Conceptual Learning: From Mollusks to Adult Education. INSTITUTION Syracuse Univ., N.Y. ERIC Clearinghouse on Adult Education.; Syracuse Univ., N.Y. Publications Program in Continuing Education. PUB DATE Mar 73 NOTE 40p.; Occasional Papers, No. 35 AVAILABLE FROM Library of Continuing Education, 107 Roney Lane, Syracuse, N. Y. 13210 ($1.75) EDRS PRICE MF-S0.65 HC -$3.29 DESCRIPTORS *Adult Education; Adult Educators; *Concept Formation; *Concept Teaching; *Educational Philosophy; Learning Theories; *Literature Reviews; Research Reviews (Publications); Teaching Methods IDENTIFIERS Bruner (Jerome F); Piaget (Jean) ABSTRACT A brief analysis of conceptual learning in adult education and some philosophical implications for the practitioner are presented. This review traces the intellectual and political growth in the adult education movement. It lists recent seminal studies in the field and presents a series of relatively non-technical interpretations. The analysis of the literature is concerned primarily with the more basic question of whether the adult educator should attempt to incorporate conceptual learning into his practice. It concludes that some practitionersmay be justified in rejecting conceptual learning if it is in conflict with their basic philosophies and life styles, while othersmay find much of value in it.(Author/CK) OCCASIONAL PAPERS NUMBER 35 CONCEPTUAL LEARNING: FROM MOLLUSKS TO ADULT EDUCATION BY: ROBERT A. CARLSON Syracuse University PUBLICATIONS IN CONTINUING EDUCATION and ERIC CLEARINGHOUSE ON ADULT EDUCATION A Publication in Continuing Education Syracuse University Melvin A. Eggers, Chancellor John James Prucha, Vice Chancellorfor Academic Affairs Alexander N. Charters, Vice Presidentfor Continuing Education Robert J. -
Concept Learning
Concept Learning Jens LEHMANN a and Nicola FANIZZI b and Lorenz BÜHMANN a and Claudia D’AMATO b a Univ. Leipzig, Germany b Univ. Bari, Italy Abstract. One of the bottlenecks of the ontology construction process is the amount of work required with various figures playing a role in it: domain experts contribute their knowledge that has to be formalized by knowledge engineers so that it can be mechanized. As the gap between these roles likely makes the process slow and burdensome, this problem may be tackled by resorting to machine learning tech- niques. By adopting algorithms from inductive logic programming, the effort of the domain expert can be reduced, i.e. he has to label individual resources as instances of the target concept. From those labels, axioms can be induced, which can then be confirmed by the knowledge engineer. In this chapter, we survey existing methods in this area and illustrate three different algorithms in more detail. Some basics like refinement operators, decision trees and information gain are described. Finally, we briefly present implementations of those algorithms. Keywords. Refinement operators, Decision Trees, Information Gain 1. Introduction to Concept Learning One of the bottlenecks of the ontology construction process is represented by the amount of work required with various figures playing a role in it: domain experts contribute their knowledge that is formalized by knowledge engineers so that it can be mechanized. As the gap between these roles makes the process slow and burdensome, this problem may be tackled by resorting to machine learning (cf. Lawrynowicz and Tresp [23] in this volume) techniques. -
Categorization, Concept Learning, and Behavior Analysis: an Introduction
JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR 2002, 78, 237±248 NUMBER 3(NOVEMBER) CATEGORIZATION, CONCEPT LEARNING, AND BEHAVIOR ANALYSIS: AN INTRODUCTION THOMAS R. ZENTALL,MARK GALIZIO, AND THOMAS S. CRITCHFIELD UNIVERSITY OF KENTUCKY, UNIVERSITY OF NORTH CAROLINA AT WILMINGTON, AND ILLINOIS STATE UNIVERSITY Categorization and concept learning encompass some of the most important aspects of behavior, but historically they have not been central topics in the experimental analysis of behavior. To intro- duce this special issue of the Journal of the Experimental Analysis of Behavior (JEAB), we de®ne key terms; distinguish between the study of concepts and the study of concept learning; describe three types of concept learning characterized by the stimulus classes they yield; and brie¯y identify several other themes (e.g., quantitative modeling and ties to language) that appear in the literature. As the special issue demonstrates, a surprising amount and diversity of work is being conducted that either represents a behavior-analytic perspective or can inform or constructively challenge this perspective. Key words: categorization, concept learning, stimulus class, function transfer Categorization is not a matter to be taken taken place. Cognitive psychologists Laur- lightly. There is nothing more basic than cat- ence and Margolis (1999), in a book reviewed egorization to our thought, perception, ac- in the present issue, minced no words about tion, and speech. (Lakoff, 1987, p. 5) the association: ``Concepts are the most fun- Concepts give our world stability. They capture damental constructs in theories of the mind'' the notion that many objects or events are (p. 3). Yet scholars from many research com- alike in some important respects, and hence munities have struggled to come to grips with can be thought about and responded to in the complex repertoires that the topic en- ways already mastered.