Philosophy Dictionary of ArgumentsHome
| |||
|
| |||
| Learning: learning is acquiring the ability to establish relationships between signs, symptoms or symbols and objects. This also includes e.g. recognition and recollection of patterns, similarities, sensory perceptions, self-perception, etc. In the ideal case, the ability to apply generalizations to future cases is acquired while learning. See also knowledge, knowledge-how, competence._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. | |||
| Author | Concept | Summary/Quotes | Sources |
|---|---|---|---|
|
Connectionism on Learning - Dictionary of Arguments
Slater I 93 Learning/connectionism/Mareschal: (i.e., adapting one’s behavior) is accomplished by tuning the connection weights until some stable behavior is obtained. Supervised networks adjust their weights until the output response (for a given input) matches a target response. That target can come from an active teacher, or passively through observing the environment, but it must come from outside the system. Unsupervised networks adjust their weights until some internal constraint is satisfied (e.g., maximally different inputs must have maximally different internal representations). Slater I 94 The key conclusion from this work (Munakata et al. 1997)(1) is the notion of the graded representation of knowledge. That is, rather than existing as an all-or-none concept, object permanence was acquired gradually. Consequently, the representations that underlay this concept existed in graded states, becoming ever more robust with age and experience, and supporting ever more complex disappearance events. 1. Munakata, Y., McClelland, J. L., Johnson, M. H., & Siegler, R. S. (1997). Rethinking infant knowledge: Toward an adaptive process account of successes and failures in object permanence tasks. Psychological Review, 104, 686–713. Denis Mareschal and Jordy Kaufman, „Object permanence in Infancy. Revisiting Baillargeon’s Drawbridge Experiment“ in: Alan M. Slater & Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition. |
Connectionism Slater I Alan M. Slater Paul C. Quinn Developmental Psychology. Revisiting the Classic Studies London 2012 |
||
> Counter arguments against Connectionism
> Counter arguments in relation to Learning
Ed. Martin Schulz, access date 2024-04-19