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Integrating explanation-based and empirical learning methods in OCCAM
This paper discusses an approach to integrating empirical and explanation based learning techniques. The paper focuses on OCCAM, a program that has the capability to acquire via empirical means the knowledge needed for analytical learning. Two examples of this capability are discussed:The ability to use empirical techniques to acquire a domain theory for explanation based learning.The ability to use empirical learning techniques to find common patterns for causal relationships. These patterns encode a theory of causality (i.e., a set of general principles for recognizing causal relationships). Once acquired, a theory of causality can facilitate later learning by focusing on hypotheses which are consistent with the theory
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A comparative survey of integrated learning systems
This paper presents the duction framework for unifying the three basic forms of inference - deduction, abduction, and induction - by specifying the possible relationships and influences among them in the context of integrated learning. Special assumptive forms of inference are defined that extend the use of these inference methods, and the properties of these forms are explored. A comparison to a related inference-based learning frame work is made. Finally several existing integrated learning programs are examined in the perspective of the duction framework
Usage-based and emergentist approaches to language acquisition
It was long considered to be impossible to learn grammar based on linguistic experience alone. In the past decade, however, advances in usage-based linguistic theory, computational linguistics, and developmental psychology changed the view on this matter. So-called usage-based and emergentist approaches to language acquisition state that language can be learned from language use itself, by means of social skills like joint attention, and by means of powerful generalization mechanisms. This paper first summarizes the assumptions regarding the nature of linguistic representations and processing. Usage-based theories are nonmodular and nonreductionist, i.e., they emphasize the form-function relationships, and deal with all of language, not just selected levels of representations. Furthermore, storage and processing is considered to be analytic as well as holistic, such that there is a continuum between children's unanalyzed chunks and abstract units found in adult language. In the second part, the empirical evidence is reviewed. Children's linguistic competence is shown to be limited initially, and it is demonstrated how children can generalize knowledge based on direct and indirect positive evidence. It is argued that with these general learning mechanisms, the usage-based paradigm can be extended to multilingual language situations and to language acquisition under special circumstances
Automation and schema acquisition in learning elementary computer programming: Implications for the design of practice
Two complementary processes may be distinguished in learning a complex cognitive skill such as computer programming. First, automation offers task-specific procedures that may directly control programming behavior, second, schema acquisition offers cognitive structures that provide analogies in new problem situations. The goal of this paper is to explore what the nature of these processes can teach us for a more effective design of practice. The authors argue that conventional training strategies in elementary programming provide little guidance to the learner and offer little opportunities for mindful abstraction, which results in suboptimal automation and schema acquisition. Practice is considered to be most beneficial to learning outcomes and transfer under strict conditions, in particular, a heavy emphasis on the use of worked examples during practice and the assignment of programming tasks that demand mindful abstraction from these examples
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LT revisited : explanation-based learning and the logic of Principia mathematica
This paper describes an explanation-based learning (EBL) system based on a version of Newell, Shaw and Simon's LOGIC-THEORIST (LT). Results of applying this system to propositional calculus problems from Principia Mathematica are compared with results of applying several other versions of the same performance element to these problems. The primary goal of this study is to characterize and analyze differences between not learning, rote learning (LT's original learning method), and EBL. Another aim is to provide base-line characterizations of the performance of a simple problem solver in the context of the Principa problems, in the hope that these problems can be used as a benchmark for testing improved learning methods, just as problems like chess and the eight puzzle have been used as benchmarks in research on search methods
The effectiveness of "Learning by doing" as a strategy that uses the elaboration of didactic material done by the learners
Tesis (PedagogĂa en InglĂ©s)Nowadays, the instruction of vocabulary on the acquisition and learning of English as a second language is important and it has been recognized as a relevant aspect by academics and theoreticians of the area.
The aim of this study is to prove, through a concrete and an experimental form, the effectiveness of the constructivist strategy that uses the elaboration of didactic material as an improvement manner for the acquisition and learning of explicit vocabulary that, at the same time, may be meaningful to the pupils.
The âLearning by Doingâ strategy has been built under the perspective of the theory of constructivism, which has been adapted to be applied on two different educational establishments; both subsidized. The first school is located in El Belloto and the second school institution located in Villa Alemana. Accordingly, the thesis study was carried out on 5 different courses with a final average of 132 students.
This inquiry has a quantitative nature with a quasi â experimental design that has as a sample a paired â dependent kind, which took into account the control subunits and the experimental subunits from each EFL (English as a Foreign Language) classroom where the strategy previously mentioned was conducted.
As described on the previous paragraph, the results were analyzed using a mathematical â statistical type of measurement denominated âT â Testâ table. These demonstrated that the constructivist strategy namely âLearning by Doingâ improve the learning of explicit vocabulary on those grades belonging to the primary education.
Nowadays, the instruction of vocabulary on the acquisition and learning of English as a second language is important and it has been recognized as a relevant aspect by academics and theoreticians of the area.
The aim of this study is to prove, through a concrete and an experimental form, the effectiveness of the constructivist strategy that uses the elaboration of didactic material as an improvement manner for the acquisition and learning of explicit vocabulary that, at the same time, may be meaningful to the pupils.
The âLearning by Doingâ strategy has been built under the perspective of the theory of constructivism, which has been adapted to be applied on two different educational establishments; both subsidized. The first school is located in El Belloto and the second school institution located in Villa Alemana. Accordingly, the thesis study was carried out on 5 different courses with a final average of 132 students.
This inquiry has a quantitative nature with a quasi â experimental design that has as a sample a paired â dependent kind, which took into account the control subunits and the experimental subunits from each EFL (English as a Foreign Language) classroom where the strategy previously mentioned was conducted.
As described on the previous paragraph, the results were analyzed using a mathematical â statistical type of measurement denominated âT â Testâ table. These demonstrated that the constructivist strategy namely âLearning by Doingâ improve the learning of explicit vocabulary on those grades belonging to the primary education.En la actualidad, la instrucciĂłn del vocabulario es importante para la adquisiciĂłn y aprendizaje del inglĂ©s como segunda lengua. Esto ha sido reconocido como un aspecto relevante por acadĂ©micos y teĂłricos del ĂĄrea.
El objetivo de esta investigaciĂłn es probar a travĂ©s de una forma concreta y experimental la efectividad de una estrategia que usa la elaboraciĂłn de material didĂĄctico como manera de mejorar la adquisiciĂłn y el aprendizaje del vocabulario explĂcito, y que Ă©ste a su vez sea significativo para el alumno.
La estrategia âLearning by Doingâ ha sido construida bajo la perspectiva de la teorĂa del constructivismo, la cual ha sido adaptada para ser aplicada en dos establecimientos educacionales diferentes, ambos subvencionados. El primero situado en El Belloto y el segundo ubicado en Villa Alemana. Por consiguiente, esta investigaciĂłn se realizĂł en 5 cursos diferentes con un promedio final de 132 alumnos.
Esta investigaciĂłn tiene una naturaleza cuantitativa con un diseño cuasi â experimental y tiene como muestra un tipo dependiente y pareado, la cual tomĂł en consideraciĂłn las subunidades controles y las subunidades experimentales de cada clase âEFLâ en donde la estrategia previamente mencionada fue llevada a cabo.
SegĂșn lo descrito en el pĂĄrrafo anterior, los resultados fueron analizados usando un tipo de mediciĂłn matemĂĄtico â estadĂstica denominada tabla âT â Testâ. Ăstos demostraron que la estrategia constructivista nombrada âLearning by Doingâ mejorĂł el aprendizaje de vocabulario explĂcito en aquellos cursos pertenecientes a la educaciĂłn general bĂĄsica. Sin embargo, el curso perteneciente a la enseñanza media no mostrĂł ninguna señal de mejoramiento cuando la estrategia que usa la elaboraciĂłn de material didĂĄctico llegĂł a su fin
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