How processes learn

Processes in distributed systems communicate with one another exclusively by sending and receiving messages. A process has access to its state but not to the states of other processes. Many distributed algorithms require that a process determine facts about the overall system computation. In anthropomorphic terms, processes "learn" about states of other process in the evolution of system computation. This paper is concerned with how processes learn. We give a precise characterization of the minimum information flow necessary for a process to determine specific facts about the system

How processes learn

Processes in distributed systems communicate with one another exclusively by sending and receiving messages. A process has access to its state but not to the states of other processes. Many distributed algorithms require that a process determine facts about the overall system computation. In anthropomorphic terms, processes "learn" about states of other process in the evolution of system computation. This paper is concerned with how processes learn. We give a precise characterization of the minimum information flow necessary for a process to determine specific facts about the system

Normal and Amnesic Learning, Recognition, and Memory by a Neural Model of Cortico-Hippocampal Interactions

The processes by which humans and other primates learn to recognize objects have been the subject of many models. Processes such as learning, categorization, attention, memory search, expectation, and novelty detection work together at different stages to realize object recognition. In this article, Gail Carpenter and Stephen Grossberg describe one such model class (Adaptive Resonance Theory, ART) and discuss how its structure and function might relate to known neurological learning and memory processes, such as how inferotemporal cortex can recognize both specialized and abstract information, and how medial temporal amnesia may be caused by lesions in the hippocampal formation. The model also suggests how hippocampal and inferotemporal processing may be linked during recognition learning.Air Force Office of Scientific Research (90-0175); British Petroleum (89A-1204); Defense Advanced Research Projects Agency (90-0083); National Science Foundation (IRI-90-00530); Office of Naval Research (N00014-91-J-4100

A window into learning: case studies of online group communication and collaboration

The two case studies presented explore the potential offered by in‐depth qualitative analysis of students’ online discussion to enhance our understanding of how students learn. Both cases are used to illustrate how the monitoring and moderation of online student group communication can open up a ‘window into learning’, providing us with new insights into complex problem‐solving and thinking processes. The cases offer examples of students’ ‘thinking aloud’ while problem‐solving, showing how and why they arrived at particular outcomes and the underlying thought processes involved. It is argued that these insights into students’ learning processes can in turn offer us the opportunity to adapt our own teaching practice in order to achieve a better pedagogical ‘fit’ with the learning needs of our students; for example, through a more precise or more timely intervention. It is also suggested that looking through this ‘window’ enables us to concentrate our assessment more closely on the process of task completion, rather than focusing solely on the end product

Policy Advice Derived from Simulation Models

When advising policy we face the fundamental problem that economic processes are uncertain. Consequently, policy can err. In this paper we show how the use of simulation models can reduce policy errors by inferring empirically reliable and meaningful statements about economic processes. We suggest that policy is best based on so-called abductive simulation models, which help to better understand how policy measures can influence economic processes. We show that abductive simulation models use a combination of theoretical and empirical analysis based on different data sets. By way of example we show what policy can learn with the help of abductive simulation models, namely how policy measures can influence the emergence of a regional cluster.Policy Advice, Simulation Models, Uncertainty, Methodology

How Students Learn Best: An Analysis of Demonstrations, Labs, and Scenario-Based Teaching

The purpose of this study is to analyze how students learn best and to discover the methods in which they like to learn new information. Students often find learning in science classrooms difficult or uninteresting. My goal as a future science teacher is to stimulate students so that they are interested in learning the processes and findings of science. There are a myriad of ways that researchers and science teachers think that students can be engaged, such as demonstrations, labs, and scenario-based teaching. I would like to survey students, mainly freshmen in introductory classes, and ask them if they prefer to learn by demonstrations, labs, or scenario-based teaching. I am hoping this information will benefit me in my future classroom so that I may connect with as many of my students as possible and elevate students\u27 knowledge of science

Roots of the Hawaiian Hotspot

In this lesson students will investigate the seismology and geological origins of the Hawaiian Islands to discover how scientists can obtain information on geological processes deep within the Earth. As a result of this activity, students will be able to explain the processes of plate tectonics and volcanism that formed the Hawaiian Islands and describe, compare, and contrast S waves and P waves. They will also learn how seismic data recorded at different locations can be used to determine the epicenter of an earthquake, and will infer a probable explanation for the existence of ultra-low velocity zones, and how these zones may be related to the Hawaiian hotspot. Educational levels: High school

Learning from Profession Knowledge: Application on Knitting

Knowledge Management is a global process in companies. It includes all the processes that allow capitalization, sharing and evolution of the Knowledge Capital of the firm, generally recognized as a critical resource of the organization. Several approaches have been defined to capitalize knowledge but few of them study how to learn from this knowledge. We present in this paper an approach that helps to enhance learning from profession knowledge in an organisation. We apply our approach on knitting industry