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learning_theories:connectionism [2011/08/25 11:16]
jpetrovic [What is connectionism?]
learning_theories:connectionism [2023/06/19 18:03] (current)
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 ===== General ===== ===== General =====
  
-Connectionism,​ today defined as an approach in the fields of artificial intelligence,​ cognitive psychology, cognitive science and philosophy of mind which models mental or behavioral phenomena with networks of simple units(([[http://​www.wordiq.com/​definition/​Connectionism|wordiQ:​ Connectionism - Definition]])),​ is not a theory in frames of [[learning_paradigms:​behaviorism]],​ but it **preceded** and influenced behaviorist school of thought. Connectionism represents psychology'​s first comprehensive theory of learning(([[http://​books.google.hr/books?​id=bqo5A2nBwHYC&​printsec=frontcover#​v=onepage&​q&​f=false|ZimmermanBarry J., and Dale HSchunk. Educational psychology: a century of contributions. Routledge, 2003.]])). It was introduced by [[http://​www.mnsu.edu/​emuseum/​information/​biography/​pqrst/​spencer_herbert.html|Herbert Spencer]], [[http://​plato.stanford.edu/​entries/​james/​|William James]] and his student [[http://​www.muskingum.edu/​~psych/​psycweb/​history/​thorndike.htm|Edward Thorndike]] in the very **beginning of the 20th century** although its roots date way back.+Connectionism,​ today defined as an approach in the fields of artificial intelligence,​ cognitive psychology, cognitive science and philosophy of mind which models mental or behavioral phenomena with networks of simple units(([[http://​www.wordiq.com/​definition/​Connectionism|wordiQ:​ Connectionism - Definition]])),​ is not a theory in frames of [[learning_paradigms:​behaviorism]],​ but it **preceded** and influenced behaviorist school of thought. Connectionism represents psychology'​s first comprehensive theory of learning(([[ http://www.scribd.com/doc/​41760294/​Educational-Psychology-a-Century-of-Contributions|MayerRichard EE. LThorndike’s Enduring Contributions to Educational PsychologyIn Educational psychology: a century of contributions. Routledge, 2003.]])). It was introduced by [[http://​www.mnsu.edu/​emuseum/​information/​biography/​pqrst/​spencer_herbert.html|Herbert Spencer]], [[http://​plato.stanford.edu/​entries/​james/​|William James]] and his student [[http://​www.muskingum.edu/​~psych/​psycweb/​history/​thorndike.htm|Edward Thorndike]] in the very **beginning of the 20th century** although its roots date way back.
 ===== What is connectionism?​ ===== ===== What is connectionism?​ =====
  
 Connectionism was based on [[chunks:​principles of associationism]],​ mostly claiming that elements or ideas become associated with one another through experience and that complex ideas can be explained through a set of simple rules. But connectionism further expanded these assumptions and introduced ideas like [[:​glossary#​distributed_representations|distributed representations]] and supervised learning(([[http://​citeseerx.ist.psu.edu/​viewdoc/​download?​doi=10.1.1.86.7504&​rep=rep1&​type=pdf|Medler,​ David A. A Brief History of Connectionism. Neural Computing Surveys, 1(2), p18-72. 1998.]])) and should not be confused with associationism. Connectionism was based on [[chunks:​principles of associationism]],​ mostly claiming that elements or ideas become associated with one another through experience and that complex ideas can be explained through a set of simple rules. But connectionism further expanded these assumptions and introduced ideas like [[:​glossary#​distributed_representations|distributed representations]] and supervised learning(([[http://​citeseerx.ist.psu.edu/​viewdoc/​download?​doi=10.1.1.86.7504&​rep=rep1&​type=pdf|Medler,​ David A. A Brief History of Connectionism. Neural Computing Surveys, 1(2), p18-72. 1998.]])) and should not be confused with associationism.
  
-Thorndike, the most commonly cited connectionist,​ summed his ideas on learning into three laws of learning, which should have accounted for both human and animal learning:​(([[http://​userwww.sfsu.edu/​~foreman/​itec800/​finalprojects/​annie/​thorndike%27slaw.html|Foreman,​ Kim. Learning Laws of Thorndike - brief overview.]] Retrieved June 24, 2011.))+Thorndike, the most commonly cited connectionist,​ summed his ideas on learning into three laws of learning, which should have accounted for both human and animal learning:​(([[http://​userwww.sfsu.edu/​~foreman/​itec800/​finalprojects/​annie/​thorndike%27slaw.html|Foreman,​ Kim. Learning Laws of Thorndike - brief overview.]] Retrieved June 24, 2011. Link obsolete.))
  
-^  1. Law of exercise  ​+^  Laws of learning ​ || 
-| (Also referred to //as law of use// or //law of frequency//​) ​States that stimulus-response (S-R) associations are strengthened through **repetition** or weakened through lack of repetition. | +^  1. Law of exercise ​ | (Also//as law of use// or //law of frequency//​) ​The stimulus-response (S-R) associations are strengthened through **repetition** or weakened through lack of repetition. | 
-^  2. Law of effect ​ | +^  2. Law of effect ​ | The consequence or **outcome** of a situation-response event **can strengthen or weaken** the **connection** between situation and response. If an event is followed by a positive reinforcing stimulus, the connection will be strengthened and vice versa. | 
-| States that the consequence or **outcome** of a situation-response event **can strengthen or weaken** the **connection** between situation and response. If an event is followed by a positive reinforcing stimulus, the connection will be strengthened and vice versa. | +^  3. Law of readiness ​ | Learning ​is facilitated by learner'​s readiness (emotional and motivational) to learn. This potential to learn leads to frustration if not satisfied. | 
-^  3. Law of readiness ​ | +
-| Claims learning ​is facilitated by learner'​s readiness (emotional and motivational) to learn. This potential to learn leads to frustration if not satisfied. | +
  
 This laws have set the basic principles of behaviorist **stimulus-response learning**, which was according to Thorndike the key form of learning. This laws have set the basic principles of behaviorist **stimulus-response learning**, which was according to Thorndike the key form of learning.
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 Thorndike also performed a number of [[chunks:​Thorndikes_experiment|experiments on animals]] concluding that learning is **incremental** and **not [[:​glossary#​insightful_learning|insightful]]**. Established S-R connections or knowledge, according to Thorndike also cause and determine intelligence. Thorndike also performed a number of [[chunks:​Thorndikes_experiment|experiments on animals]] concluding that learning is **incremental** and **not [[:​glossary#​insightful_learning|insightful]]**. Established S-R connections or knowledge, according to Thorndike also cause and determine intelligence.
  
-Thorndike later changed some of his views admitting that he was wrong and that negative reinforcement (punishment) does not really ​lead to any kind of learning. This had great influence on educational process helping to end the practice of punishing the students for incorrect answers.+Thorndike later changed some of his views admitting that he was wrong and that negative reinforcement (punishment) does not facilitate nor lead to learning. This had great influence on educational process helping to end the practice of punishing the students for incorrect answers.(([[http://​www.scribd.com/​doc/​41760294/​Educational-Psychology-a-Century-of-Contributions|Mayer,​ Richard E. E. L. Thorndike’s Enduring Contributions to Educational Psychology. In Educational psychology: a century of contributions. Routledge, 2003.]]))
  
-Another point of Thorndike'​s interest in the first two decades of 20th century was the **[[:​glossary#​transfer|transfer of practice]]**,​ later often referred to as //transfer of learning//. Idea of transfer of practice is to generalize the knowledge or skills and apply them for another problem. Thorndike performed experimental studies showing that transfer of learning will not occur unless learned problem and given problem have many common characteristics. This was the opposite of what school systems mostly suggested at the time: that some school subjects like Latin language and mathematics improve student'​s mind in general (//doctrine of formal discipline//​).+Another point of Thorndike'​s interest in the first two decades of 20th century was the **[[:​glossary#​transfer|transfer of practice]]**,​ later often referred to as //transfer of learning//. Idea of transfer of practice is to generalize the knowledge or skills and apply them for another problem. Thorndike performed experimental studies showing that transfer of learning will not occur unless learned problem and given problem have many common characteristics.(([[http://​psychclassics.yorku.ca/​Thorndike/​Transfer/​transfer1.htm|Thorndike,​ E. L., and R. S. Woodworth. The influence of improvement in one mental function upon the efficiency of other functions (I). Psychological Review, no. 8: 247-261, 1901.]]))(([[http://​psychclassics.yorku.ca/​Thorndike/​Transfer/​transfer2.htm|Thorndike,​ Edward L., and R. S. Woodworth. The influence of improvement in one mental function upon the efficiency of other functions (II). Psychological Review, no. 8: 384-395, 1901.]])) ​This was the opposite of what school systems mostly suggested at the time: that some school subjects like Latin language and mathematics improve student'​s mind in general (//doctrine of formal discipline//​).
  
 Guided by the principle that "//​whatever exists at all exists in some amount//"​((Thorndike,​ Edward L. Individual differences. Psychological bulletin. 1918.))Thorndike has introduced a number of tests of knowledge and intelligence. His //CAVD// (Completion,​ Arithmetic, Vocabulary and Directions) test set the major principles and standards of modern intelligence tests. Guided by the principle that "//​whatever exists at all exists in some amount//"​((Thorndike,​ Edward L. Individual differences. Psychological bulletin. 1918.))Thorndike has introduced a number of tests of knowledge and intelligence. His //CAVD// (Completion,​ Arithmetic, Vocabulary and Directions) test set the major principles and standards of modern intelligence tests.
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 [[http://​citeseerx.ist.psu.edu/​viewdoc/​download?​doi=10.1.1.86.7504&​rep=rep1&​type=pdf|Medler,​ David A. A Brief History of Connectionism. Neural Computing Surveys, 1(2), p18-72. 1998.]] [[http://​citeseerx.ist.psu.edu/​viewdoc/​download?​doi=10.1.1.86.7504&​rep=rep1&​type=pdf|Medler,​ David A. A Brief History of Connectionism. Neural Computing Surveys, 1(2), p18-72. 1998.]]
  
-[[http://​tip.psychology.org/​thorn.html|TIP: Connectionism (E. Thorndike).]] Retrieved February 2, 2011.+[[http://​tip.psychology.org/​thorn.html|Kearsley, Greg. Connectionism (E. Thorndike). The Theory Into Practice Database.]] Retrieved February 2, 2011.
  
 [[http://​www.muskingum.edu/​~psych/​psycweb/​history/​thorndike.htm|Reinemeyer,​ E. Edward Lee Thorndike. Muskingum University. May 1999.]] [[http://​www.muskingum.edu/​~psych/​psycweb/​history/​thorndike.htm|Reinemeyer,​ E. Edward Lee Thorndike. Muskingum University. May 1999.]]
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 [[http://​psychclassics.yorku.ca/​Thorndike/​Animal/​index.htm|Thorndike,​ E. Animal Intelligence. 1911.]] [[http://​psychclassics.yorku.ca/​Thorndike/​Animal/​index.htm|Thorndike,​ E. Animal Intelligence. 1911.]]
 +
 +[[http://​www.ncbi.nlm.nih.gov/​pmc/​articles/​PMC1284756/​|Donahoe,​ J. Edward L. Thorndike: The Selectionist Connectionist. Journal of the Experimental Analysis of Behavior 72, no. 3: 451-454, November 1999.]]
  
 Thorndike, E. Educational Psychology: The Psychology of Learning. New York: Teachers College Press. 1913. Thorndike, E. Educational Psychology: The Psychology of Learning. New York: Teachers College Press. 1913.
learning_theories/connectionism.1314263786.txt.gz · Last modified: 2023/06/19 17:49 (external edit)