Computational Architectures Integrating Neural and Symbolic Processes
Computational Architectures Integrating Neural and Symbolic Processes

Author: Ron Sun

Publisher: Springer Science & Business Media

Published: 1994-11-30

Total Pages: 490

ISBN-13: 0792395174

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Computational Architectures Integrating Neural and Symbolic Processes: A Perspective on the State of the Art focuses on a currently emerging body of research. With the reemergence of neural networks in the 1980s with their emphasis on overcoming some of the limitations of symbolic AI, there is clearly a need to support some form of high-level symbolic processing in connectionist networks. As argued by many researchers, on both the symbolic AI and connectionist sides, many cognitive tasks, e.g. language understanding and common sense reasoning, seem to require high-level symbolic capabilities. How these capabilities are realized in connectionist networks is a difficult question and it constitutes the focus of this book. Computational Architectures Integrating Neural and Symbolic Processes addresses the underlying architectural aspects of the integration of neural and symbolic processes. In order to provide a basis for a deeper understanding of existing divergent approaches and provide insight for further developments in this field, this book presents: (1) an examination of specific architectures (grouped together according to their approaches), their strengths and weaknesses, why they work, and what they predict, and (2) a critique/comparison of these approaches. Computational Architectures Integrating Neural and Symbolic Processes is of interest to researchers, graduate students, and interested laymen, in areas such as cognitive science, artificial intelligence, computer science, cognitive psychology, and neurocomputing, in keeping up-to-date with the newest research trends. It is a comprehensive, in-depth introduction to this new emerging field.

Interaction of Media, Cognition, and Learning
Interaction of Media, Cognition, and Learning

Author: Gavriel Salomon

Publisher: Routledge

Published: 2012-12-06

Total Pages: 305

ISBN-13: 1136483306

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The educational use of television, film, and related media has increased significantly in recent years, but our fundamental understanding of how media communicate information and which instructional purposes they best serve has grown very little. In this book, the author advances an empirically based theory relating media's most basic mode of presentation -- their symbol systems -- to common thought processes and to learning. Drawing on research in semiotics, cognition and cognitive development, psycholinguistics, and mass communication, the author offers a number of propositions concerning the particular kinds of mental processes required by, and the specific mental skills enhanced by, different symbol systems. He then describes a series of controlled experiments and field and cross-cultural studies designed to test these propositions. Based primarily on the symbol system elements of television and film, these studies illustrate under what circumstances and with what types of learners certain kinds of learning and mental skill development occur. These findings are incorporated into a general scheme of reciprocal interactions among symbol systems, learners' cognitions, and their mental activities; and the implications of these relationships for the design and use of instructional materials are explored.

How People Learn II
How People Learn II

Author: National Academies of Sciences, Engineering, and Medicine

Publisher: National Academies Press

Published: 2018-09-27

Total Pages: 347

ISBN-13: 0309459672

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There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

Multiple Representations in Chemical Education
Multiple Representations in Chemical Education

Author: John K. Gilbert

Publisher: Springer Science & Business Media

Published: 2009-02-28

Total Pages: 369

ISBN-13: 1402088728

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Chemistry seeks to provide qualitative and quantitative explanations for the observed behaviour of elements and their compounds. Doing so involves making use of three types of representation: the macro (the empirical properties of substances); the sub-micro (the natures of the entities giving rise to those properties); and the symbolic (the number of entities involved in any changes that take place). Although understanding this triplet relationship is a key aspect of chemical education, there is considerable evidence that students find great difficulty in achieving mastery of the ideas involved. In bringing together the work of leading chemistry educators who are researching the triplet relationship at the secondary and university levels, the book discusses the learning involved, the problems that students encounter, and successful approaches to teaching. Based on the reported research, the editors argue for a coherent model for understanding the triplet relationship in chemical education.

The Process of Education, Revised Edition
The Process of Education, Revised Edition

Author: Jerome S. BRUNER

Publisher: Harvard University Press

Published: 2009-06-30

Total Pages: 128

ISBN-13: 0674028996

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Jerome Bruner shows that the basic concepts of science and the humanities can be grasped intuitively at a very early age. Bruner's foundational case for the spiral curriculum has influenced a generation of educators and will continue to be a source of insight into the goals and methods of the educational process.

Teaching, Learning, and Visual Literacy
Teaching, Learning, and Visual Literacy

Author: Billie Eilam

Publisher: Cambridge University Press

Published: 2012-08-27

Total Pages: 347

ISBN-13: 0521119820

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This book examines the importance of visual literacy education, offering strategies for improving the visual analytic abilities of teachers and students.

How Learning Works
How Learning Works

Author: Susan A. Ambrose

Publisher: John Wiley & Sons

Published: 2010-04-16

Total Pages: 336

ISBN-13: 0470617608

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Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning