Cognitive Mechanisms of Learning

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Nguyen-Xuan, Anh
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Newark : John Wiley & Sons, Incorporated, 2020.
Temas:
Cognitive learning theory.
Théorie cognitive de l'apprentissage.
Cognitive learning theory
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Cover
  • Half-Title Page
  • Title Page
  • Copyright Page
  • Contents
  • Foreword
  • Acknowledgments
  • Introduction
  • 1. Useful Concepts and Representation Formalisms
  • 1.1. Useful concepts
  • 1.1.1. Information
  • 1.1.2. Information processing
  • 1.1.3. Problem
  • 1.1.4. Comprehension
  • 1.1.5. Memory
  • 1.2. Some formalisms used in cognitive psychology to represent knowledge stored in the LTM
  • 1.2.1. Semantic networks: a representation formalism for declarative knowledge
  • 1.2.2. A representation formalism for procedural knowledge
  • 1.2.3. A representation formalism for the comprehension process
  • 2. Definition and Historical Overview
  • 2.1. Definition
  • 2.2. Conceptual frameworks
  • 2.3. Principal concepts of problem-solving
  • 2.3.1. The "problem space" and "path" concepts
  • 2.3.2. The "heuristic" and "search tree" concepts
  • 2.4. Formal models
  • 2.4.1. Models based on rules of production
  • 3. Learning to Solve a Problem
  • 3.1. Breaking down a complex problem into sub-problems
  • 3.1.1. Lee, J. and Anderson, J.R. (2001)
  • 3.2. The four stages of problem-solving
  • 3.2.1. Anderson, Pyke and Fincham (2016)
  • 3.3. The three stages of learning by problem-solving
  • 3.3.1. Tenison, Fincham and Anderson (2016)
  • 4. Learning a Concept from Examples of Concepts: Induction
  • 4.1. Rule-based category learning
  • 4.2. The question of "confirmation bias"
  • 4.3. The duality between rule-based concept identification and similarity based concept identification
  • 4.4. Concluding remarks
  • 5. Implicit Learning
  • 5.1. Presentation
  • 5.2. What have learners learned, and are they aware of the knowledge which they acquire?
  • 5.2.1. The princeps research work
  • 5.2.2. What knowledge does the subject need to acquire?
  • 5.3. Fragment status and the question of "abstract" or "concrete" acquired knowledge
  • 5.3.1. The status of fragments in artificial grammar learning experiments
  • 5.3.2. The nature of acquired knowledge: abstract or concrete?
  • 5.4. Conclusion on implicit learning
  • 5.4.1. Implicit learning and statistical learning
  • 5.4.2. Individual differences
  • 5.4.3. Statistical learning mechanisms
  • 5.4.4. Applications of statistical learning
  • 6. The Role of Prior Knowledge in Constructing a Representation of a Problem
  • 6.1. Experimental method based on comparing group results
  • 6.2. Experimental method based on multiple trials of the same problem with vocal description of actions by the subject: individual protocol and modeling
  • 6.3. Experimental method using learning transfer to study the effect of problem presentation in the choice of prior knowledge
  • 6.3.1. General hypotheses
  • 6.3.2. Material used
  • 6.3.3. Experimental hypotheses
  • 6.3.4. The experiments
  • 6.3.5. Conclusion
  • 6.4. Conclusion: the role of prior knowledge in the construction of problem representations

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