MIT Press ARCS
Multiconstraint Theory
convergence
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Mental Leaps:
Analogical-Anticipatory Thinking
... (
Embedded Outline
) ...
IS2005
... analogical, anticipatory moments from all the other modalities,
... In Christian theology and particularly in Reformational thinking there has been ...
@
http://home.planet.nl/~srw/is2005/speakers/workshops.html
Creating the Future, Inc. with Edward D. Barlow, Jr.Preparing for the Future Through "Anticipatory" Thinking
... However, through "anticipatory thinking," association executives can enhance their ...
via
www.creatingthefuture.com/Forum01.html
Category:Anticipatory thinking - Wikipedia, the free encyclopedia
The main article for this category is
Systems thinking
.
... Pages in category "Anticipatory thinking". The following 55 pages are in this category, ...
@
http://en.wikipedia.org/wiki/Category:Anticipatory_thinking
Anticipatory Thinking Integrators (ATI-LLC)
It can assist in generating anticipatory thinking and enhancing decision-making
in a broad spectrum of settings from schools to corporations. ...
via
www.acctts.com/i4ftl/Articles/Anticipatory_Thinking_Int.html
-
Coherence Theory of Decision -
Goal-directed learning
Scholarly articles for "Coherence Theory of Decision"
Future Thought
...
Mental Leaps: Analogy in Creative Thought -
Holyoak - Cited by 549
Individual Decision Making -
Russo - Cited by 6
Search Results[PDF] A Framework for Goal-Driven Learning
to enable the reasoner to avoid similar problems in the future. ... thought ofas a process of model-based diagnosis of the reasoner ...
www.cc.gatech.edu/faculty/ashwin/papers/er-94-02.pdf
by A Ram - Cited by 5 - Related articles - All 6 versions
Learning, goals, and learning goals: A perspective on goal-driven
...Goal-Directed Learning: A Decision-Theoretic Model for Deciding What. to Learn Next.
... Inference to the Best Plan: A Coherence Theory of Decision. ...
www.springerlink.com/index/M7012203H1752846.pdf
-
-
Learning, goals, and learning goals:
A perspective on goal-driven
...Goal-Directed Learning:
A Decision-Theoretic Model
for Deciding What. to Learn Next.
... Inference to the Best Plan:
A Coherence Theory of Decision.
www.springerlink.com/index/M7012203H1752846.pdf
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CSA
Multiple Databases
Query: KW=Analog and KW=Thinking
Your Comments: CSA Peer-Reviewed Journal "Analog Thinking"
for general public
(
csaweb110v.csa.com
)
Thu Sep 4 13:31:15 EDT 2008
Record 1 of 3
DN: Database Name
CSA Linguistics and Language Behavior Abstracts
TI: Title
Radical Connectionism: Thinking with (Not in) Language
AU: Author
O'Brien, Gerard; Opie, Jon
SO: Source
Language and Communication, 2002, 22, 3, July, 313-329
DE: Descriptors
*Cognitive Processes (12950); *Parallel Distributed Processing Models
(62755); *Language Thought Relationship (44410); *Philosophy of
Language (64350); *Cognitive Science (12980)
AB: Abstract
In this paper we defend a position we call radical connectionism.
Radical connectionism claims that cognition never implicates an
internal symbolic medium, not even when natural language plays a part
in our thought processes. On the face of it, such a position renders
the human capacity for abstract thought quite mysterious. However, we
argue that connectionism is committed to an analog conception of
neural computation, & that representation of the abstract is no
more problematic for a system of analog vehicles than for a symbol
system. Natural language is therefore not required as a
representational medium for abstract thought. Since natural language
is arguably not a representational medium at all, but a conventionally
governed scheme of communicative signals, we suggest that the role of
internalized (ie, self-directed) language is best conceived in terms
of the coordination & control of cognitive activities within the
brain. 1 Figure, 43 References. Adapted from the source document
Record 2 of 3
DN: Database Name
CSA Linguistics and Language Behavior Abstracts
TI: Title
Montage Analytic and Dialectic
AU: Author
Wilden, Anthony
SO: Source
American Journal of Semiotics, 1984, 3, 1, 25-47
DE: Descriptors
*Semiotics (se11); *Negative Statement (ne1); *Cerebral Dominance
(ce2)
AB: Abstract
Examined is the role of negation, contradiction, & emotion in
thinking & communication, using S. Eisenstein's theory of montage.
The three Hegelian 'laws' of 'dialectics' are shown to be obsolete in
what J. Campbell has called the 'second theorem' (information)
society. The argument draws on the right side of the brain to
establish the distinction between left brain analytic logic &
right brain dialectical logic, the second (context) including the
first (text) as a necessary instrument of man's relationship to his
environments in space & time. The left brain is linguistic,
digital-iconic, computational, dealing with the familiar; the right
brain is visual, analog-iconic, contextual, dealing with novelty. 17
References. Modified AA
Record 3 of 3
DN: Database Name
CSA Linguistics and Language Behavior Abstracts
TI: Title
Computability and Cognition
AU: Author
Sober, Elliott
SO: Source
Synthese, 1978, 39, 3, Nov, 383-399
DE: Descriptors
*Chomsky (ch3); *Transformational and Generative Grammar (tr4);
*Theoretical Linguistics (th1a)
AB: Abstract
N. Chomsky & D. Davidson have each argued that the set of
sentences of a learnable language must be recursively enumerable (RE).
It is argued here that non-RE languages are not beyond the ken of
human beings. Described are the differences between analog &
digital representational systems; it is claimed that analog systems
are not RE. The capacity to use non-RE languages parallels actual
practice of using such representations as thermometers & pictures.
Offered is an argument based on simplicity for thinking that human
languages are probably RE; Chomsky, Y. Bar-Hillel, & E. Shamir
have given similar arguments in favor of the transformational approach
to grammar. It is suggested that acquisition of competence is a matter
of degree & demands acquisition of heuristic devices. Algorithms
are no more essential for learning a language than they are for the
mastery of any concept. AA
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Coherent Decisions
Name Nicholas S. Vonortas
Scholar Profile from
Email
vonortas@gwu.edu
Address CISTP
George Washington University
1957 E Street, N.W., Suite 403
Washington, DC 20052
United States
Phone (202) 994-6458
Affiliations Director, Economics, & Center for International Science and Technology Policy, George Washington University, 1990 - Current
Professor, Department of Economics, George Washington University
Associate Professor, School of Public Policy and Public Administration, George Washington University
Web Pages
http://www.gwu.edu/~spppa/nvonortasbio.htm
http://www.gwu.edu/~econ/faculty/vonortas.cfm
CV
http://www.gwu.edu/~spppa/CV/Vonortas.pdf
Degrees Ph.D., New York University, Economics, 1989
M.Phil., New York University, Economics, 1987
M.A., Leicester University, Economic Development, 1983
B.A., Athens University, Economics, 1981
-------------------------------------------
David B. Leake1 and Ashwin Ram2
(1) Computer Science Department, Indiana University, 47405-4101 Bloomington, Indiana, USA
(2) College of Computing, Georgia Institute of Technology, 30332-0280 Atlanta, Georgia, USA
Abstract
In cognitive science, artificial intelligence, psychology, and education, a growing body of research supports the view that the learning process is strongly influenced by the learner''s goals.
The fundamental tenet of goal-driven learning is that learning is largely an active and strategic process in which the learner, human or machine, attempts to identify and satisfy its information needs in the context of its tasks and goals, its prior knowledge, its capabilities, and environmental opportunities for learning.
This article examines the motivations for adopting a goal-driven model of learning, the relationship between task goals and learning goals, the influences goals can have on learning, and the pragmatic implications of the goal-driven learning model. It presents a new integrative framework for understanding the goal-driven learning process and applies this framework to characterizing research on goal-driven learning.
Key words machine learning - cognitive modeling -
metacognition
- active learning - multistrategy learning - utility of learning
via
http://www.springerlink.com/content/m7012203h1752846/
--------------------------------------------------------------------------------
David B. Leake
Email:
leake@cs.indiana.edu
Ashwin Ram
Email:
ashwin@cc.gatech.edu
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Confidence-Based Learning
Scholars
Profiles from COS Scholar Universe: Social Science
(What is this)
1. Name: Anthony Robert Gardner-Medwin
Affiliation: Professor, Department of Physiology, University College London
Professor, Department of Physiology, University College London
From Expertise: Theoretical research on the optimisation of representation and efficient memory storage, including relations to possible sleep mechanisms.
Experimental research on the psychophysics of vestibulo-ocular reflexes and on cortical spreading depression. Confidence assessment in relation to teaching.
2. Name: William F. Brewer
Affiliation: Professor, Department of Educational Psychology, University of Illinois at Urbana-Champaign
Professor, Department of Psychology, University of Illinois at Urbana-Champaign
Professor, Institute of Communications Research, University of Illinois at Urbana-Champaign
From CV Page: one example: Psychological evidence for explanation-based learning. Proceedings of the Ninth Annual....
(1988). Similarity-based and explanation-based learning of explanatory and nonexplanatory information...
learning. In G. DeJong (Ed.). Investigating explanation-based learning (pp. 295-316). Boston
3. Name: Rob Catlett
Affiliation: Assistant Professor, Department of Mathematics, Computer Science and Economics, Emporia State University
From CV Page: , St. Louis, MO (Co-authors H. Banerjee and A. Janssen) Confidence based Testing for the TUCE...:
A Transition to Experiential Learning in Traditional Academic Courses A Collection of Papers on Self-Study and Institutional Improvement, 2006
Volume 2. The Higher Learning Commission, 2006
-
Morton Winston and Ralph Edelbach,
Society, Ethics, and Technology, Third Edition
, Thomson-Wadsworth, 2006
-
Psychonomic Bulletin & Review
2005, 12 (1), 139-144
This research was funded through
NIA Grant R01 AG19296-01A1
,
awarded to U.M.
Correspondence concerning this article
should be addressed to U. Mayr, Department of Psychology,
University of Oregon, Eugene, OR 97403
(e-mail:
mayr@darkwing.uoregon.edu
).
a) What are the research questions?
b) What did previous studies say about these research questions?
c) Why is present research important?
d) Who were the study participants?
e) Were these participants appropriate for the study?
f) What are the dependent variables (what's being measured)?
g) Are measures & metrics appropriate to address research question?
h) What are the independent variables being controlled / manipulated?
i) Are independent variables appropriate for this research question?
j) What are main / principal results from empirical research example?
k) To what extent do results answer the research question?
l) What conclusions do researchers draw from the results?
m) Can results be generalized beyond context of this study?
n) Do conclusions have a broader importance? Why or why not?
o) Were important ethical considerations addressed in the article?
FRANCESCO FORONI &ULRICH MAYR (2005). The power of a story:
New, automatic associations from a single reading of a short scenario.
Psychonomic Bulletin & Review 2005, 12 (1), 139-144.
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Arbitrary Metrics
Hart Blanton & James Jaccard (2006).
Arbitrary Metrics in Psychology
January 2006 ? American Psychologist,Vol.61-No.1 ,27-41.
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