Studies in stochastic learning theory: II. Interpretation of response probabilities

1964 ◽  
Vol 26 (1) ◽  
pp. 63-75 ◽  
Author(s):  
H. M. Martinez
Keyword(s):  
Learning Theory ◽  
Stochastic Learning

A latent trait theory via a stochastic learning theory for a knowledge space

Psychometrika ◽  
1989 ◽  
Vol 54 (2) ◽  
pp. 283-303 ◽  
Author(s):  
Keam-Claude Falmagne
Keyword(s):  
Learning Theory ◽  
Latent Trait ◽  
Latent Trait Theory ◽  
Knowledge Space ◽  
Trait Theory ◽  
Stochastic Learning

Aspects of the Theoretical Status of Aesthetic Response Typologies

1964 ◽  
Vol 15 (2) ◽  
pp. 395-398
Author(s):  
R. A. M. Gregson
Keyword(s):  
Learning Theory ◽  
Aesthetic Response ◽  
Stochastic Learning ◽  
Theoretical Status ◽  
Alternative Approach

Aesthetic response typologies are criticised for their imprecision and lack of theoretical parsimony. An alternative approach which subsumes reported characteristics of aesthetic choices under one model, related to stochastic learning theory, is advanced.

Stochastic learning theory applied to choice experiments with rats, dogs, and men

2007 ◽  
Vol 7 (3) ◽  
pp. 289-314 ◽  
Author(s):  
Merrill M. Flood
Keyword(s):  
Learning Theory ◽  
Choice Experiments ◽  
Stochastic Learning

Utilizing learning theory to promote effectiveness of instruction in preclinical operative dentistry

1976 ◽  
Vol 40 (3) ◽  
pp. 154-157
Author(s):  
KW Hinkelman ◽  
NK Long
Keyword(s):  
Learning Theory ◽  
Operative Dentistry

Variational Bayesian Learning Theory

2019 ◽  
Author(s):  
Shinichi Nakajima ◽  
Kazuho Watanabe ◽  
Masashi Sugiyama
Keyword(s):  
Learning Theory ◽  
Bayesian Learning ◽  
Variational Bayesian

Socially Shared Regulation of Learning: A Review

2015 ◽  
Vol 20 (3) ◽  
pp. 190-203 ◽  
Author(s):  
Ernesto Panadero ◽  
Sanna Järvelä
Keyword(s):  
Empirical Evidence ◽  
Learning Theory ◽  
Qualitative Data ◽  
Social Regulation ◽  
Observation Data ◽  
Optimal Form ◽  
Self Regulated Learning ◽  
The Past ◽  
Recorded Observation ◽  
Socially Shared Regulation

Abstract. Socially shared regulation of learning (SSRL) has been recognized as a new and growing field in the framework of self-regulated learning theory in the past decade. In the present review, we examine the empirical evidence to support such a phenomenon. A total of 17 articles addressing SSRL were identified, 13 of which presented empirical evidence. Through a narrative review it could be concluded that there is enough data to maintain the existence of SSRL in comparison to other social regulation (e.g., co-regulation). It was found that most of the SSRL research has focused on characterizing phenomena through the use of mixed methods through qualitative data, mostly video-recorded observation data. Also, SSRL seems to contribute to students’ performance. Finally, the article discusses the need for the field to move forward, exploring the best conditions to promote SSRL, clarifying whether SSRL is always the optimal form of collaboration, and identifying more aspects of groups’ characteristics.

Blocking Is Sensitive to Causal Structure in 4-Year-Old and 8-Year-Old Children

2005 ◽  
Vol 52 (4) ◽  
pp. 264-271 ◽  
Author(s):  
Tom Beckers ◽  
Uschi Van den Broeck ◽  
Marij Renne ◽  
Stefaan Vandorpe ◽  
Jan De Houwer ◽  
...  
Keyword(s):  
Young Children ◽  
Associative Learning ◽  
Learning Theory ◽  
Causal Structure ◽  
Age Groups ◽  
Learning Task ◽  
Contingency Learning

Abstract. In a contingency learning task, 4-year-old and 8-year-old children had to predict the outcome displayed on the back of a card on the basis of cues presented on the front. The task was embedded in either a causal or a merely predictive scenario. Within this task, either a forward blocking or a backward blocking procedure was implemented. Blocking occurred in the causal but not in the predictive scenario. Moreover, blocking was affected by the scenario to the same extent in both age groups. The pattern of results was similar for forward and backward blocking. These results suggest that even young children are sensitive to the causal structure of a contingency learning task and that the occurrence of blocking in such a task defies an explanation in terms of associative learning theory.

Learning Theory with Children

1972 ◽  
Vol 17 (9) ◽  
pp. 481-482
Author(s):  
HARRY MUNSINGER
Keyword(s):  
Learning Theory
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