Motivated Rhetorics: Gender, Order, Rule

2016 ◽  
pp. 109-137
Keyword(s):  
Order Rule

The Implications of Social Modelling Research for Education

1978 ◽  
Vol 22 (2) ◽  
pp. 161-178 ◽  
Author(s):  
Gregory C. R. Yates ◽  
Shirley M. Yates
Keyword(s):  
Learning Theory ◽  
Observational Learning ◽  
Social Learning Theory ◽  
Rule Learning ◽  
Imitative Learning ◽  
Educational Implications ◽  
Social Modelling ◽  
Vicarious Reinforcement ◽  
Teacher Modelling ◽  
Order Rule

The topic of imitative learning, or social modelling, has stimulated a large amount of empirical research in recent years. This article reviews this research from the perspective of social learning theory which emphasizes the human capacity for higher-order rule learning to occur through modelling exposure. Variables relevant to observational learning are distinguished from the variables more directly relevant to imitative performance. Educational implications of these findings are discussed, particularly through research into vicarious reinforcement, teacher modelling and peer modelling.

Rule Learning and Rule Interference in Trigram Encodings

1967 ◽  
Vol 21 (3) ◽  
pp. 921-927
Author(s):  
John A. Robinson
Keyword(s):  
Learning Experience ◽  
Rule Learning ◽  
Solution Time ◽  
Control Groups ◽  
Anagram Solution ◽  
Single Solution ◽  
Respective Solution ◽  
Order Rule

The discovery and use of transformational rules as well as subsequent interference among such rules was investigated. 24 single-solution trigrams were permuted from their respective solution-words by a uniform letter-order rule (LOR) and assigned to one of 2 lists. LORs were either the same for both lists or different. Two control groups were included to assess the effects of practice on anagram solution and of prior rule-learning experience. Ss were simply asked to discover and say aloud the solution words. There was no suggestion that rules could be formulated. Comparisons among conditions using mean median solution time for successive blocks of list-items indicated that (a) practice has no effect on solution time with nonrule materials, (b) encoding rule learning does occur, and (c) when rules are changed (List I to List II) solution time increases significantly, i.e., encoding rule interference results.

VALIDATION OF FIRST-ORDER RULE-BASED SYSTEMS

1996 ◽  
Vol 12 (4) ◽  
pp. 523-540 ◽  
Author(s):  
M. O. Cordier ◽  
S. Loiseau
Keyword(s):  
Rule Based ◽  
First Order ◽  
Order Rule ◽  
Rule Based Systems

scholarly journals Margin-based first-order rule learning

2007 ◽  
Vol 70 (2-3) ◽  
pp. 189-206 ◽  
Author(s):  
Ulrich Rückert ◽  
Stefan Kramer
Keyword(s):  
Rule Learning ◽  
First Order ◽  
Order Rule

scholarly journals Cerebellar contribution to higher and lower order rule learning and cognitive flexibility in mice

Neuroscience ◽  
2017 ◽  
Vol 345 ◽  
pp. 99-109 ◽  
Author(s):  
P.E. Dickson ◽  
J. Cairns ◽  
D. Goldowitz ◽  
G. Mittleman
Keyword(s):  
Cognitive Flexibility ◽  
Lower Order ◽  
Rule Learning ◽  
Order Rule

Acquisition of Semantic Role by Language-Disordered Children

1986 ◽  
Vol 29 (3) ◽  
pp. 366-374 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Cognitive Development ◽  
Word Order ◽  
Semantic Role ◽  
Conversational Speech ◽  
Mental Operation ◽  
The Relationship ◽  
Comprehension Tests ◽  
Order Rule

Six 3-year-old language-disordered children were taught the relationship between semantic role and word order through either production or comprehension training. All 6 subjects successfully learned the relationship through production training as indicated by their responses to a production probe and by their use of word order to express semantic role distinctions in their conversational speech. These subjects never used word order cues to decode semantically reversible sentences on comprehension tests even after they were using word order appropriately in their conversational speech. Also, none of the subjects were able to learn word order through comprehension training. The results were interpreted to mean the subjects could learn a word-order rule by teaching them to say sentences that contrast word order and meaning but that they could not learn by being taught to respond to sentences. The problem with this latter procedure may be that it requires a mental operation that is beyond the level of cognitive development of children under the age of 4.

Characterizations of Outer Generalized Inverses

2017 ◽  
Vol 60 (4) ◽  
pp. 861-871 ◽  
Author(s):  
Long Wang ◽  
Nieves Castro-Gonzalez ◽  
Jianlong Chen
Keyword(s):  
Generalized Inverses ◽  
Reverse Order ◽  
Direct Sum ◽  
Direct Sum Decomposition ◽  
Invertible Elements ◽  
Order Rule

AbstractLetRbe a ring andb,c∊R. In this paper, we give some characterizations of the (b,c)-inverse in terms of the direct sum decomposition, the annihilator, and the invertible elements. Moreover, elements with equal (b,c)-idempotents related to their (b,c)-inverses are characterized, and the reverse order rule for the (b,c)-inverse is considered.

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