Results 271 to 280 of about 216,757 (314)
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1999
This paper proposes a method to learn from a set of examples a theory expressed in default logic, more precisely in Lukaszewicz'default logic. The main characteristic of our method is to deal with theories where the definitions of a predicate p and definitions for its negation ¬p are explicitly and simultaneously learned.
Béatrice Duval, Pascal Nicolas
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This paper proposes a method to learn from a set of examples a theory expressed in default logic, more precisely in Lukaszewicz'default logic. The main characteristic of our method is to deal with theories where the definitions of a predicate p and definitions for its negation ¬p are explicitly and simultaneously learned.
Béatrice Duval, Pascal Nicolas
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Technology, theory and learning
The Electronic Library, 2006PurposeThe purpose of this article is to advocate for a broader discussion of potential needs for better communication and theory in the areas of technological adoption, management and application in libraries and information centers.Design/methodology/approachFrom personal readings, reflection, experience and the insights of others in the field, the ...
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Learning and Information Theory
International Journal of Neuroscience, 1972A general statistical description of learning processes is given, using an extension of classical information theory which is able to characterize a system's subjective uncertainty (subjective entropy) about a set of data and the relevance associated with them.
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2007
This paper discusses how to learn theories that are modal, concentrating on the issue of how modal hypotheses are formed. Illustrations are given to show the usefulness of the ideas for agent applications.
John W. Lloyd, Kee Siong Ng
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This paper discusses how to learn theories that are modal, concentrating on the issue of how modal hypotheses are formed. Illustrations are given to show the usefulness of the ideas for agent applications.
John W. Lloyd, Kee Siong Ng
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Reflections on Theories of Learning
ZDM, 2006Four philosophies of learning are contrasted, namely ‘simple’ constructivism, radical constructivism, enactivism and social constructivism. Their underlying explanatory metaphors and some of their strengths and weaknesses are contrasted, as well as their implications for teaching and research. However, it is made clear that none of these ‘implications’
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Approximation in Learning Theory
Constructive Approximation, 2007zbMATH Open Web Interface contents unavailable due to conflicting licenses.
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Journal of Abnormal Child Psychology, 1976
Attention or "concentration" requires control of activity in those excess neurons that are not necessary for the present task. The control is probably not a massive inhibitory suppression but may be a recruiting process, a function of complex perceptual and associative learning that begins with early experience.
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Attention or "concentration" requires control of activity in those excess neurons that are not necessary for the present task. The control is probably not a massive inhibitory suppression but may be a recruiting process, a function of complex perceptual and associative learning that begins with early experience.
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A Theory of the Learning Process
Journal of the Operational Research Society, 1983A new theory of the learning process is proposed, based on the assumption that learning resembles a search programme using the branch and bound algorithm. Examples from diverse fields are given, and means of testing the theory are suggested. It is argued that the implications of the theory are important for industrial competition strategy and for ...
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Learning and the Theory of Games
Journal of Theoretical Biology, 2000The potential for Game Theory in the Practice of Psychiatry is outlined. The deficiences of current Learning Theory in explaining observed phenomena are highlighted and the potential for a Game Theory analysis highlighted. The extension to "Game Learning" is of broad application.
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A Comparison of Game Theory and Learning Theory
Psychometrika, 1956It is shown that Estes' formula for the asymptotic behavior of a subject under conditions of partial reinforcement can be derived from the assumption that the subject is behaving rationally in a certain game-theoretic sense and attempting to minimax his regret. This result illustrates the need for specifying the frame of reference or set of the subject
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