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Results 1 - 10
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2,024
Cognitive architecture and instructional design
- Educational Psychology Review
, 1998
"... Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent subcompo ..."
Abstract
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Cited by 503 (53 self)
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Cognitive load theory has been designed to provide guidelines intended to assist in the presentation of information in a manner that encourages learner activities that optimize intellectual performance. The theory assumes a limited capacity working memory that includes partially independent
Optimal teaching for limited-capacity human learners
- In NIPS
, 2014
"... Basic decisions, such as judging a person as a friend or foe, involve categorizing novel stimuli. Recent work finds that people’s category judgments are guided by a small set of examples that are retrieved from memory at decision time. This limited and stochastic retrieval places limits on human per ..."
Abstract
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Cited by 5 (4 self)
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most machine learning systems are). As predicted, we find that the machine teacher recommends idealized training sets. We also find that human learners perform best when training recommendations from the machine teacher are based on a limited-capacity model. As predicted, to the extent
Stories of experience and narrative inquiry
- Educational Researcher
, 1990
"... Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study o ..."
Abstract
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Cited by 368 (2 self)
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of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construc-tion and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own
Active learning literature survey
, 2010
"... The key idea behind active learning is that a machine learning algorithm can achieve greater accuracy with fewer labeled training instances if it is allowed to choose the data from which is learns. An active learner may ask queries in the form of unlabeled instances to be labeled by an oracle (e.g., ..."
Abstract
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Cited by 326 (1 self)
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The key idea behind active learning is that a machine learning algorithm can achieve greater accuracy with fewer labeled training instances if it is allowed to choose the data from which is learns. An active learner may ask queries in the form of unlabeled instances to be labeled by an oracle (e
mechanisms of human learners. Using Inconsistency Detection to Overcome Structural Ambiguity in Language Learning
"... This paper proposes the Inconsistency Detection Learner (IDL), an algorithm for language acquisition intended to address the problem of structural ambiguity. An overt, acoustically audible form is structurally ambiguous if different languages admitting the overt form would assign it different lingui ..."
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linguistic structural analyses. Because the learner has to be capable of learning any possible human language, and because the learner is dependent on overt data to determine what the target language is, the learner must be capable ultimately of inferring which analysis of an ambiguous overt form is correct
Corrective feedback and learner uptake: Negotiation of form in communicative classroom.
- Studies in Second Language Acquisition,
, 1997
"... This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons were analyzed us ..."
Abstract
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Cited by 173 (6 self)
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This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons were analyzed
The Induction of Phonotactics for Speech Segmentation
"... Converging evidence from computational and human learners ..."
Human simulation of vocabulary learning
- Cognition
, 1999
"... The work reported here experimentally investigates a striking generalization about vocabulary acquisition: Noun learning is superior to verb learning in the earliest moments of child language development. The dominant explanation of this phenomenon in the literature invokes differing conceptual requ ..."
Abstract
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Cited by 197 (8 self)
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children, it would be difficult to distinguish between this information-centered hypothesis and the conceptual change hypothesis. Therefore the experimental learners are adults. The items to be “acquired ” in the experiments were the 24 most frequent nouns and 24 most frequent verbs
Learning at a distance: I. Statistical learning of non-adjacent dependencies.
- Cognitive Psychology,
, 2004
"... Abstract In earlier work we have shown that adults, young children, and infants are capable of computing transitional probabilities among adjacent syllables in rapidly presented streams of speech, and of using these statistics to group adjacent syllables into word-like units. In the present experim ..."
Abstract
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Cited by 197 (13 self)
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segment that is unrelated). Finally, we discuss why human learners display these strong differences in learning differing types of non-adjacent regularities, and we conclude by suggesting that these contrasts in learnability may account for why human languages display non-adjacent regularities of one type
Partners in cognition: Extending human intelligence with intelligent technologies
- Educational Researchers
, 1991
"... We examine how technologies, particularly computer, technologies that aid in cognitive processing, can support intellectual performance and enrich individuals ' minds. We distinguish between effects with and of a technology: Effects with occur when people work in part-nership with machines, whe ..."
Abstract
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Cited by 200 (1 self)
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, whereas effects of occur when such part-nerships have subsequent cognitive spin-off effects for learners work-ing away from machines. It. is argued that effects both with and of depend on the individual's mindful engagement in the partnership. Such mind-machine collaborations also invite
Results 1 - 10
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