Reminding-Based Learning

Abstract

When learning new cognitive skills involving problem solving, novices are often reminded of earlier problems. The use of earlier problems is a common means of problem solving and affects the learning of the skill. This project has three aims in understanding this learning. First, the representation of the resulting generalizations is being examined. Generalization formed from remindings are likely to be conservative, in that they may be more tied to the examples than many current theories allow. A main aim of the project is to distinguish and test different forms of this conservatism. Second, the development of problem solving expertise is examined by focusing on differences in how typical and atypical problems are solved. Third, the effects of such reminding-based learning in everyday problem solving is examined to extend the findings and test some theoretical ideas that are difficult to investigate in more formal domains.

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Document Details

Document Type
Technical Report
Publication Date
Feb 19, 1992
Accession Number
ADA248554

Entities

People

  • Brian H. Ross

Organizations

  • University of Illinois Urbana–Champaign

Tags

DTIC Thesaurus Topics

  • Artificial Intelligence
  • Cognition
  • Cognitive Science
  • Concept Formation
  • Conservatism
  • Four Dimensional
  • Frequency
  • Learning
  • Materials
  • Mathematics
  • Mechanics
  • Photography
  • Pilot Studies
  • Probability
  • Psychology
  • Students
  • Unsupervised Machine Learning

Fields of Study

  • Education

Readers

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