A Survey of Contemporary Learning Theories

نویسنده

  • PATRICK SUPPES
چکیده

In the two and one-half decades from 1940 to 1965, the concepts, methods, and viewpoint of learning theory dominated the scene in psychology. There were, of course, significant and important developments in perception, the cognitive and social development of children, etc. All the same, it is a fair summary to think of these decades as the decades of the intellectual ascendancy of learning theory within psychology. This has not been true in the last decade, in fact in the period that began with the appearance of Chomsky’s review (1959) of Skinner’s Verbal Behavior (1957). The dominance of behavioristic theories of learning is certainly now over and has been for some years. The cognitive psychology of Anderson and Bower (1973), Atkinson and Wescourt (1975), Newel1 and Simon (1972), Rumelhart et al. (1972), Schank (1972), Winograd (1972), and many others represents the high points of innovation in psychology in the past decade. The influence of Piaget in the theory of child development is consonant with this rising ascendancy of cognitive psychology. The new theories of perception that have been much influenced by work in artificial intelligence are also closely connected with the developments in cognitive psychology characteristic of the decade. The picture grammars of Rosenfeld (1971) and Shaw (1969) represent one kind of development. Another more characteristic of artificial intelligence itself is represented by the group of articles in Winston (1975). But learning theory is not dead. In this paper I survey different

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تاریخ انتشار 2003