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Cognitive Mechanisms of Learning
Cover
Foreword
Acknowledgments
Introduction
1 Useful Concepts and Representation Formalisms
1.1. Useful concepts
1.2. Some formalisms used in cognitive psychology to represent knowledge stored in the LTM
2 Definition and Historical Overview
2.1. Definition
2.2. Conceptual frameworks
2.3. Principal concepts of problem-solving
2.4. Formal models
3 Learning to Solve a Problem
3.1. Breaking down a complex problem into sub-problems
3.2. The four stages of problem-solving
3.3. The three stages of learning by problem-solving
4 Learning a Concept from Examples of Concepts: Induction
4.1. Rule-based category learning
4.2. The question of “confirmation bias”
4.3. The duality between rule-based concept identification and similarity-based concept identification
4.4. Concluding remarks
5 Implicit Learning
5.1. Presentation
5.2. What have learners learned, and are they aware of the knowledge which they acquire?
5.3. Fragment status and the question of “abstract” or “concrete” acquired knowledge
5.4. Conclusion on implicit learning
6 The Role of Prior Knowledge in Constructing a Representation of a Problem
6.1. Experimental method based on comparing group results
6.2. Experimental method based on multiple trials of the same problem with vocal description of actions by the subject: individual protocol and modeling
6.3. Experimental method using learning transfer to study the effect of problem presentation in the choice of prior knowledge
6.4. Conclusion: the role of prior knowledge in the construction of problem representations
7 Acquiring Knowledge in a Specific Domain
7.1. Learning through (self-)explanation
7.2. Problem-based learning
7.3. Appendix: some notes on cognitive load theory
8 Causal Learning
8.1. Historical overview
8.2. Conceptual framework
8.3. Formalization and experimental research on adults
8.4. Experimental research on children
9 Symbolic Processing System Models in Cognitive Psychology
9.1. Why formalize?
9.2. Modeling complex skill acquisition using ACT-R: Taatgen and Lee (2003)
9.3. Modeling a two-player game
9.4. A model of learning through multiple analogies
9.5. Robert Siegler’s two models for learning arithmetic calculation
9.6. Links between SPS models in cognitive psychology and learning models in AI
Conclusion
References
Index
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