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Learning Models (learning + models)
Selected AbstractsScaling Up Learning Models in Public Good GamesJOURNAL OF PUBLIC ECONOMIC THEORY, Issue 2 2004Jasmina Arifovic We study three learning rules (reinforcement learning (RL), experience weighted attraction learning (EWA), and individual evolutionary learning (IEL)) and how they perform in three different Groves,Ledyard mechanisms. We are interested in how well these learning rules duplicate human behavior in repeated games with a continuum of strategies. We find that RL does not do well, IEL does significantly better, as does EWA, but only if given a small discretized strategy space. We identify four main features a learning rule should have in order to stack up against humans in a minimal competency test: (1) the use of hypotheticals to create history, (2) the ability to focus only on what is important, (3) the ability to forget history when it is no longer important, and (4) the ability to try new things. [source] Learning models in different culturesNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 96 2002Jin Li The beliefs about learning that different cultures have,that is, cultural models of learning,may influence the meanings children construct for learning and achievement. [source] Plant Exit, Vintage Capital and the Business CycleTHE JOURNAL OF INDUSTRIAL ECONOMICS, Issue 2 2004Kjell G. Salvanes Despite the large literature on plant exit behavior, little attention has been paid to the vintage capital theory as an alternative hypothesis to learning. Learning models predict that exit rates decrease with plant age and the vintage capital theory predicts that exit rates increase with the age of capital. We use a panel of Norwegian manufacturing plants and construct an index of capital age to distinguish between the effects on exit rates. The empirical results imply that there is both a learning effect and a vintage capital effect. We also find that exit rates depend on the business cycle, and increase in severe downturns. [source] Autoassociator networks: insights into infant cognitionDEVELOPMENTAL SCIENCE, Issue 2 2004Sylvain Sirois This paper presents autoassociator neural networks. A first section reviews the architecture of these models, common learning rules, and presents sample simulations to illustrate their abilities. In a second section, the ability of these models to account for learning phenomena such as habituation is reviewed. The contribution of these networks to discussions about infant cognition is highlighted. A new, modular approach is presented in a third section. In the discussion, a role for these learning models in a broader developmental framework is proposed. [source] SONG LEARNING ACCELERATES ALLOPATRIC SPECIATIONEVOLUTION, Issue 9 2004R. F. Lachlan Abstract The songs of many birds are unusual in that they serve a role in identifying conspecific mates, yet they are also culturally transmitted. Noting the apparently high rate of diversity in one avian taxon, the songbirds, in which song learning appears ubiquitous, it has often been speculated that cultural transmission may increase the rate of speciation. Here we examine the possibility that song learning affects the rate of allopatric speciation. We construct a population-genetic model of allopatric divergence that explores the evolution of genes that underlie learning preferences (predispositions to learn some songs over others). We compare this with a model in which mating signals are inherited only genetically. Models are constructed for the cases where songs and preferences are affected by the same or different loci, and we analyze them using analytical local stability analysis combined with simulations of drift and directional sexual selection. Under nearly all conditions examined, song divergence occurs more readily in the learning model than in the nonlearning model. This is a result of reduced frequency-dependent selection in the learning models. Cultural evolution causes males with unusual genotypes to tend to learn from the majority of males around them, and thus develop songs compatible with the majority of the females in the population. Unusual genotypes can therefore be masked by learning. Over a wide range of conditions, learning therefore reduces the waiting time for speciation to occur and can be predicted to accelerate the rate of speciation. [source] Management development in small firmsINTERNATIONAL JOURNAL OF MANAGEMENT REVIEWS, Issue 3 2006Nerys Fuller-Love This paper is a review of the literature concerning management development in small firms. It looks at the benefits in terms of growing a small firm and whether the lack of management skills contributes to their failure. In addition, this paper looks at some of the barriers to management development, including the attitudes and characteristics of the entrepreneur, and also looks at learning models that may be appropriate for small firms. The paper also looks at the authors' views on the effectiveness of management development for small firms, the barriers to learning as well as the skills required. Management development programmes are now widely accepted as a means of improving the competitiveness of firms and the economy as a whole. Although management education and training has, in the past, been designed mainly for larger firms, there is a growing awareness of the requirements of small businesses. Government initiatives designed to encourage start-ups and to boost the growth of small firms have emphasized the importance of management development. This review of the literature shows that, on balance, management development programmes are effective for small firms. The main benefits appear to be survival and growth, reduction in failure and improvement in performance. The skills required include leadership and management, developing management systems and techniques and team building. Other skills include planning, delegation and financial management. The paper concludes that there is a need for further research into the effectiveness of management development programmes, the skills required and the barriers to learning in small firms and, also, whether they have an impact on the survival, growth and profitability of small firms. [source] Learning about dynamical systems via unfalsification of hypothesesINTERNATIONAL JOURNAL OF ROBUST AND NONLINEAR CONTROL, Issue 11 2004Paul B. Brugarolas Abstract This paper examines the problem of learning behaviours of a dynamical system from experimental data via unfalsification of hypotheses within the behavioural approach to system theory of Willems. Behaviours of the dynamic systems are postulated as hypotheses and then tested against experimental data. A simple and concise condition for falsification of hypotheses by experimental data in terms of a kernel is presented. The approach is applicable both to learning models for a plant and to adapting controllers to satisfy performance and robustness goals. Copyright © 2004 John Wiley & Sons, Ltd. [source] An Economist's Perspective on Probability MatchingJOURNAL OF ECONOMIC SURVEYS, Issue 1 2000Nir Vulkan The experimental phenomenon known as ,probability matching' is often offered as evidence in support of adaptive learning models and against the idea that people maximise their expected utility. Recent interest in dynamic-based equilibrium theories means the term re-appears in Economics. However, there seems to be conflicting views on what is actually meant by the term and about the validity of the data. The purpose of this paper is therefore threefold: First, to introduce today's readers to what is meant by probability matching, and in particular to clarify which aspects of this phenomenon challenge the utility-maximisation hypothesis. Second, to familiarise the reader with the different theoretical approaches to behaviour in such circumstances, and to focus on the differences in predictions between these theories in light of recent advances. Third, to provide a comprehensive survey of repeated, binary choice experiments. [source] Cognitive styles and hypermedia navigation: Development of a learning modelJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 1 2002Sherry Y. Chen There has been an increased growth in the use of hypermedia to deliver learning and teaching material. However, much remains to be learned about how different learners perceive such systems. Therefore, it is essential to build robust learning models to illustrate how hypermedia features are experienced by different learners. Research into individual differences suggests cognitive styles have a significant effect on student learning in hypermedia systems. In particular, Witkin's Field Dependence has been extensively examined in previous studies. This article reviews the published findings from empirical studies of hypermedia learning. Specifically, the review classifies the research into five themes: nonlinear learning, learner control, navigation in hyperspace, matching and mismatching, and learning effectiveness. A learning model, developed from an analysis of findings of the previous studies, is presented. Finally, implications for the design of hypermedia learning systems are discussed. [source] Mastery learning and assessment: Implications for students and teachers in an era of high-stakes testingPSYCHOLOGY IN THE SCHOOLS, Issue 3 2008Barry J. Zimmerman Federal efforts to improve American students' achievement through high-stakes testing have led to significant concerns about the fairness and effectiveness of standardized tests. We attribute these concerns to the use of summative tests to assess academic progress without the benefits of an effective formative model of assessment and instruction, such as mastery learning. Historically, mastery learning models emerged as a reaction to the misuse of psychometric models of assessment for instructional purposes. Differences between these models are discussed along with a more recent form of mastery assessment, curriculum-based measurement. Apprehensions about the summative testing requirements of No Child Left Behind are considered along with efforts to make these tests fairer, such as the inclusion of a growth provision. Finally, we identified a mastery learning intervention program in mathematics in a high school that achieved national recognition, and we interviewed participating teachers and students. They reported the positive academic and motivational outcomes expected of a mastery learning approach and a few concerns about drawbacks associated with high-stakes testing. © 2008 Wiley Periodicals, Inc. [source] Critical Aspects of Organizational Learning Research and Proposals for Its MeasurementBRITISH JOURNAL OF MANAGEMENT, Issue 2 2001Satu Lähteenmäki Based on an extensive literature review, this paper reveals several gaps in organizational learning (OL) research that need filling before we can really talk about a theory of organizational learning or verify the traits and very existence of learning organizations (LO) as a phenomenon. The critique, however, is not targeted at any single model or theory of organizational learning, but at theory building, which constantly drifts away with new definitions and approaches that break up rather than construct a theory. Despite the fact that numerous consultation tools for turning organizations into learning models have been developed and applied, the concept of organizational learning itself still remains vague and there is an urgent need for a holistic model of OL. Too much emphasis is put on studying the learning of individuals instead of concentrating on the learning of organizations. Since the theory is highly dispersed and does not really build on earlier findings, rich empirical studies are needed in order to validate measures of organizational learning. Modelling of the organizational learning process and clarification of how learning of individuals is turned into learning of organizations is needed. This paper introduces one set of OL measures developed to study whether organizational learning occurred during the operational and business culture change process of a single case company. Suggestions for further OL research are made on the basis of experiences gained when empirically testing this model. [source] | |||||||||||||