![]() |
![]() |
Your cart is empty |
||
Showing 1 - 15 of 15 matches in All Departments
This book is the third volume in a series that provides a hands-on
perspective on the evolving theories associated with Roger Schank
and his students. The primary focus of this volume is on
constructing explanations. All of the chapters relate to the
problem of building computer programs that can develop hypotheses
about what might have caused an observed event. Because most
researchers in natural language processing don't really want to
work on inference, memory, and learning issues, most of their
sample text fragments are chosen carefully to de-emphasize the need
for non text-related reasoning.
In the author's words: This book is an honest attempt to understand what it means to be educated in today's world. Schank's argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature and history and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor well educated. This nineteenth-century conception of the educated mind weighs heavily on our notions on how we educate our young. When the focus of education is on intellectual and scholarly issues as opposed to issues such as communications, or basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from an elitist view of who is to be educated and what that means. elitist view. We need to rethink what it means to be educated, to reconceptualize the very idea of education as a process that forefronts and values learning by doing. Students need to learn how to think and they need to learn by doing - not how to accomplish tasks such as passing standardized tests and reciting rote facts. In this engaging book, Roger Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, and higher education, and anyone interested in what it means to be educated in today's world.
To hear politicians talk, one would think the entire purpose of
school is to assess children rather than educate them. Excitement
about learning doesn't seem to be on anyone's agenda. The villains
are those who profit from testing mania, make the tests, coach for
testing, publish the books on which the tests are based, and
believe that the results matter. Children are being taught things
they don't need to know and nobody seems to care.
The fourth in the "Inside" series, this volume includes four theses
completed under the editor's direction at the Institute for the
Learning Sciences at Northwestern University. This series bridges
the gap between Schank's books introducing (for a popular audience)
the theories behind his work in artificial intelligence (AI) and
the many articles and books written by Schank and other AI
researchers for their colleagues and students. The series will be
of interest to graduate students in AI and professionals in other
academic fields who seek the retraining necessary to join the AI
effort or to understand it at the professional level.
The fourth in the "Inside" series, this volume includes four theses
completed under the editor's direction at the Institute for the
Learning Sciences at Northwestern University. This series bridges
the gap between Schank's books introducing (for a popular audience)
the theories behind his work in artificial intelligence (AI) and
the many articles and books written by Schank and other AI
researchers for their colleagues and students. The series will be
of interest to graduate students in AI and professionals in other
academic fields who seek the retraining necessary to join the AI
effort or to understand it at the professional level.
Most six-year-olds can't wait to go to school on that first day in September. It's a sign of coming of age. They get to go to school like the big kids. For an alarmingly large number of these children, however, boredom, anxiety, and fear of learning quickly set in. This happens because societies build schools that achieve much less than they promise, are frustrating for students, and generally fail to help children become adults who can think for themselves. The development of flexible, inquiring minds has rarely been the primary consideration in the design of educational systems. Making students into proper members of society has usually been of much greater concern than developing students who are creative thinkers. Today's schools are organized around yesterday's ideas, needs, and resources. The purpose of this volume is to raise consciousness about the changes needed in the educational system. It is concerned with what is wrong with the educational system and how to improve it. It presents a pragmatic view of what education could be through the use of computer technology -- technology permitting us to pursue the radical notion that children must be allowed to guide their own education because interested learners learn more. Children can and will become voracious learners if they are in charge of their own education. This does not mean letting them play video games all day, but it does mean allowing them to pursue the intellectual goals that interest them, rather than being force-fed knowledge according to someone else's schedule. The school system must face the responsibility of creating learning environments that are so much fun that children cannot wait to get up in the morning and go to school. This volume describes the progress being made at The Institute for the Learning Sciences using computers to provide motivating environments for learning -- environments that enable students to explore new worlds, and learn things by doing them. This technology will allow society to support what is one of the most important parts of a good educational system: the cultivation of individual initiative in students. This text documents the authors' work from the cognitive psychology which underlies it on through to guided tours of a number of the software learning environments they've developed. The CD ROM version of Engines for Education illustrates the types of innovative education software being developed at the Institute for the Learning Sciences at Northwestern University. In addition to providing tours of seven different ILS programs, the CD ROM itself provides an example of a new form of hypermedia system developed at ILS. Containing the complete text of the book with full-text search, the CD ROM enables readers to move fluidly between pages as they would with a traditional book; it also engages the reader through question-answer interactions with the system. Hardware Requirements: Macintosh (not a Macintosh Power PC) with 16M of RAM (13M of free RAM) and a CD ROM Drive. Software Requirements: System 7 (or later version) and Quicktime.
It is not unusual for a festschrift to include offerings from
several areas of study, but it is highly unusual for those areas to
cross disciplinary lines. This book, in doing just that, is a
testimony to Bob Abelson's impact on the disciplines of social
psychology, artificial intelligence and cognitive science, and the
applied areas of political psychology and decision-making. The
contributors demonstrate that their association with Abelson,
whether as students or colleagues, has resulted in an impressive
intellectual cross-fertilization.
It is not unusual for a festschrift to include offerings from several areas of study, but it is highly unusual for those areas to cross disciplinary lines. This book, in doing just that, is a testimony to Bob Abelson's impact on the disciplines of social psychology, artificial intelligence and cognitive science, and the applied areas of political psychology and decision-making. The contributors demonstrate that their association with Abelson, whether as students or colleagues, has resulted in an impressive intellectual cross-fertilization.
Introducing issues in dynamic memory and case-based reasoning, this
comprehensive volume presents extended descriptions of four major
programming efforts conducted at Yale during the past several
years. Each descriptive chapter is followed by a companion chapter
containing the micro program version of the information.
First published in 1977. Routledge is an imprint of Taylor & Francis, an informa company.
This book is the third volume in a series that provides a hands-on
perspective on the evolving theories associated with Roger Schank
and his students. The primary focus of this volume is on
constructing explanations. All of the chapters relate to the
problem of building computer programs that can develop hypotheses
about what might have caused an observed event. Because most
researchers in natural language processing don't really want to
work on inference, memory, and learning issues, most of their
sample text fragments are chosen carefully to de-emphasize the need
for non text-related reasoning.
In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world.
Roger Schank's influential book, Dynamic Memory, described how computers could learn based upon what was known about how people learn. Since that book's publication in 1982, Dr Schank has turned his focus from artificial intelligence to human intelligence. Dynamic Memory Revisited contains the theory of learning presented in the original book, extending it to provide principles for teaching and learning. It includes Dr Schank's important theory of case-based reasoning and assesses the role of stories in human memory. In addition, it covers his ideas on non-conscious learning, indexing, and the cognitive structures that underlie learning by doing. Dynamic Memory Revisited is crucial reading for all who are concerned with education and school reform. It draws attention to how effective learning takes place and provides instruction for developing software that truly helps students learn.
Roger Schank's influential book, Dynamic Memory, described how computers could learn based upon what was known about how people learn. Since that book's publication in 1982, Dr Schank has turned his focus from artificial intelligence to human intelligence. Dynamic Memory Revisited contains the theory of learning presented in the original book, extending it to provide principles for teaching and learning. It includes Dr Schank's important theory of case-based reasoning and assesses the role of stories in human memory. In addition, it covers his ideas on non-conscious learning, indexing, and the cognitive structures that underlie learning by doing. Dynamic Memory Revisited is crucial reading for all who are concerned with education and school reform. It draws attention to how effective learning takes place and provides instruction for developing software that truly helps students learn.
|
![]() ![]() You may like...
Suid-Afrikaanse Leefstylgids vir…
Vickie de Beer, Kath Megaw, …
Paperback
|