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LOGIQUE ET PSYCHOLOGIE DE L'APPRENTISSAGE DES CONCEPTS
Author(s) -
Holas Emil
Publication year - 1969
Publication title -
international journal of psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.75
H-Index - 62
eISSN - 1464-066X
pISSN - 0020-7594
DOI - 10.1080/00207596908247268
Subject(s) - interpretation (philosophy) , set (abstract data type) , perception , field (mathematics) , psychology , artificial intelligence , subject (documents) , logical analysis , logical conjunction , cognitive science , computer science , mathematics , mathematical statistics , statistics , neuroscience , library science , pure mathematics , programming language
In the field of concept learning, there are very few studies in which logícal conditions are used as independent variables. A logical analysis of concept learning phenomena is presented: it is an application of some elementary theoremas of logics and set theory. To learn a concept means to identify relevant attributes of the phenomena observed; the theoretical analysis of the situation shows that concept learning can be seen as a problem, the solution of which depends on a precise algorithm. Numerous experiments have been carried out on the basis of such an analysis, some of which are described here. Results provide evidence that time and quality of performance depend on the length and logical structure of the set of successive stimuli presented to subjccts. So logical features of the situation influence concept learning; but, there are various other factors which control subject's performance : for instance, number of redundant examples, and subject's memory and perceptual‐motor activity. Current interpretations of concept learning, i.e ., stochastic models of learning and logical and mathematical interpretation are discussed and the need of an approach which would combine both to fit the complexity of concept learning phenomena is emphasized.