000 | 03844nam a2200529 i 4500 | ||
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001 | 6276843 | ||
003 | IEEE | ||
005 | 20220712204747.0 | ||
006 | m o d | ||
007 | cr |n||||||||| | ||
008 | 151223s1995 maua ob 001 eng d | ||
020 |
_a9780262282048 _qelectronic |
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020 |
_z0262181657 _qhc : alk. paper |
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020 |
_z0585038538 _qelectronic |
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020 |
_z9780585038537 _qelectronic |
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020 |
_z9780262181655 _qhc : alk. paper |
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020 |
_z0262282046 _qelectronic |
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035 | _a(CaBNVSL)mat06276843 | ||
035 | _a(IDAMS)0b000064818c1f58 | ||
040 |
_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL |
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050 | 4 |
_aQ325.7 _b.G63 1995eb |
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082 | 0 | 4 |
_a006.3/1 _220 |
245 | 0 | 0 |
_aGoal-driven learning / _cedited by Ashwin Ram and David B. Leake. |
264 | 1 |
_aCambridge, Massachusetts : _bMIT Press, _cc1995. |
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264 | 2 |
_a[Piscataqay, New Jersey] : _bIEEE Xplore, _c[1995] |
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300 |
_a1 PDF (xxii, 507 pages) : _billustrations. |
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336 |
_atext _2rdacontent |
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337 |
_aelectronic _2isbdmedia |
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338 |
_aonline resource _2rdacarrier |
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500 | _a"A Bradford book." | ||
504 | _aIncludes bibliographical references and index. | ||
506 | 1 | _aRestricted to subscribers or individual electronic text purchasers. | |
520 | _aIn cognitive science, artificial intelligence, psychology, and education, a growing body of research supports the view that the learning process is strongly influenced by the learner's goals. The fundamental tenet of goal-driven learning is that learning is largely an active and strategic process in which the learner, human or machine, attempts to identify and satisfy its information needs in the context of its tasks and goals, its prior knowledge, its capabilities, and environmental opportunities for learning. This book brings together a diversity of research on goal-driven learning to establish a broad, interdisciplinary framework that describes the goal-driven learning process. It collects and solidifies existing results on this important issue in machine and human learning and presents a theoretical framework for future investigations.The book opens with an an overview of goal-driven learning research and computational and cognitive models of the goal-driven learning process. This introduction is followed by a collection of fourteen recent research articles addressing fundamental issues of the field, including psychological and functional arguments for modeling learning as a deliberative, planful process; experimental evaluation of the benefits of utility-based analysis to guide decisions about what to learn; case studies of computational models in which learning is driven by reasoning about learning goals; psychological evidence for human goal-driven learning; and the ramifications of goal-driven learning in educational contexts.The second part of the book presents six position papers reflecting ongoing research and current issues in goal-driven learning. Issues discussed include methods for pursuing psychological studies of goal-driven learning, frameworks for the design of active and multistrategy learning systems, and methods for selecting and balancing the goals that drive learning.A Bradford Book. | ||
530 | _aAlso available in print. | ||
538 | _aMode of access: World Wide Web | ||
588 | _aDescription based on PDF viewed 12/23/2015. | ||
650 | 0 |
_aComputational learning theory. _921387 |
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655 | 0 |
_aElectronic books. _93294 |
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700 | 1 |
_aLeake, David B. _923600 |
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700 | 1 |
_aRam, Ashwin. _923601 |
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710 | 2 |
_aIEEE Xplore (Online Service), _edistributor. _923602 |
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710 | 2 |
_aMIT Press, _epublisher. _923603 |
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776 | 0 | 8 |
_iPrint version _z9780262181655 |
830 | 0 |
_aBradford book. _922611 |
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856 | 4 | 2 |
_3Abstract with links to resource _uhttps://ieeexplore.ieee.org/xpl/bkabstractplus.jsp?bkn=6276843 |
942 | _cEBK | ||
999 |
_c73239 _d73239 |