MIT Press
In 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
Ram / Leake
Goal-Driven Learning jetzt bestellen!
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
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