David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
Learn more about PhilPapers
Behavioral and Brain Sciences 32 (2):219-220 (2009)
I applaud Mitchell et al.’s expanded emphasis on cognition in learning theory, for our understanding pervades all we do. Nevertheless, there are fundamental problems with the propositional approach they propose. The title bills a propositional approach to human associative learning, animal learning being tucked in later as an egalitarian gesture, but the model proposed would be a standard neo-classic account of human learning in terms of a representational theory of mind /except for /its universal extension to all learning, human and otherwise. Such neo-classic accounts deem it explanation enough of some human behavior to hypothesize rich formal structures of inference and sentence generation internal to the organism as causes of like changes in behavior. The hypothesized structures are extrapolated from formal linguistics and formal logic. Some have found such explanations useful, not surprisingly for computer modeling of human linguistic behavior, but the target article’s bold step is to extend the neo-classic model to all animal learning.
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Kevin T. Kelly (1988). Formal Learning Theory and the Philosophy of Science. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association 1988:413 - 423.
Joseph F. Hanna (1966). A New Approach to the Formulation and Testing of Learning Models. Synthese 16 (3-4):344 - 380.
Richard Edwards, Gert Biesta & Mary Thorpe (eds.) (2009). Rethinking Contexts for Learning and Teaching. Routledge.
Rosemary J. Stevenson (1998). Training Quality and Learning Goals: Towards Effective Learning for All. Behavioral and Brain Sciences 21 (3):426-427.
York Hagmayer, Björn Meder, Momme von Sydow & Michael R. Waldmann (2011). Category Transfer in Sequential Causal Learning: The Unbroken Mechanism Hypothesis. Cognitive Science 35 (5):842-873.
Kathryn Ecclestone (1999). Care or Control?: Defining Learners' Needs for Lifelong Learning. British Journal of Educational Studies 47 (4):332 - 347.
Added to index2009-04-24
Total downloads16 ( #250,921 of 1,938,822 )
Recent downloads (6 months)5 ( #125,144 of 1,938,822 )
How can I increase my downloads?