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The NTK can be studied for various ANN architectures, [2] in particular convolutional neural networks (CNNs), [19] recurrent neural networks (RNNs) and transformers. [20] In such settings, the large-width limit corresponds to letting the number of parameters grow, while keeping the number of layers fixed: for CNNs, this involves letting the number of channels grow.
In the mathematical theory of artificial neural networks, universal approximation theorems are theorems [1] [2] of the following form: Given a family of neural networks, for each function from a certain function space, there exists a sequence of neural networks ,, … from the family, such that according to some criterion.
The current (third) wave has been marked by advances in deep learning, which have made possible the creation of large language models. [3] The success of deep-learning networks in the past decade has greatly increased the popularity of this approach, but the complexity and scale of such networks has brought with them increased interpretability ...
Neurodevelopmental framework for learning, like all frameworks, is an organizing structure through which learners and learning can be understood. Intelligence theories and neuropsychology inform many of them. The framework described below is a neurodevelopmental framework for learning.
In addition to performance bounds, computational learning theory studies the time complexity and feasibility of learning. [citation needed] In computational learning theory, a computation is considered feasible if it can be done in polynomial time. [citation needed] There are two kinds of time complexity results:
The learning theories of John Dewey, Maria Montessori, and David A. Kolb serve as the foundation of the application of constructivist learning theory in the classroom. [40] Constructivism has many varieties such as active learning , discovery learning , and knowledge building , but all versions promote a student's free exploration within a ...
The Berlin Model (German: Berliner Modell) was developed by Paul Heimann (1901–1967) and is also known as the “Teaching-learning theory of education" (German: lehr-lern-theoretische Didaktik) in order to distinguish it from the "developmental education theory" (German: bildungstheoretische Didaktik) of Wolfgang Klafki.
Education sciences, [1] also known as education studies, education theory, and traditionally called pedagogy, [2] seek to describe, understand, and prescribe education including education policy. Subfields include comparative education , educational research , instructional theory , curriculum theory and psychology , philosophy , sociology ...