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When a hypothesis has survived a sufficient number of tests, it may be promoted to a scientific theory. A theory is a hypothesis that has survived many tests and seems to be consistent with other established scientific theories. Since a theory is a promoted hypothesis, it is of the same 'logical' species and shares the same logical limitations.
Generalization allows humans and animals to recognize the similarities in knowledge acquired in one circumstance, allowing for transfer of knowledge onto new situations. This idea rivals the theory of situated cognition, instead stating that one can apply past knowledge to learning in new situations and environments.
Comprehensible input hypothesis. The input hypothesis, also known as the monitor model, is a group of five hypotheses of second-language acquisition developed by the linguist Stephen Krashen in the 1970s and 1980s. Krashen originally formulated the input hypothesis as just one of the five hypotheses, but over time the term has come to refer to ...
The framework is thus in many ways similar to that of concept learning. In contrast to earlier association-type theories, the Hypothesis Theory argues that subjects solve this problem (i.e., learn the correct response to each stimulus), by testing a series of hypotheses about the relation of the cue values (stimulus features) to the class. For ...
Distributional semantics [1] is a research area that develops and studies theories and methods for quantifying and categorizing semantic similarities between linguistic items based on their distributional properties in large samples of language data.
Learning that takes place in varying contexts can create more links and encourage generalization of the skill or knowledge. [3] Connections between past learning and new learning can provide a context or framework for the new information, helping students to determine sense and meaning, and encouraging retention of the new information.
Research suggests that alignable differences have a larger impact on people's judgments of similarity than do nonalignable differences. Thus, the relationship between the commonalities of a pair and the differences is important for understanding people's assessments of similarity. Structural approaches to similarity emerged from research on ...
Most theories of associative learning have assumed that phenomena of interest (see Classical conditioning for a list of phenomena) depend on what happens during the learning phase. The comparator hypothesis assumes, on the contrary, that what happens during the learning phase is fairly simple, and that most interesting phenomena depend on what ...