Dynamic Memory Revisited de Roger C. Schank

Dynamic Memory Revisited

Roger C. Schank

en Limba Engleză Paperback – 27 aug 1999

Roger Schank's influential book, Dynamic Memory, described how computers could learn based upon what was known about how people learn. Since that book's publication in 1982, Dr Schank has turned his focus from artificial intelligence to human intelligence. Dynamic Memory Revisited contains the theory of learning presented in the original book, extending it to provide principles for teaching and learning. It includes Dr Schank's important theory of case-based reasoning and assesses the role of stories in human memory. In addition, it covers his ideas on non-conscious learning, indexing, and the cognitive structures that underlie learning by doing. Dynamic Memory Revisited is crucial reading for all who are concerned with education and school reform. It draws attention to how effective learning takes place and provides instruction for developing software that truly helps students learn.

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	Preț	Express
Paperback (1)	327^.48 lei 6-8 săpt.
Cambridge University Press – 27 aug 1999	327^.48 lei 6-8 săpt.
Hardback (1)	710^.89 lei 6-8 săpt.
Cambridge University Press – 27 aug 1999	710^.89 lei 6-8 săpt.

Preț

Express

Paperback (1)

327^.48 lei 6-8 săpt.

Cambridge University Press – 27 aug 1999

327^.48 lei 6-8 săpt.

Hardback (1)

710^.89 lei 6-8 săpt.

Cambridge University Press – 27 aug 1999

710^.89 lei 6-8 săpt.

Cuprins

Preface to the second edition; 1. Introduction to dynamic memory; 2. Reminding and memory; 3. Failure-driven memory; 4. Cross-contextual reminding; 5. Story-based reminding; 6. The kinds of structures in memory; 7. Memory organization packets; 8. Thematic organization packets; 9. Generalization and memory; 10. Learning by doing; 11. Non-conscious knowledge; 12. Case-based reasoning and the metric of problem solving; 13. Non-conscious thinking; 14. Goal-based scenarios; 15. Enhancing intelligence; References; Index.

Recenzii

'It is all too often the case that after introducing an influential concept, te originator moves on to a new challenge or new problem, leaving others to test the implications of the conceptualization, and otherwize 'tidy up' in its wake. In Dynamic Memory Revisited, Roger Shank bucks this trend. In particular, he addresses a persistent weakness of the script model, and extends the reformulation into the educational arena.' Human Development