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16 results on '"Greeno, James"'

1. A Model of Functional Knowledge and Insight.

Author

California Univ., Berkeley., Greeno, James G., and Berger, Daniel

Abstract

In this study a distinction is made between routine, semiroutine, and nonroutine problems based on the problem solver's knowledge. Routine problems are solved by applying a known procedure, semiroutine problems require planning that uses functional knowledge, and nonroutine problems require generation of new functional knowledge. Nonroutine problem solving has been simulated in which functional knowledge is derived from properties of objects that are available in the situation. In an experiment, knowledge was provided about functional relations of components of a device; this facilitated inference of operating procedures, in contrast to knowledge about the status of the individual components, which was ineffective. (Author/RH)

Published
1987

2. Acquiring Cognitive Structure by Discovery and Rule Learning.

Author

Michigan Univ., Ann Arbor., Egan, Dennis E., and Greeno, James G.

Abstract

The study concerned (1) identifying component processes of discovery and rule learning; (2) describing differences in learning outcomes produced by the two instructional methods, and; (3) optimizing learning. It was believed that understanding the effects of aptitude, instructional methods, and their interaction is important in the study of learning and problem solving. Two experiments were performed to investigate the effects of aptitude and instructional methods on learning concepts of probability. The two methods were learning by discovery and learning by rule versions of programmed instruction. Results supported the hypothesis that the outcome of discovery is the structural integration of previously known concepts, while the outcome of rule learning is the addition, subject scoring low on tests of relevant abilities performed better by every measure when instructed by the rule method. The data indicates that the result of learning by discovery is a well integrated cognitive structure because subjects can solve problems that require relating principles previously learned. (BW)

Published
1970

3. Psychology of Learning, 1960-1980. One Participant's Observations.

Author

Greeno, James G.

Abstract

Discusses (1) neobehaviorist theory and analysis of response probability, (2) discrete models of qualitative changes in knowledge and stages of processing, and (3) programmed simulations of the detailed structure of knowledge and cognitive processes. Comments on the prospects for developing significant new understandings of learning during the next few years. (Author/GC)

Published
1980

14. COMMENTARIES.

Author

Beach, King, Haertel, Edward H., Greeno, James G., Mislevy, Robert J., Schoenfeld, Alan H., and Shepard, Lorrie A.

Subjects
EDUCATIONAL tests & measurements, COGNITIVE science, SENSORY perception, LEARNING, COGNITIVE learning
Abstract

Focuses on views of authors the concept of educational assessment programs. Significance of learning in social situations related to information processing and mental representation; Suggestions to broaden the foundation of assessment; Approach to assessment design based on advances in cognitive science and measurement modeling.

Published
2003
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15. THEORY AND PRACTICE REGARDING ACQUIRED COGNITIVE STRUCTURES.

Author

Greeno, James G.

Subjects
*COGNITIVE psychology, *PROBLEM solving, *LEARNING
Abstract

Recent developments in cognitive psychology, particularly the theory of semantic memory and the theory of processes involved in problem solving, seem likely to provide a basis for strong developments in the theory of learning. These will be based on rigorous representations of cognitive states that are desired as the outcomes of instruction. It seems likely that a distinction between algorithmic knowledge and more general propositional knowledge will be needed in such a theory, and that knowledge of simple procedures will be distinguished from ability to interpret information in a problem, and also from skill in generating subgoals in order to organize problem-solving activity. [ABSTRACT FROM AUTHOR]

Published
1973
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16. MATHEMATICAL LEARNING THEORY AND THE NEW "MENTAL FORESTRY".

Author

Greeno, James G. and Bjork, Robert A.

Subjects
STOCHASTIC learning models, LEARNING, PSYCHOLOGY of learning, STOCHASTIC processes
Abstract

Presents an analysis of the contemporary state of theoretical understanding of learning processes with respect to mathematical theories. Problem of representation of stored matter during learning; Influence of forgetting and retrieval processes; Theoretical analysis of varieties of learning.

Published
1973
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