oshea timothy (27 resultados)

Condición: Very Good. 1964. First Edition. Paperback. 112pp. First edition copy. . . . Books ship from the US and Ireland.

Condición: Very Good. 1964. First Edition. Paperback. 112pp. First edition copy. . . .

Paperback. Condición: New. In shrink wrap. Looks like an interesting title!

Hardcover. Condición: Very Good.

Condición: New.

Condición: Très bon. Merci, votre achat aide à financer des programmes de lutte contre l'illettrisme.

Condición: Assez bon. Merci, votre achat aide à financer des programmes de lutte contre l'illettrisme.

Condición: New. In.

Condición: As New. Unread book in perfect condition.

Condición: New.

Condición: Gut. Zustand: Gut | Seiten: 256 | Sprache: Englisch | Produktart: Bücher | The order that material, for both facts and skills, is presented or explored by a learner can strongly influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. In this volume, the contributors argue that these effects are morepervasive and important than they have been treated. They explore some of the foundational topics in this area of intersection between psychology, machine learning, AI, cognitive modeling, education, and instructional design. They include case studies and present numerous questions that will lead tofurther research projects and provide food for thought for professionals working in these disciplines.

Condición: New. The order that material, for both facts and skills, is presented or explored by a learner can influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. This volume explores some of the foundational topics in this area of intersection between psychology, machine learning, and others. Editor(s): Ritter, Frank E.; Nerb, Josef; Lehtinen, Erno; O'Shea, Timothy. Series: Advances in Cognitive Models and Architectures S. Num Pages: 256 pages, 72 line illustrations. BIC Classification: JML; JMRL; UYF; UYQM. Category: (P) Professional & Vocational. Dimension: 263 x 179 x 20. Weight in Grams: 634. . 2007. Illustrated. hardcover. . . . .

Condición: As New. Unread book in perfect condition.

Hardback. Condición: New. The order that material, for both facts and skills, is presented or explored by a learner can strongly influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. In the proposed volume, the contributors argue that these effects are more pervasive and important than they have been treated. They explore some of the foundational topics in this area of intersection between psychology, machine learning, AI, cognitive modelling, education, and instructional design. They include case studies and present numerous questions that will lead to further research projects and provide food for thought for professionals working in these principles.

Condición: New. The order that material, for both facts and skills, is presented or explored by a learner can influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. This volume explores some of the foundational topics in this area of intersection between psychology, machine learning, and others. Editor(s): Ritter, Frank E.; Nerb, Josef; Lehtinen, Erno; O'Shea, Timothy. Series: Advances in Cognitive Models and Architectures S. Num Pages: 256 pages, 72 line illustrations. BIC Classification: JML; JMRL; UYF; UYQM. Category: (P) Professional & Vocational. Dimension: 263 x 179 x 20. Weight in Grams: 634. . 2007. Illustrated. hardcover. . . . . Books ship from the US and Ireland.

Hardback. Condición: New. The order that material, for both facts and skills, is presented or explored by a learner can strongly influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. In the proposed volume, the contributors argue that these effects are more pervasive and important than they have been treated. They explore some of the foundational topics in this area of intersection between psychology, machine learning, AI, cognitive modelling, education, and instructional design. They include case studies and present numerous questions that will lead to further research projects and provide food for thought for professionals working in these principles.

HRD. Condición: New. New Book. Shipped from UK. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

HRD. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Condición: new. Questo è un articolo print on demand.

Hardback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days.

Hardcover. Condición: new. Hardcover. Order affects the results you get: Different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and artificial learning systems. In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in whichmaterial is presented can strongly influence what is learned by humans and theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects andanalyze how and when they will occur. The introductory and concluding chapters compile suggestions for improving learning through better sequences of learning materials, including how to take advantage of order effects that encourage learning and how to avoid order effects that discourage learning. Each chapter also highlights questions that may inspire further research. Taken together, these chapters show how order effects in different areas can and do inform each other. In Order toLearn will be of interest to researchers and students in cognitive science, education, machine learning. The order that material, for both facts and skills, is presented or explored by a learner can influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. This volume explores some of the foundational topics in this area of intersection between psychology, machine learning, and others. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Hardcover. Condición: new. Hardcover. Order affects the results you get: Different orders of presenting material can lead to qualitatively and quantitatively different learning outcomes. These differences occur in both natural and artificial learning systems. In Order to Learn shows how order effects are crucial in human learning, instructional design, machine learning, and both symbolic and connectionist cognitive models. Each chapter explains a different aspect of how the order in whichmaterial is presented can strongly influence what is learned by humans and theoretical models of learning in a variety of domains. In addition to data, models are provided that predict and describe order effects andanalyze how and when they will occur. The introductory and concluding chapters compile suggestions for improving learning through better sequences of learning materials, including how to take advantage of order effects that encourage learning and how to avoid order effects that discourage learning. Each chapter also highlights questions that may inspire further research. Taken together, these chapters show how order effects in different areas can and do inform each other. In Order toLearn will be of interest to researchers and students in cognitive science, education, machine learning. The order that material, for both facts and skills, is presented or explored by a learner can influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. This volume explores some of the foundational topics in this area of intersection between psychology, machine learning, and others. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condición: New. Print on Demand pp. 256.

Condición: New. Print on Demand pp. 256 Illus.

Buch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The order that material, for both facts and skills, is presented or explored by a learner can strongly influence what is learned, how fast performance increases, and sometimes, even that the material is learned at all. In this volume, the contributors argue that these effects are morepervasive and important than they have been treated. They explore some of the foundational topics in this area of intersection between psychology, machine learning, AI, cognitive modeling, education, and instructional design. They include case studies and present numerous questions that will lead tofurther research projects and provide food for thought for professionals working in these disciplines.

Condición: New. PRINT ON DEMAND pp. 256.

Buch. Condición: Neu. In Order to Learn | How the Sequence of Topics Influences Learning | Frank E. Ritter (u. a.) | Buch | XVI | Englisch | 2007 | Oxford University Press | EAN 9780195178845 | Verantwortliche Person für die EU: Oxford University Press España S.A., El Parque Empresarial San Fernando de Henares, Avendia de Castilla 2, 28830 MADRID, SPANIEN, product[dot]safety[at]oup[dot]com | Anbieter: preigu Print on Demand.