Models of Learning

Abstract

This review centers on mathematical models of learning and their empirical tests. 2 Trends noted by Greeno & Bjork (77) have continued and accelerated: mathematical learning theory has become 'more cognitive in terminology, learning models have made even greater use of trees or networks to represent process and structure, and material learned in the laboratory has born increasing similarity, if not identity, to real world knowledge. Extension of these trends raises a question whether practice effects or tasks requiring extensive practice during acquisition are a central aspect of learning. Indeed it could be argued that one of the finest learning models avail­ able, that of Norman, Rumelhart, and the LNR groupl (140), discusses learning only peripherally as a side issue to the treatment of memory storage, question answering, and problem solving. Greeno & Bjork's (77) implicit definition of learning as the new storage of infor­ mation in memory or the modification of a structure of knowledge forms a basis for identifying studies to be cited here. The