Overview

Modern research in neural networks has led to powerful artificial learning systems, while recent work in the psychology of human memory has revealed much about how natural systems learn, including the role of unconscious, implicit, memory processes. Regrettably, the two approaches typically ignore each other. This book, combining the approaches, should contribute to their mutual benefit. Current empirical work showing dissociations between implicit and explicit memory performance is presented. Recently proposed explanations for such data lead to a new connectionist learning procedure: CALM (Categorizing and Learning Module), which can learn with or without supervision, and shows practical advantages over many existing procedures. Specific experiments are simulated by a network model (ELAN) composed of CALM modules. A working memory extension to the model is also discussed. The book should be of interest to memory psychologists and connectionists, as well as to cognitive scientists who in the past have tended to restrict themselves to symbolic models.

Full Product Details

Author:   R.H. Phaf
Publisher:   Springer
Imprint:   Springer
Edition:   1994 ed.
Dimensions:   Width: 15.50cm , Height: 1.90cm , Length: 23.50cm
Weight:   1.380kg
ISBN:  

9780792326854

ISBN 10:   0792326857
Pages:   294
Publication Date:   31 January 1994
Audience:   College/higher education ,  Professional and scholarly ,  Undergraduate ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Preface.- Acknowledgements.- 1: Introduction.- 1.1. The importance of learning.- 1.2. The biological role of learning.- 1.3. Connectionist models as learning systems.- 1.4. Models and languages.- 1.5. Aligning connectionist learning with natural learning.- 2: A connectionist approach to learning.- 2.1. The connectionist language.- 2.2. Problems with connectionist models.- 2.3. CALM: Categorizing and Learning Module.- 2.4. Single module simulations.- 2.5. Multiple module simulations.- 2.6. Discussion.- 3: Psychological constraints on learning.- 3.1. Attention and memory storage.- 3.2. Elaborative shifts during rehearsal.- 3.3. Attention and study-test compatibility as dissociative factors.- 3.4. Divided attention and implicit and explicit memory tasks.- 3.5. Towards a memory model incorporating attentional effects.- 4: A connectionist model for implicit and explicit memory.- 4.1. ELAN: a family of models.- 4.2. Architecture of ELAN-1.- 4.3. Simulations with ELAN-1.- 4.4. Higher ELAN models.- 5. Evaluation.- 5.1. Comparison to other models.- 5.2. The connectionism vs. symbol-manipulation controversy.- 5.3. Conclusion.- References.

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