Search results
Filter
17 results
Sort by:
Heralds of Revolution: Russian Students and the Mythologies of Radicalism. By Susan K. Morrissey. Oxford: Oxford University Press, 1998. vi, 288 pp. Notes. Bibliography. Index. Photographs. $45.00, hard bound
In: Slavic review: interdisciplinary quarterly of Russian, Eurasian and East European studies, Volume 59, Issue 3, p. 676-677
ISSN: 2325-7784
Autonomie Oder Reglementierung: Die Russische Universität am Vorabend des Ersten Weltkrieges. By Silke Spieler. Cologne: Böhlau Verlag, 1981. vii, 242 pp. DM 48, paper
In: Slavic review: interdisciplinary quarterly of Russian, Eurasian and East European studies, Volume 43, Issue 3, p. 477-478
ISSN: 2325-7784
Formirovanie Sovetskoi Universitetskoi Sistemy (1917-1938 GG.). By Sh. Kh. Chanbarisov. Ufa: Bashkirskoe knizhnoe izdatel'stvo, 1973. 473 pp
In: Slavic review: interdisciplinary quarterly of Russian, Eurasian and East European studies, Volume 36, Issue 4, p. 683-684
ISSN: 2325-7784
The bureaucrat and theintelligent
In: Soviet studies, Volume 24, Issue 4, p. 588-593
War Between Russia and China. By Harrison E. Salisbury. New York: W. W. Norton, 1969. 224 pp. $4.95. - The New Russian Tragedy. By Anatole Shub. New York: W. W. Norton, 1969. 128 pp. $4.50. - Russia: Hopes and Fears. By Alexander Werth. New York: Simon & Schuster, 1969. 352...
In: Slavic review: interdisciplinary quarterly of Russian, Eurasian and East European studies, Volume 30, Issue 1, p. 159-160
ISSN: 2325-7784
Connectionist models of development
In: Developmental science, Volume 6, Issue 4, p. 413-429
ISSN: 1467-7687
AbstractHow have connectionist models informed the study of development? This paper considers three contributions from specific models. First, connectionist models have proven useful for exploring nonlinear dynamics and emergent properties, and their role in nonlinear developmental trajectories, critical periods and developmental disorders. Second, connectionist models have informed the study of the representations that lead to behavioral dissociations. Third, connectionist models have provided insight into neural mechanisms, and why different brain regions are specialized for different functions. Connectionist and dynamic systems approaches to development have differed, with connectionist approaches focused on learning processes and representations in cognitive tasks, and dynamic systems approaches focused on mathematical characterizations of physical elements of the system and their interactions with the environment. The two approaches also share much in common, such as their emphasis on continuous, nonlinear processes and their broad application to a range of behaviors.
Social Science and Social Schemes
In: The Economic Journal, Volume 5, Issue 18, p. 245
Systematic Human Learning and Generalization From a Brief Tutorial With Explanatory Feedback
In: Open mind: discoveries in cognitive science, Volume 8, p. 148-176
ISSN: 2470-2986
Abstract
We investigate human adults' ability to learn an abstract reasoning task quickly and to generalize outside of the range of training examples. Using a task based on a solution strategy in Sudoku, we provide Sudoku-naive participants with a brief instructional tutorial with explanatory feedback using a narrow range of training examples. We find that most participants who master the task do so within 10 practice trials and generalize well to puzzles outside of the training range. We also find that most of those who master the task can describe a valid solution strategy, and such participants perform better on transfer puzzles than those whose strategy descriptions are vague or incomplete. Interestingly, fewer than half of our human participants were successful in acquiring a valid solution strategy, and this ability was associated with completion of high school algebra and geometry. We consider the implications of these findings for understanding human systematic reasoning, as well as the challenges these findings pose for building computational models that capture all aspects of our findings, and we point toward a role for learning from instructions and explanations to support rapid learning and generalization.
Using domain‐general principles to explain children's causal reasoning abilities
In: Developmental science, Volume 10, Issue 3, p. 333-356
ISSN: 1467-7687
AbstractA connectionist model of causal attribution is presented, emphasizing the use of domain‐general principles of processing and learning previously employed in models of semantic cognition. The model categorizes objects dependent upon their observed 'causal properties' and is capable of making several types of inferences that 4‐year‐old children have been shown to be capable of. The model gives rise to approximate conformity to normative models of causal inference and gives approximate estimates of the probability that an object presented in an ambiguous situation actually possesses a particular causal power, based on background knowledge and recent observations. It accounts for data from three sets of experimental studies of the causal inferencing abilities of young children. The model provides a base for further efforts to delineate the intuitive mechanisms of causal inference employed by children and adults, without appealing to inherent principles or mechanisms specialized for causal as opposed to other forms of reasoning.
Diversification in Russian-Soviet education
In: The transformation of higher learning 1860-1930 : expansion, diversification, social opening and professionalization in England, Germany, Russia and the United States, p. 180-195
Numerosity discrimination in deep neural networks: Initial competence, developmental refinement and experience statistics
In: Developmental science, Volume 23, Issue 5
ISSN: 1467-7687
AbstractBoth humans and non‐human animals exhibit sensitivity to the approximate number of items in a visual array, as indexed by their performance in numerosity discrimination tasks, and even neonates can detect changes in numerosity. These findings are often interpreted as evidence for an innate 'number sense'. However, recent simulation work has challenged this view by showing that human‐like sensitivity to numerosity can emerge in deep neural networks that build an internal model of the sensory data. This emergentist perspective posits a central role for experience in shaping our number sense and might explain why numerical acuity progressively increases over the course of development. Here we substantiate this hypothesis by introducing a progressive unsupervised deep learning algorithm, which allows us to model the development of numerical acuity through experience. We also investigate how the statistical distribution of numerical and non‐numerical features in natural environments affects the emergence of numerosity representations in the computational model. Our simulations show that deep networks can exhibit numerosity sensitivity prior to any training, as well as a progressive developmental refinement that is modulated by the statistical structure of the learning environment. To validate our simulations, we offer a refinement to the quantitative characterization of the developmental patterns observed in human children. Overall, our findings suggest that it may not be necessary to assume that animals are endowed with a dedicated system for processing numerosity, since domain‐general learning mechanisms can capture key characteristics others have attributed to an evolutionarily specialized number system.
Book Reviews
In: Canadian Slavonic papers: an interdisciplinary journal devoted to Central and Eastern Europe, Volume 22, Issue 4, p. 539-570
ISSN: 2375-2475