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Titlebook: Connectionistic Problem Solving; Computational Aspect Steven E. Hampson Book 1990 Birkhäuser Boston 1990 Extension.artificial intelligence.

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书目名称Connectionistic Problem Solving
副标题Computational Aspect
编辑Steven E. Hampson
视频videohttp://file.papertrans.cn/236/235624/235624.mp4
图书封面Titlebook: Connectionistic Problem Solving; Computational Aspect Steven E. Hampson Book 1990 Birkhäuser Boston 1990 Extension.artificial intelligence.
描述1. 1 The problem and the approach The model developed here, which is actually more a collection of com­ ponents than a single monolithic structure, traces a path from relatively low-level neural/connectionistic structures and processes to relatively high-level animal/artificial intelligence behaviors. Incremental extension of this initial path permits increasingly sophisticated representation and processing strategies, and consequently increasingly sophisticated behavior. The initial chapters develop the basic components of the sys­ tem at the node and network level, with the general goal of efficient category learning and representation. The later chapters are more con­ cerned with the problems of assembling sequences of actions in order to achieve a given goal state. The model is referred to as connectionistic rather than neural, be­ cause, while the basic components are neuron-like, there is only limited commitment to physiological realism. Consequently the neuron-like ele­ ments are referred to as "nodes" rather than "neurons". The model is directed more at the behavioral level, and at that level, numerous con­ cepts from animal learning theory are directly applicable to connec
出版日期Book 1990
关键词Extension; artificial intelligence; behavior; intelligence; learning; memory; modeling; problem solving; pro
版次1
doihttps://doi.org/10.1007/978-1-4684-6770-3
isbn_softcover978-0-8176-3450-6
isbn_ebook978-1-4684-6770-3
copyrightBirkhäuser Boston 1990
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Stimulus-Stimulus Associations and Parallel Search,embling action sequences which have quite different time/space characteristics. The best developed alternative to the S-R model is the stimulus-stimulus (S-S) model. In the S-S model the learned associations are between stimuli, rather than between stimulus and response (and stimulus and evaluation)
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Stimulus-Goal Associations,se, but a goal. To take perhaps the simplest example, finger withdrawal was classically conditioned to a tone, using shock from a flat electrode as the US (Wickens, 1938). After training in a palm-down position, the response was tested in a palm-up position. The result was that the conditioned respo
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