000			03844nam a2200529 i 4500
001			6276843
003			IEEE
005			20220712204747.0
006			m o d
007			cr |n|||||||||
008			151223s1995 maua ob 001 eng d
020			_a9780262282048 _qelectronic
020			_z0262181657 _qhc : alk. paper
020			_z0585038538 _qelectronic
020			_z9780585038537 _qelectronic
020			_z9780262181655 _qhc : alk. paper
020			_z0262282046 _qelectronic
035			_a(CaBNVSL)mat06276843
035			_a(IDAMS)0b000064818c1f58
040			_aCaBNVSL _beng _erda _cCaBNVSL _dCaBNVSL
050		4	_aQ325.7 _b.G63 1995eb
082	0	4	_a006.3/1 _220
245	0	0	_aGoal-driven learning / _cedited by Ashwin Ram and David B. Leake.
264		1	_aCambridge, Massachusetts : _bMIT Press, _cc1995.
264		2	_a[Piscataqay, New Jersey] : _bIEEE Xplore, _c[1995]
300			_a1 PDF (xxii, 507 pages) : _billustrations.
336			_atext _2rdacontent
337			_aelectronic _2isbdmedia
338			_aonline resource _2rdacarrier
500			_a"A Bradford book."
504			_aIncludes bibliographical references and index.
506	1		_aRestricted to subscribers or individual electronic text purchasers.
520			_aIn cognitive science, artificial intelligence, psychology, and education, a growing body of research supports the view that the learning process is strongly influenced by the learner's goals. The fundamental tenet of goal-driven learning is that learning is largely an active and strategic process in which the learner, human or machine, attempts to identify and satisfy its information needs in the context of its tasks and goals, its prior knowledge, its capabilities, and environmental opportunities for learning. This book brings together a diversity of research on goal-driven learning to establish a broad, interdisciplinary framework that describes the goal-driven learning process. It collects and solidifies existing results on this important issue in machine and human learning and presents a theoretical framework for future investigations.The book opens with an an overview of goal-driven learning research and computational and cognitive models of the goal-driven learning process. This introduction is followed by a collection of fourteen recent research articles addressing fundamental issues of the field, including psychological and functional arguments for modeling learning as a deliberative, planful process; experimental evaluation of the benefits of utility-based analysis to guide decisions about what to learn; case studies of computational models in which learning is driven by reasoning about learning goals; psychological evidence for human goal-driven learning; and the ramifications of goal-driven learning in educational contexts.The second part of the book presents six position papers reflecting ongoing research and current issues in goal-driven learning. Issues discussed include methods for pursuing psychological studies of goal-driven learning, frameworks for the design of active and multistrategy learning systems, and methods for selecting and balancing the goals that drive learning.A Bradford Book.
530			_aAlso available in print.
538			_aMode of access: World Wide Web
588			_aDescription based on PDF viewed 12/23/2015.
650		0	_aComputational learning theory. _921387
655		0	_aElectronic books. _93294
700	1		_aLeake, David B. _923600
700	1		_aRam, Ashwin. _923601
710	2		_aIEEE Xplore (Online Service), _edistributor. _923602
710	2		_aMIT Press, _epublisher. _923603
776	0	8	_iPrint version _z9780262181655
830		0	_aBradford book. _922611
856	4	2	_3Abstract with links to resource _uhttps://ieeexplore.ieee.org/xpl/bkabstractplus.jsp?bkn=6276843
942			_cEBK
999			_c73239 _d73239