Editing Annotation:Text:Cybernetics, Experience, and the Concept of Self/Zz0i3sgkuy
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|AnnotationOf=Text:Cybernetics,_Experience,_and_the_Concept_of_Self | |AnnotationOf=Text:Cybernetics,_Experience,_and_the_Concept_of_Self | ||
| − | |LastModificationDate=2019- | + | |AnnotationComment=One can say that such an organism will learn only as a result of disturbance, and it will give up or modify something it has learned only when this again leads to disturbance. This mode of functioning, as we shall see later, fits very well into the Piagetian conception of the complementary processes of assimilation and accommodation. |
| + | |LastModificationDate=2019-06-22T18:30:42.197Z | ||
|LastModificationUser=User:Sarah Oberbichler | |LastModificationUser=User:Sarah Oberbichler | ||
| − | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Zz0i3sgkuy","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ19Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ20Ӻ","endOffset":817°Ӻ,"quote":"Before discussing the general implications of the learning feedback model, there is one practical point to stress because, although it is implicit in any description of the system’s functioning, its full import is rarely appreciated. The learning process neces- sarily begins with the random choice of an activity in response to an error signal. If that activity does not reduce the error signal, another activity will be tried, and so forth, until one is found that does lead to a reduction of the “disturbance.” This trial-and-error procedure stops when the trial brings success. The connection between that activity and the particular error signal is then recorded and from then on, if there is no disruption, that error signal will “automatically” call up the activity that was successful. However, if there had been no disturbance and, consequently, no error signal, no learning could have taken place.\nIt seems quite possible, if not likely, that an organism with a fairly large repertoire of activities might have several that could reduce the same disturbance. Given the original random approach, however, the organism may not discover this. Since it has recorded that activity x was successful in eliminating a particular disturbance, it will enact this activity in response to that error signal as long as it continues to be successful, and there will be no motive to try others. One can say that such an organism will learn only as a result of disturbance, and it will give up or modify something it has learned only when this again leads to disturbance. This mode of functioning, as we shall see later, fits very well into the Piagetian conception of the complementary processes of assimilation and accommodation.","highlights":Ӷ^" | + | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Zz0i3sgkuy","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ19Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ20Ӻ","endOffset":817°Ӻ,"quote":"Before discussing the general implications of the learning feedback model, there is one practical point to stress because, although it is implicit in any description of the system’s functioning, its full import is rarely appreciated. The learning process neces- sarily begins with the random choice of an activity in response to an error signal. If that activity does not reduce the error signal, another activity will be tried, and so forth, until one is found that does lead to a reduction of the “disturbance.” This trial-and-error procedure stops when the trial brings success. The connection between that activity and the particular error signal is then recorded and from then on, if there is no disruption, that error signal will “automatically” call up the activity that was successful. However, if there had been no disturbance and, consequently, no error signal, no learning could have taken place.\nIt seems quite possible, if not likely, that an organism with a fairly large repertoire of activities might have several that could reduce the same disturbance. Given the original random approach, however, the organism may not discover this. Since it has recorded that activity x was successful in eliminating a particular disturbance, it will enact this activity in response to that error signal as long as it continues to be successful, and there will be no motive to try others. One can say that such an organism will learn only as a result of disturbance, and it will give up or modify something it has learned only when this again leads to disturbance. This mode of functioning, as we shall see later, fits very well into the Piagetian conception of the complementary processes of assimilation and accommodation.","highlights":Ӷ^"jQuery321087843971429911642":^°°,^"jQuery321087843971429911642":^°°Ӻ,"text":"One can say that such an organism will learn only as a result of disturbance, and it will give up or modify something it has learned only when this again leads to disturbance. This mode of functioning, as we shall see later, fits very well into the Piagetian conception of the complementary processes of assimilation and accommodation.","category":"Argumentation2","data_creacio":1561220994971° |
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