{"resolved":true,"match_type":"uuid","source_type":"original_book","book_id":"dde4e586-1def-4457-8ec5-0287b0b0511d","title":"认知 人行为背后的思维与智能","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787300273921","requested_by":"printed_page","book":{"source_type":"original_book","book_id":"dde4e586-1def-4457-8ec5-0287b0b0511d","id":"dde4e586-1def-4457-8ec5-0287b0b0511d","uuid":"dde4e586-1def-4457-8ec5-0287b0b0511d","title":"认知 人行为背后的思维与智能","normalized_title":"认知人行为背后的思维与智能","author":null,"edition":null,"publisher":null,"year":null,"isbn":"9787300273921","isbns":["9787300273921"],"parsed":true,"ai_readable":true,"document_type":"book","page_count":290,"navigation_url":"https://workshop.closeclaw.top/ai/book/dde4e586-1def-4457-8ec5-0287b0b0511d","title_url":"https://workshop.closeclaw.top/ai/title/%E8%AE%A4%E7%9F%A5%20%E4%BA%BA%E8%A1%8C%E4%B8%BA%E8%83%8C%E5%90%8E%E7%9A%84%E6%80%9D%E7%BB%B4%E4%B8%8E%E6%99%BA%E8%83%BD","fixed_page_url_template":"https://workshop.closeclaw.top/ai/book/dde4e586-1def-4457-8ec5-0287b0b0511d/page/{printed_page}","path_api_url_template":"https://workshop.closeclaw.top/api/ai/book/dde4e586-1def-4457-8ec5-0287b0b0511d/page/{printed_page}","read_url":"https://workshop.closeclaw.top/api/ai/read/dde4e586-1def-4457-8ec5-0287b0b0511d","page_url":"https://workshop.closeclaw.top/api/ai/books/dde4e586-1def-4457-8ec5-0287b0b0511d/page","search_url":"https://workshop.closeclaw.top/api/ai/books/dde4e586-1def-4457-8ec5-0287b0b0511d/search"},"page":{"printed_page":229,"pdf_page":240,"physical_index":240,"physical_index_base":0,"printed_page_status":"recognized","page_sha256":"cc656c2e92fddfe1f199a0ada8a201ae2116b96bc94e09c8001633d42056cb12"},"chapter":"第七章概念的形成","content":"（1）1978年威彻尔（T.Witchell）在人工智能和认知科学的研究中，把最初的概念限制到几个样例，然后逐渐加以扩大。当出现过分概括化时，则又根据实验的要求排除某些维度，缩小范围。一个好的系统是通过比较正负样例来决定增加哪种维度的。布鲁纳在《思维研究》（AStudy of Thinking）中最早介绍了概念形成策略的研究。\n\n(2)1965—1970年克林（R.Kling）研究了定理证明中的部分匹配和类比的作用。\n\n(3)两种学习方法，一种是“样例学习”(learning by example)，另一种是“干中学习”(learning by doing)。前者是从学习具体事例中发现问题，从事例中找出规律。后者是给出一个问题，要求从尝试解决问题的过程中找出规律。在这种学习中，被试要不断地搜索，可能会出现错误，如果被试找到了通往目标的通路，通路本身就会起样例的作用。解决河内塔问题就是“干中学习”。“样例学习”和“干中学习”的另一个差别是，前一种学习只给了正确途径，而在后一种学习中被试不仅知道正确的，也知道错误的通路。这样，他以后解题时就会知道怎样作出正确的选择。若是“干中学习”，在给学生作业时就应告诉他们：干完了不等于学完了，只等于刚刚开始。好学生干完后会总结他是怎样解决问题的，为什么这样解决问题等等。\n\n第七章 概念的形成\n\n229","previous_page":228,"next_page":230}