Dynamic Memory Revisited (Paperback)

Roger C. Schank

ISBN 10: 0521633982 / ISBN 13: 9780521633987

Editore: Cambridge University Press, Cambridge, 1999

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Paperback. Roger Schank's influential book, Dynamic Memory, described how computers could learn based upon what was known about how people learn. Since that book's publication in 1982, Dr Schank has turned his focus from artificial intelligence to human intelligence. Dynamic Memory Revisited contains the theory of learning presented in the original book, extending it to provide principles for teaching and learning. It includes Dr Schank's important theory of case-based reasoning and assesses the role of stories in human memory. In addition, it covers his ideas on non-conscious learning, indexing, and the cognitive structures that underlie learning by doing. Dynamic Memory Revisited is crucial reading for all who are concerned with education and school reform. It draws attention to how effective learning takes place and provides instruction for developing software that truly helps students learn. Dr Schank turns his focus from artificial intelligence to human intelligence. This book contains the theory of learning, extending it to provide principles for teaching and learning, and includes Dr Schank's theory of case-based reasoning and assesses the role of stories in human memory. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Codice articolo 9780521633987

Dati bibliografici

• Titolo: Dynamic Memory Revisited (Paperback)
• Editore: Cambridge University Press, Cambridge
• Data di pubblicazione: 1999
• Lingua: Inglese
• ISBN 10: 0521633982
• ISBN 13: 9780521633987
• Rilegatura: Paperback
• Edizione: seconda edizione
• Condizione: new

Descrizione articolo

Riassunto

Crucial reading for those concerned with education and school reform.

Recensione

'It is all too often the case that after introducing an influential concept, te originator moves on to a new challenge or new problem, leaving others to test the implications of the conceptualization, and otherwize 'tidy up' in its wake. In Dynamic Memory Revisited, Roger Shank bucks this trend. In particular, he addresses a persistent weakness of the script model, and extends the reformulation into the educational arena.' Human Development