Implicit solvation - Revision history

205.175.124.107: /* Ad hoc fast solvation models */

2014-06-05T18:11:51Z

Ad hoc fast solvation models

← Older revision		Revision as of 20:11, 5 June 2014
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	~~The title~~ of the ~~author~~ is ~~Figures~~. ~~For many years~~ he~~'s been operating as a receptionist~~. ~~To gather coins~~ is ~~a thing that I'm totally addicted to~~. ~~North~~ Dakota is where ~~me and my spouse live.<br><br>Feel free to visit my weblog: [http://www.animecontent~~.~~com/blog/461505 http://www.animecontent.com/blog/461505]~~		[http://livestudentjobs.co.uk/groups/solid-advice-for-handling-a-candida/ over the counter std test] name of the writer is Numbers but it's not the most masucline title out there. Playing baseball is the pastime he will never stop doing. Bookkeeping is my occupation. South Dakota is where I've usually been residing.

en>Monkbot: Fix CS1 deprecated date parameter errors

2014-02-24T00:03:29Z

Fix CS1 deprecated date parameter errors

← Older revision		Revision as of 02:03, 24 February 2014
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	~~'''Hypothesis Theory''' is a psychological theory~~ of ~~learning developed during~~ the ~~1960s and 1970s~~.		The title of the author is Figures. For many years he's been operating as a receptionist. To gather coins is a thing that I'm totally addicted to. North Dakota is where me and my spouse live.<br><br>Feel free to visit my weblog: [http://www.animecontent.com/blog/461505 http://www.animecontent.com/blog/461505]

	~~== Experimental Framework ==~~

	~~In the basic experimental framework, the subject is presented with~~ a ~~series of multidimensional stimuli, and provided feedback about the class of the stimulus on each trial. (Two class problems are typical~~.~~) The framework~~ is ~~thus in many ways similar to that of [[concept learning]].~~

	~~In contrast to earlier association-type theories, the Hypothesis Theory argues~~ that ~~subjects solve this problem (i.e., learn the correct response for each stimulus), by testing a series of ''hypotheses~~'~~' about the relation of the cue values (stimulus features)~~ to ~~the class~~. ~~For example, a candidate hypothesis for stimuli that vary along the three dimensions of shape, color,~~ and ~~size might be~~

	:<~~math~~> ~~\{\mathbf{Shape}=square, \mathbf{Color}=blue, \mathbf{Size}=small\} \Longrightarrow \; \{\mathbf{Class}=good\}~~ <~~/math~~>

	Because the subject is proposed to learn through the successive testing of hypotheses, the rate of learning should be highly dependent on the order in which hypotheses are tested, and on the particular hypotheses which are available to the learner. (It is conceivable that a given learner may not be able to formulate the hypothesis that would correctly classify the stimuli.) It is argued that as a result of feature, Hypothesis theory can account for instances of poor learning that occur in some cases even when the statistical associational strength is high ({{Harvnb\|Levine\|1971}}).

	~~== Formal Theories ==~~

	~~The process by which a subject is proposed to go about forming such rules or hypothesis has been the topic of formal probabilistic modeling, a discussion of which can be found in the references.~~

	~~== Status of Research==~~

	Hypothesis theory has fallen out of favor (along with many other rule-based models) in the wake of prototype and exemplar theories, both of which employ a notion of graded similarity rather than crisp set membership.

	~~== See also ==~~

	*For issues of knowledge (i.e., class) representability:
	**[~~[Rough sets]]~~
	**[[Probably approximately correct learning]] (PAC learning)

	~~== References ==~~
	* {{cite journal
	~~\| last = Levine~~
	~~\| first = Marvin~~
	~~\| title = Hypothesis theory and nonlearning despite ideal S–R-reinforcement contingencies~~
	~~\| journal = Psychological Review~~
	~~\| volume = 78~~
	~~\| issue = 2~~
	~~\| pages = 130–140~~
	~~\| year = 1971~~
	~~\| doi = 10~~.~~1037~~/~~h0030647}}~~

	*{{cite book
	~~\| last = Levine~~
	~~\| first = Marvin~~
	~~\| title = A Cognitive Theory of Learning~~: ~~Research on Hypothesis Testing~~
	~~\| publisher = John Wiley & Sons~~
	~~\| year = 1975~~
	~~\| location = New York}}~~

	*{{cite book
	~~\| last = Trabasso~~
	~~\| first = Tom~~
	~~\| coauthors = Bower, Gordon H~~.
	~~\| title = Attention in Learning: Theory and Research~~
	~~\| publisher = John Wiley & Sons~~
	~~\| year = 1968~~
	~~\| location = New York}}~~

	~~[[Category:Learning theory (education)]~~]


	~~{{psych-stub}}~~

en>Monkbot: Fix CS1 deprecated date parameter errors

2014-01-21T22:17:04Z

Fix CS1 deprecated date parameter errors

← Older revision		Revision as of 00:17, 22 January 2014
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	~~Myrtle Benny~~ is ~~how I~~'~~m called~~ and ~~I really feel comfy when people use~~ the ~~full name~~. ~~Bookkeeping~~ is ~~my occupation~~. ~~To collect badges~~ is ~~what her family members and her appreciate~~. ~~For~~ a ~~while I've~~ been in ~~South Dakota~~ and ~~my mothers and fathers reside nearby~~.~~<br><br>Also visit my webpage~~: [~~http://Test.Ithink~~-~~Now~~.~~org~~/~~content/think-f83d96d08fe71e25bf80a6cb59048a18 Test~~.~~Ithink~~-~~Now.org]~~		'''Hypothesis Theory''' is a psychological theory of learning developed during the 1960s and 1970s.

			== Experimental Framework ==

			In the basic experimental framework, the subject is presented with a series of multidimensional stimuli, and provided feedback about the class of the stimulus on each trial. (Two class problems are typical.) The framework is thus in many ways similar to that of [[concept learning]].

			In contrast to earlier association-type theories, the Hypothesis Theory argues that subjects solve this problem (i.e., learn the correct response for each stimulus), by testing a series of ''hypotheses'' about the relation of the cue values (stimulus features) to the class. For example, a candidate hypothesis for stimuli that vary along the three dimensions of shape, color, and size might be

			:<math> \{\mathbf{Shape}=square, \mathbf{Color}=blue, \mathbf{Size}=small\} \Longrightarrow \; \{\mathbf{Class}=good\} </math>

			Because the subject is proposed to learn through the successive testing of hypotheses, the rate of learning should be highly dependent on the order in which hypotheses are tested, and on the particular hypotheses which are available to the learner. (It is conceivable that a given learner may not be able to formulate the hypothesis that would correctly classify the stimuli.) It is argued that as a result of feature, Hypothesis theory can account for instances of poor learning that occur in some cases even when the statistical associational strength is high ({{Harvnb\|Levine\|1971}}).

			== Formal Theories ==

			The process by which a subject is proposed to go about forming such rules or hypothesis has been the topic of formal probabilistic modeling, a discussion of which can be found in the references.

			== Status of Research==

			Hypothesis theory has fallen out of favor (along with many other rule-based models) in the wake of prototype and exemplar theories, both of which employ a notion of graded similarity rather than crisp set membership.

			== See also ==

			*For issues of knowledge (i.e., class) representability:
			**[[Rough sets]]
			**[[Probably approximately correct learning]] (PAC learning)

			== References ==
			* {{cite journal
			\| last = Levine
			\| first = Marvin
			\| title = Hypothesis theory and nonlearning despite ideal S–R-reinforcement contingencies
			\| journal = Psychological Review
			\| volume = 78
			\| issue = 2
			\| pages = 130–140
			\| year = 1971
			\| doi = 10.1037/h0030647}}

			*{{cite book
			\| last = Levine
			\| first = Marvin
			\| title = A Cognitive Theory of Learning: Research on Hypothesis Testing
			\| publisher = John Wiley & Sons
			\| year = 1975
			\| location = New York}}

			*{{cite book
			\| last = Trabasso
			\| first = Tom
			\| coauthors = Bower, Gordon H.
			\| title = Attention in Learning: Theory and Research
			\| publisher = John Wiley & Sons
			\| year = 1968
			\| location = New York}}

			[[Category:Learning theory (education)]]


			{{psych-stub}}

en>Bibcode Bot: Adding 0 arxiv eprint(s), 8 bibcode(s) and 0 doi(s). Did it miss something? Report bugs, errors, and suggestions at User talk:Bibcode Bot

2012-08-30T17:59:14Z

Adding 0 arxiv eprint(s), 8 bibcode(s) and 0 doi(s). Did it miss something? Report bugs, errors, and suggestions at User talk:Bibcode Bot

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Myrtle Benny is how I'm called and I really feel comfy when people use the full name. Bookkeeping is my occupation. To collect badges is what her family members and her appreciate. For a while I've been in South Dakota and my mothers and fathers reside nearby.<br><br>Also visit my webpage: [http://Test.Ithink-Now.org/content/think-f83d96d08fe71e25bf80a6cb59048a18 Test.Ithink-Now.org]