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Operant conditioning, also called instrumental conditioning, is a learning process where voluntary behaviors are modified by association with the addition (or removal) of reward or aversive stimuli. The frequency or duration of the behavior may increase through reinforcement or decrease through punishment or extinction .
The Riemann hypothesis catastrophe thought experiment provides one example of instrumental convergence. Marvin Minsky, the co-founder of MIT's AI laboratory, suggested that an artificial intelligence designed to solve the Riemann hypothesis might decide to take over all of Earth's resources to build supercomputers to help achieve its goal. [2]
An "instrumental rationalist" is a decision expert whose response to seeing a man engaged in slicing his toes [the man’s value rational fact-free end] with a blunt knife [the man’s instrumental value-free means] is to rush to advise him that he should use a sharper knife to better serve [instrumentally] his evident [value rational] objective.
Pavlovian-instrumental transfer (PIT) is a psychological phenomenon that occurs when a conditioned stimulus (CS, also known as a "cue") that has been associated with rewarding or aversive stimuli via classical conditioning alters motivational salience and operant behavior.
Avoidance learning is a type of operant conditioning (also known as instrumental conditioning). Active avoidance, passive avoidance, and escape responses.
In moral philosophy, instrumental and intrinsic value are the distinction between what is a means to an end and what is as an end in itself. [1] Things are deemed to have instrumental value (or extrinsic value [ 2 ] ) if they help one achieve a particular end; intrinsic values , by contrast, are understood to be desirable in and of themselves.
In neuroscience, the reward system is a collection of brain structures and neural pathways that are responsible for reward-related cognition, including associative learning (primarily classical conditioning and operant reinforcement), incentive salience (i.e., motivation and "wanting", desire, or craving for a reward), and positively-valenced emotions, particularly emotions that involve ...
In dialogic learning, as in Habermas (1984), the instrumental and communicative rationality are not opposed to each other, but instrumental learning becomes more intense and profound when situated in an adequate dialogical framework. The ability to select and process information is the cognitive tool that best enables one to function ...