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Cattell-Horn's model was similar on several fronts, including its hierarchical structure. In the 1990s, Carroll's model was combined with Cattell-Horn's work by Flanagan, McGrew, and Ortiz (2000). [34] CHC contains three strata: stratum III is g, stratum II consists of broad cognitive abilities, and stratum I consists of narrow cognitive abilities.
Adaptive resonance theory (ART) is a cognitive neuroscience theory developed by Gail Carpenter and Stephen Grossberg in the late 1970s on aspects of how the brain processes information. It describes a number of artificial neural network models which use supervised and unsupervised learning methods, and address problems such as pattern ...
Developmental cognitive neuroscience is an interdisciplinary scientific field devoted to understanding psychological processes and their neurological bases in the developing organism. It examines how the mind changes as children grow up, interrelations between that and how the brain is changing, and environmental and biological influences on ...
The PASS theory provides the theoretical framework for a measurement instrument called the Das-Naglieri Cognitive Assessment System (CAS), published in 1997. [6] This test, now in a Second Edition (CAS2; 2014, Naglieri, Das & Gold-stein) is designed to provide an assessment of intellectual functioning redefined as four brain-based cognitive processes (Planning, Attention, Simultaneous and ...
This makes predictive coding similar to some other models of hierarchical learning, such as Helmholtz machines and Deep belief networks, which however employ different learning algorithms. Thus, the dual use of prediction errors for both inference and learning is one of the defining features of predictive coding.
Warren McCulloch and Walter Pitts [12] (1943) considered a non-learning computational model for neural networks. [13] This model paved the way for research to split into two approaches. One approach focused on biological processes while the other focused on the application of neural networks to artificial intelligence.
Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
The typical domains categorized as cognitive function are perception (including sensory perception), memory, learning, attention, decision making, and language abilities. [47] One of the objectives in cognitive science is to reduce cognitive systems to models of representations paired with processes.