EPAM: Difference between revisions
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'''EPAM''' (Elementary Perceiver and Memorizer) is a psychological theory of [[learning]] and [[memory]] implemented as a computer program. Originally designed by [[Herbert A. Simon]] and [[Edward Feigenbaum]] to simulate phenomena in [[verbal learning]], it has been later adapted to account for data on the psychology of [[expertise]] and [[concept formation]]. It was influential in formalizing the concept of a [[chunking (psychology)|chunk]]. In EPAM, learning consists in the growth of a [[decision tree|discrimination network]]. |
'''EPAM''' (Elementary Perceiver and Memorizer) is a psychological theory of [[learning]] and [[memory]] implemented as a computer program. Originally designed by [[Herbert A. Simon]] and [[Edward Feigenbaum]] to simulate phenomena in [[verbal learning]], it has been later adapted to account for data on the psychology of [[expertise]] and [[concept formation]]. It was influential in formalizing the concept of a [[chunking (psychology)|chunk]]. In EPAM, learning consists in the growth of a [[decision tree|discrimination network]]. |
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EPAM was written in [[Information Processing Language | IPL/V]]. |
EPAM was written in [[Information Processing Language | IPL/V]]. |
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The project was started in the late 1950s with the aim to learn [[nonsense syllable]]s.<ref name="CohenFeigenbaum2014">{{cite book|author1=Paul R. Cohen|author2=Edward A. Feigenbaum|title=The Handbook of Artificial Intelligence: Volume 3|url=https://books.google.com/books?id=ov_iBQAAQBAJ&pg=PA28|date=5 June 2014|publisher=Elsevier Science|isbn=978-1-4832-1439-9|pages=28–}}</ref> The term nonsense is used because the learned patterns are not connected with a meaning but they are standing for their own. |
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==Related cognitive models== |
==Related cognitive models== |
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==References== |
==References== |
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{{reflist}} |
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*Feigenbaum, E. A., & Simon, H. A. (1962). A theory of the serial position effect. British Journal of Psychology, 53, 307-320. |
*Feigenbaum, E. A., & Simon, H. A. (1962). A theory of the serial position effect. British Journal of Psychology, 53, 307-320. |
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*Feigenbaum, E. A., & Simon, H. A. (1984). EPAM-like models of recognition and learning. Cognitive Science, 8, 305-336. |
*Feigenbaum, E. A., & Simon, H. A. (1984). EPAM-like models of recognition and learning. Cognitive Science, 8, 305-336. |
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Revision as of 07:43, 29 September 2020
EPAM (Elementary Perceiver and Memorizer) is a psychological theory of learning and memory implemented as a computer program. Originally designed by Herbert A. Simon and Edward Feigenbaum to simulate phenomena in verbal learning, it has been later adapted to account for data on the psychology of expertise and concept formation. It was influential in formalizing the concept of a chunk. In EPAM, learning consists in the growth of a discrimination network. EPAM was written in IPL/V.
The project was started in the late 1950s with the aim to learn nonsense syllables.[1] The term nonsense is used because the learned patterns are not connected with a meaning but they are standing for their own.
Related cognitive models
References
- ^ Paul R. Cohen; Edward A. Feigenbaum (5 June 2014). The Handbook of Artificial Intelligence: Volume 3. Elsevier Science. pp. 28–. ISBN 978-1-4832-1439-9.
- Feigenbaum, E. A., & Simon, H. A. (1962). A theory of the serial position effect. British Journal of Psychology, 53, 307-320.
- Feigenbaum, E. A., & Simon, H. A. (1984). EPAM-like models of recognition and learning. Cognitive Science, 8, 305-336.
- Gobet, F., Richman, H. B., Staszewski, J. J., & Simon, H. A. (1997). Goals, representations, and strategies in a concept attainment task: The EPAM model. The Psychology of Learning and Motivation, 37, 265-290.
- Richman, H. B., Gobet, F., Staszewski, J. J., & Simon, H. A. (1996). Perceptual and memory processes in the acquisition of expert performance: The EPAM model. In K. A. Ericsson (Ed.), The road to excellence (pp. 167–187). Mahwah, NJ: Erlbaum.
- Richman, H. B., Staszewski, J. J., & Simon, H. A. (1995). Simulation of expert memory with EPAM IV. Psychological Review, 102, 305-330.
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