Role of rules in behavior: Toward an operational definition of what (rule) is learned.

Abstract

A precise formulation of the notion of a rule in terms of sets and functions is proposed. It is argued that this molar formulation cannot be captured by networks of associations unless one allows associations to act on (other) associations. This formulation is then used as a basis for showing how rules are involved in decoding and encoding, symbol and icon reference, and higher order relationships. Decoding and encoding are shown to involve insertion into and extraction from classes, respectively. Reference is viewed in terms of rules which map equivalence classes of signs into the classes of entities denoted by these signs. Symbols are shown to involve arbitrary reference, whereas icons retain properties in common with the entities they denote. Higher order relationships are then expressed as higher order rules on rules. This is a direct generalization of associations on associations. Finally, a partial solution is posed to the vexing problem of "what (rule) is learned." Given a rule-governed class of behaviors, "what is learned" is defined as the class of rules which provides an accurate account of test data. Empirical evidence is presented for a simple performance hypothesis based on this definition.

Problem solving in schools and beyond: Transitions from the naive to the neophyte to the master

“…The existence of such a representation can always be guaranteed (e.g., Scandura, 1970Scandura, , 1973Suppes, 1976). …”

“…A different theory may be needed to model the behavior of each individual (e.g., see Scandura, 1977Scandura, , 1980. Third, I would like to reemphasize the paradigm we introduced some years ago for studying complex human behavior (e.g., Scandura, 1964Scandura, , 1970Scandura, ,1971a. The first step in this research methodology involves structural analysis.…”

“…The basic theoretical construct in structural learning theories is that of the rule (e.g., Scandura, 1970). Rules may be characterized as triples, consisting of a domain, or class of structures to which the rule applies; a range, or set of anticipated results of applying the rule; and a restricted type of procedure or algorithm which operates on the structures in the domain (and generates structures in the range)-In effect, the rule is a theoretical construct that includes both procedural and structural knowledge.…”

The structure of subject matter content and its instructional design implications

“…This basic construction is characteristic of all cognitive subject matter components and it contains three parts (see Fig. 9): (1) a domain, which is comprised of one or more instances (referents) of one or more concepts (referent sets), hereafter referred to as "domain concepts," (2) a range, which is also comprised of one or more instances of one or more concepts, hereafter referred to as "range concepts," and (3) an operation, which describes a particular mapping between a domain and a range (Merrill, 1973;Wood, 1975a, 1975b;Scandura, 1968Scandura, , 1970 …”

Effect of Monetary Incentive on Concept Attainment in Depressed Subjects

“…One complex form of learning is concept attain ment, which can be regarded as the learning of categorization rules for external objects and behavioural responses appropriate to the demands of the situation (9). Since psychotherapy may be regarded as a modi fication of the patient's conceptual frame work with reference to the self and the world, concept attainment studies provide laboratory analogues of some value for better understanding psychotherapeutic processes.…”