scholarly journals Learning Theory and Heterogeneous Play in a Signaling-Game Experiment

2019 ◽  
Vol 11 (4) ◽  
pp. 186-215 ◽  
Author(s):  
Drew Fudenberg ◽  
Emanuel Vespa
Keyword(s):  
Learning Theory ◽  
The Other ◽  
Signaling Game ◽  
Learning In Games ◽  
Fixed Type

We study the effect of how types are assigned to participants in a signaling-game experiment. The sender has two actions, In and Out, and two types. In one treatment, types are i.i.d. in every period, and senders gather experience with both types. In the other, types are assigned once-and-for-all, and feedback is type specific. The theory of learning in games predicts that the non-Nash but self-confirming equilibrium where some fraction of types play Out can persist in the fixed-type treatment but not when types are i.i.d. Our results confirm that more senders do play Out in the fixed-type treatment. (JEL C92, D82, D83)

scholarly journals Randomness in nonlocal games between mistrustful players

2017 ◽  
Vol 17 (7&8) ◽  
pp. 595-610
Author(s):  
Carl A. Miller ◽  
Yaoyun Shi
Keyword(s):  
Quantum Cryptography ◽  
Cryptographic Protocols ◽  
Related Question ◽  
The Other ◽  
Signaling Game ◽  
Local Randomness ◽  
Quantum Strategies

If two quantum players at a nonlocal game G achieve a superclassical score, then their measurement outcomes must be at least partially random from the perspective of any third player. This is the basis for device-independent quantum cryptography. In this paper we address a related question: does a superclassical score at G guarantee that one player has created randomness from the perspective of the other player? We show that for complete-support games, the answer is yes: even if the second player is given the first player’s input at the conclusion of the game, he cannot perfectly recover her output. Thus some amount of local randomness (i.e., randomness possessed by only one player) is always obtained when randomness is certified from nonlocal games with quantum strategies. This is in contrast to non-signaling game strategies, which may produce global randomness without any local randomness. We discuss potential implications for cryptographic protocols between mistrustful parties.

Mobile Learning

2010 ◽  
pp. 223-244 ◽  
Author(s):  
Sandro Mengel ◽  
Maciej Kuszpa ◽  
Claudia de Witt
Keyword(s):  
Collaborative Learning ◽  
Web 2.0 ◽  
Mobile Learning ◽  
Learning Theory ◽  
The Other ◽  
The Media ◽  
Context Of Learning ◽  
The One

Mobile learning extends the media dissemination of knowledge and learning in extremely varying educational contexts with mobility and independence of location. The chapter describes possibilities of mobile learning for situation-oriented, personalised and collaborative learning. It explains on the one hand existing conceptions and application scenarios with regard to learning theory backgrounds, and on the other thematises possibilities of Web 2.0 for mobile learning. In doing this, it presents in particular didactical scenarios for mobile learning situations in the context of learning on the job.

What is the “Learning” in Games-Based Learning?

2013 ◽  
pp. 221-242 ◽  
Author(s):  
Karen Orr ◽  
Carol McGuinness
Keyword(s):  
Empirical Research ◽  
Learning Theory ◽  
Learning Theories ◽  
Conceptions Of Learning ◽  
Learning In Games ◽  
Psychological Theories ◽  
Theoretical Perspectives ◽  
School Attainment ◽  
Cognitive Benefits ◽  
Collaborative Working

This chapter explores the nature of “learning” in games-based learning and the cognitive and motivational processes that might underpin that learning by drawing on psychological theories and perspectives. Firstly, changing conceptions of learning over the last few decades are reviewed. This is described in relation to the changes in formal learning theories and connections made between learning theory and GBL. Secondly, the chapter reviews empirical research on the learning outcomes that have been identified for GBL, with specific focus on cognitive benefits, school attainment, collaborative working, and the motivational and engaging appeal of games. Finally, an overview of the dominant theoretical perspectives/findings mostly associated with GBL is presented in an attempt to broaden understanding of the potential for GBL in the classroom.

A characterization of lambda-terms transforming numerals

2016 ◽  
Vol 26 ◽  
Author(s):  
PAWEŁ PARYS
Keyword(s):  
Natural Number ◽  
Linear Transformation ◽  
Fixed Number ◽  
The Other ◽  
Natural Numbers ◽  
Data Types ◽  
Fixed Type ◽  
Intersection Types ◽  
The One

AbstractIt is well known that simply typed λ-terms can be used to represent numbers, as well as some other data types. We show that λ-terms of each fixed (but possibly very complicated) type can be described by a finite piece of information (a set of appropriately defined intersection types) and by a vector of natural numbers. On the one hand, the description is compositional: having only the finite piece of information for two closed λ-terms M and N, we can determine its counterpart for MN, and a linear transformation that applied to the vectors of numbers for M and N gives us the vector for MN. On the other hand, when a λ-term represents a natural number, then this number is approximated by a number in the vector corresponding to this λ-term. As a consequence, we prove that in a λ-term of a fixed type, we can store only a fixed number of natural numbers, in such a way that they can be extracted using λ-terms. More precisely, while representing k numbers in a closed λ-term of some type, we only require that there are k closed λ-terms M1,. . .,Mk such that Mi takes as argument the λ-term representing the k-tuple, and returns the i-th number in the tuple (we do not require that, using λ-calculus, one can construct the representation of the k-tuple out of the k numbers in the tuple). Moreover, the same result holds when we allow that the numbers can be extracted approximately, up to some error (even when we only want to know whether a set is bounded or not). All the results remain true when we allow the Y combinator (recursion) in our λ-terms, as well as uninterpreted constants.

scholarly journals Islāmic Perspective of Inter-Religious Dialogue: A Study of Faith Based Reconciliation

2020 ◽  
Vol 2 (2) ◽  
pp. 151-162
Author(s):  
Ashaq Hussain
Keyword(s):  
Moral Psychology ◽  
Learning Theory ◽  
Social Learning Theory ◽  
Deep Understanding ◽  
The Other ◽  
Islamic Perspective ◽  
Faith Based ◽  
Religious Dialogue ◽  
The World ◽  
Shed Light

This paper intends to discuss the inter-religious dialogue and the Prophet’s engagement with the ‘Other’. Both dialogue and faith-based reconciliation provide a way to mankind by which the world will become peaceful place to live. In this violence torn world, reconciliation on the basis of faith is needed, so that unity may be created out of diversity. This paper argues that interfaith dialogical theory profits from a deep understanding of moral psychology and social learning theory. The paper highlights that reconciliation belongs to Abrahamic legacy, and also focuses on how Islam established and come up with advanced civilizations characterized by relatively harmonious co-existence between Muslims, Christians and Jews. It is through reconciliation that we regain our humanity. To work for reconciliation is to live and to show others what their humanity is. The paper also shed light on faith-based reconciliation in its Islamic perspective. It is this context the present paper has been drafted.

What is the “Learning” in Games-Based Learning?

2018 ◽  
pp. 611-634
Author(s):  
Karen Orr ◽  
Carol McGuinness
Keyword(s):  
Empirical Research ◽  
Learning Theory ◽  
Learning Theories ◽  
Conceptions Of Learning ◽  
Learning In Games ◽  
Psychological Theories ◽  
Theoretical Perspectives ◽  
School Attainment ◽  
Cognitive Benefits ◽  
Collaborative Working

This chapter explores the nature of “learning” in games-based learning and the cognitive and motivational processes that might underpin that learning by drawing on psychological theories and perspectives. Firstly, changing conceptions of learning over the last few decades are reviewed. This is described in relation to the changes in formal learning theories and connections made between learning theory and GBL. Secondly, the chapter reviews empirical research on the learning outcomes that have been identified for GBL, with specific focus on cognitive benefits, school attainment, collaborative working, and the motivational and engaging appeal of games. Finally, an overview of the dominant theoretical perspectives/findings mostly associated with GBL is presented in an attempt to broaden understanding of the potential for GBL in the classroom.

RESURGENCE OF ATTACHMENT (BEHAVIOURS) WITHIN A COGNITIVE BEHAVIOURAL INTERVENTION: EVIDENCE FROM RESEARCH

2001 ◽  
Vol 29 (3) ◽  
pp. 357-366 ◽  
Author(s):  
Carole Sutton
Keyword(s):  
Parent Training ◽  
Attachment Theory ◽  
Learning Theory ◽  
Cognitive Learning ◽  
Conduct Disorders ◽  
The Other ◽  
Behavioural Intervention ◽  
Cognitive Behavioural ◽  
Cognitive Behavioural Intervention ◽  
The One

In the course of studies of behavioural parent training with the families of young children who were demonstrating serious conduct disorders, a substantial proportion of the parents reported, without the information being solicited in any way, that their children had become far more loving and demonstrative than formerly. They were surprised and delighted by this development. The concepts of “attachment” and “attachment behaviours” are explored and the usefulness of learning theory in understanding the extinction and recovery of attachment/attachment behaviours is discussed. This formulation may provide a bridge between cognitive learning theory on the one hand and attachment theory on the other.

scholarly journals Behaviourism, Constructivism and Sports Coaching Pedagogy: A Conversational Narrative in the Facilitation of Player Learning

2014 ◽  
Vol 1 (3) ◽  
pp. 180-187 ◽  
Author(s):  
Simon Roberts ◽  
Paul Potrac
Keyword(s):  
Learning Theory ◽  
Constructivist Learning ◽  
The Other ◽  
Learning Theories ◽  
Constructivist Learning Theory ◽  
Philosophical Beliefs ◽  
Conversational Narrative ◽  
Group Members ◽  
Sports Coaching ◽  
Do So

To develop our understanding about how learning theory can help to make sense of and inform the facilitation of player learning, this article presents a fictitious discussion, which takes place following a postgraduate sports coaching lecture on learning theories, pedagogy and practice. Following the lecture, Coach Educator (CE) joins two group members for a coffee to listen to their thoughts, experiences, and coaching practices in relation to pertinent player learning theory. Behaviourist Coach (BC) discusses his approach to coaching and how he has come to coach in this way; and his practices that conform to behaviourist learning theory. When BC has finished sharing his views and practices, CE then invites the other student to contribute to the discussion. Constructivist Coach (CC) recognises that his philosophical beliefs about the facilitation of player learning are vastly different to those of BC. As such, CC decides to share his approach to coaching, which aligns itself with constructivist learning theory. It is hoped that this dialogue will not only further theorise the facilitation of player learning, but do so in a way that helps coaching practitioners make the connection between learning theory and coaching practice.

scholarly journals Using Experiential Learning Theory to Improve Teaching and Learning in Higher Education

2019 ◽  
Vol 6 (1) ◽  
pp. 123
Author(s):  
Leong Y. Jonathan ◽  
Ma Nang Laik
Keyword(s):  
Computer Simulation ◽  
Experiential Learning ◽  
Learning Theory ◽  
Teaching And Learning ◽  
The Other ◽  
Simulation Game ◽  
Experiential Learning Theory ◽  
Business Modeling ◽  
Quality Of Teaching

The importance of skills has been expounded repeatedly as a crucial factor to thrive in the workplace, as opposed to mere knowledge of content. It is important to be able to adapt to new situations; this is especially true in today’s world, where volatility, uncertainty, complexity, and ambiguity (VUCA) are prevalent. To better prepare undergraduates for entry to the workforce in such a tumultuous time, Experiential Learning Theory (ELT) can be employed in their programmes – for example, by using a computer simulation game called MonsoonSIM in a course on fundamentals of business modeling, or through an overseas experiential learning trip with thematic objectives. These two cases are chosen specifically as they deal with contrasting experiences of learning – one highly theory-based and typical of academic institutions, and the other geared toward practical skills.This paper explores the processes of the ELT, distinguishing it from common classroom experiences, and how they are applied in the two cases mentioned above in order to improve the quality of teaching and learning, and to inculcate self-directed learners who are able to better deal with environments of VUCA. The abovementioned cases serve as examples by which ELT can be deployed to improve both the breadth and depth of students’ learning. The content of this paper stems from the authors’ experiences in crafting, facilitating, and executing the ELT processes within the context of a university programme.

scholarly journals Use of Artificial Intelligence and Machine Learning in Games

2020 ◽  
pp. 114-118
Author(s):  
Nachiket Jadhav ◽  
Aniket Matodkar ◽  
Anish Mandhare ◽  
Sujata Bhairnallykar
Keyword(s):  
Artificial Intelligence ◽  
Machine Learning ◽  
Video Games ◽  
The Other ◽  
Hardware Support ◽  
Learning In Games ◽  
Game Play ◽  
Cost Efficient

With modern video games surpassing every set of expectations in terms of graphics, game play, mechanics and hardware support, Artificial Intelligence in video games has also come a long way, from when it was first implemented in 1951. Although every set of games has an AI unique to itself, many of the algorithms are now developed such that they can be implemented in various games without any major changes in coding. But this could lead to the players exploiting AI in a single game to break the other games as well. Though this could be easily fixed by changing some minor fragments of algorithms, it would very well be an efficient way of developing complex AI for many games at once. This paper focuses on providing a cost-efficient way to implement AI algorithms that would benefit most of the upcoming and future games that will depend on AI to make themselves more dynamic to the players. This is done by taking the examples of various AI algorithms implemented in games like Pacman, Dota2, Tom Clancy's- The Division and many more.

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