Literature and the Image of Man. Communication in Society, Vol. 2.

Wendy Griswold; Leo Lowenthal

doi:10.2307/2579364

Machine-to-man communication by speech part II

10.1145/1468075.1468126 ◽

1968 ◽

Cited By ~ 3

Author(s):

Jonathan Allen

Keyword(s):

Man Communication

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Reinforced and Non-Reinforced Four-Man Communication Nets

Psychological Reports ◽

10.2466/pr0.1964.14.1.287 ◽

1964 ◽

Vol 14 (1) ◽

pp. 287-296 ◽

Cited By ~ 7

Author(s):

Edwin D. Lawson

Keyword(s):

Single Session ◽

Improve Performance ◽

Man Communication

Sixty four-man groups of Ss under six conditions (reinforced or non-reinforced; All-Channel, Wheel, or Circle nets) were each run in a single session with 20 simple problems to determine scores on performance and morale of the three types of net under non-reinforced and reinforced conditions. Results indicated in general that Wheel nets are learned the fastest and most efficiently, followed by All-Channel and Circle nets, thus confirming conclusions derived from other studies with five-man groups. Reinforcement appears substantially to improve performance for Ss in a Circle net but has insignificant effects for Wheel and All-Channel nets.

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MAN-TO-MAN COMMUNICATION FROM THE ORIENTATED LINGUISTIC STANDPOINT

Activity and Understanding ◽

10.1142/9789812831781_0015 ◽

1995 ◽

pp. 121-126

Keyword(s):

Man Communication

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The Student’s Brain As Decoder with Increasing Bandwidth: the Simulation Modeling Results

Scientific Research and Development Socio-Humanitarian Research and Technology ◽

10.12737/2587-912x-2019-3-8 ◽

2020 ◽

Vol 8 (4) ◽

pp. 3-8

Author(s):

Robert Mayer

Keyword(s):

Simulation Modeling ◽

Communication Channel ◽

Educational Process ◽

Modern Theory ◽

Development Zone ◽

Semantic Complexity ◽

Man Communication ◽

The Given ◽

Further Development ◽

The Brain

Modern theory of learning uses v arious metaphors and analogies that explain the educational process features. The article is devoted to the analysis and further development of metaphors «man – communication channel» and «brain – message decoder» widely used in didactics and cognitive psychology. It discusses the possibility of semantic complexity assessing of the educational text or oral message and building its complexity profile. For this, the analyzed text is divided into elementary phrases expressing simple thoughts. The semantic complexity of phrase relative to certain thesaurus is considered to be equal to the number of words that need to be spoken to explain it to the student with the given thesaurus. Assessing the complexity of each phrase, you can create complex text profile – graph of dependence of the phrase presence probability in the text from its complexity. The concepts «transmission coefficient of the brain decoder», «volume and information understanding coefficients» are introduced. The mathematical modeling methods show how the learning result depends on the co mplexity profile of the educational material and the capacity of the student’s «decoder brain». With the growth of student’s knowledge an increase of the volume and information understanding coefficients occurs. The computer model simulating the learning process is built. It is taken into account that: 1) the teacher and the student form an information semantic system, and the training is reduced to the perception (listening or reading) of the increasing complexity texts sequence; 2) as the student learns more complex ideas (phrases), the message decoder capacity in creases because of the «near development zone»; 3) the greater the complexity of the acquired ideas (phrases), the higher the rate of forgetting. The simulation results show that the considered metaphor and the proposed models really allow to explain how the training takes place.

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