(2015). A Prospective Framework for the Design of Ideal Artificial Moral Agents: Insights from the Science of Heroism in Human. Minds and Machines, 57-71.
This article was chosen because it provides a rich and detailed history of how this model developed, as well as some discussion of where the model could go in terms of advancement into the future. In 1986, Rumelhart and McClelland took the cognitive science community by storm with the Parallel Distributed Processing (PDP) framework; which sought to construct at the algorithmic level models of cognition that were compatible with their implementation in the biological substrate (Mayor, Gomez, Chang, & Lupyan, 2014). After walking through some of the obsticles that the theory has so far embraced, it talks about its key challenge, learning abstract structural representations, and how there are many gaps that need to be filled before this model could explain complex intelligence.
Dalege, J., van den Berg, H., Borsboom, D., Conner, M., & van der Mas, H. (2016). Toward a Formalized Account of Attitudes: The Causal Attitude Network (CAN) Model. Psychological Review, 2-21.
This article evaluates the possibility of the CAN model to explain the reactions that people have to events, as well as the interactions between these interactions. For example, when a person jumps at the sight of a snake, they are not undergoing a rational discussion of the threat of…
Increasing of skills and knowledge and even knowledge of the society cannot be possible without social interactions. That is the basis of the social cognitive theory as it brings together attitudinal and cognitive effects. The major forms of continuous learning are via the environment, the web, media houses and social communications. The intensity of the effect this new knowledge would have on people is dependent on their individual mindsets. Social
Issues in English Second Language Acquisition Introduction All students have different learning styles and for Second Language learners or English-as-Second-Language (ESL) learners, the challenge faced by the ESL instructor is not only about using a differentiation-based method of instruction to convey the lesson (Peregoy & Boyle, 2013) but also about using a variety of methods to assess the ESLs (Gottlieb, 2006). ESLs come from a variety of different backgrounds; they have unique