{"pk":33081,"title":"Training Regimens and Function Compatibility: Implications for Understanding the Effects of Knowledge on Concept Learning","subtitle":null,"abstract":"Previous research has indicated that breaking a task into \nsubtasks can both facilitate and interfere with learning in \nneural networks. Although these results appear to be \ncontradictory, they actually reflect some underlying \npnnciples governing learning in neural networks. Using \nthe cascade-correlation learning algorithm, we devised a \nconcept learning task that would let us specify the \nconditions under which subtasking would facilitate or \ninterfere with learning. The results indicated that \nsubtasking facilitated learning when the initial subtask \ninvolved learning a function compatible with that \ncharacterizing the rest of the task, and inhibited learning \nwhen the initial subtask involved a function incompatible \nwith the rest of the task. These results were then discussed \nwith regard to their implications for understanding the \neffect of knowledge on concept learning.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"17","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0dv9v418","frozenauthors":[{"first_name":"Sheldon","middle_name":"J.","last_name":"Tetewsky","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Thomas","middle_name":"R.","last_name":"Shultz","name_suffix":"","institution":"McGill University","department":""},{"first_name":"Yoshio","middle_name":"","last_name":"Takane","name_suffix":"","institution":"McGill University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1995-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/33081/galley/24142/download/"}]}