戴維·魯梅爾哈特
聯(lián)結(jié)主義理論奠基人
Problem-solving often requires restructuring one's mental representation of the situation.
解決問(wèn)題通常需要重新構(gòu)建一個(gè)人對(duì)情境的心理表征。
Schemas are the building blocks of cognition, organizing our knowledge and guiding our understanding.
圖式是認(rèn)知的構(gòu)建塊，組織我們的知識(shí)并指導(dǎo)我們的理解。
Perception is an active process where the brain constructs meaning from sensory input.
感知是一個(gè)主動(dòng)的過(guò)程，大腦從感官輸入中構(gòu)建意義。
Learning involves the gradual adjustment of connection strengths between units in a network.
學(xué)習(xí)涉及網(wǎng)絡(luò)中單元之間連接強(qiáng)度的逐步調(diào)整。
Knowledge is represented in distributed patterns of activation across networks of neurons.
知識(shí)以神經(jīng)元網(wǎng)絡(luò)中激活的分布式模式表示。
The brain is a parallel processor, capable of handling multiple streams of information simultaneously.
大腦是一個(gè)并行處理器，能夠同時(shí)處理多個(gè)信息流。
Memory is not a fixed entity but a reconstructive process influenced by context and experience.
記憶不是一個(gè)固定的實(shí)體，而是一個(gè)受上下文和經(jīng)驗(yàn)影響的重建過(guò)程。
Understanding emerges from the interaction of simple processing units working in parallel.
理解產(chǎn)生于并行工作的簡(jiǎn)單處理單元的相互作用。
The mind is not a blank slate but a dynamic system that constantly adapts and reorganizes itself.
心靈不是一塊白板，而是一個(gè)不斷適應(yīng)和重組自身的動(dòng)態(tài)系統(tǒng)。
Learning is not a passive process; it involves the active construction of knowledge.
學(xué)習(xí)不是一個(gè)被動(dòng)的過(guò)程；它涉及知識(shí)的主動(dòng)構(gòu)建。