Microscopic Model of Knowledge Increase and Its Verification

Abstract

Knowledge growth models, based on primary principles, play a fundamental role in the cognitive sciences. The authors submit an extension of their model (ENKI) from 2005, with the results of the practical testing, which was performed using the method developed for the purpose of model ENKI of solving tasks with immediate feedback. This was applied to the curriculum of parallel configuration of resistors in electrical circuits. There were 73 pupils from six elementary schools in attendance for testing. Analysis based on ENKI indicates that three autonomous units (scopes) were evaluated simultaneously during the assessment. Results showed that 25% of pupils knew the curriculum, 9% of pupils showed no improvement, while 66% of pupils showed an increased success in accordance with the ENKI model (significance level = 0.05). Solving 7.2 typical tasks on average, by a method of immediate feedback resulted in 90% of the pupils mastering the curriculum.

Learning, Thinking and Behaviour Among Pupils with Learning Disabilities

“…As an explanation, we can find the interpretation of mathematical models of learning in articles (Dedera et al, 2011) and(Dudáková et al, 2016). In the work (Dedera et al, 2011) the coefficients of learning and forgetting appear. It is these coefficients that, in the extreme case, manifest themselves as learning and attention disorders.…”

“…It is these coefficients that, in the extreme case, manifest themselves as learning and attention disorders. The second learning model (Dudáková et al, 2016) is focused on the gradual creation of connections in a neural network. Creating a fixed connection means storing and processing information.…”

“…Creating a fixed connection means storing and processing information. These are the parameters associated with the creation and cancellation of connections, that can be related to the parameters mentioned in (Dedera et al, 2011) and thus, in the extreme case, they manifest themselves as a learning disorder. In addition, the work (Kershner, 1990) pointed out the influence of self-concept in the case of integrated pupils, and this phenomenon can also influence the attitude of ordinary pupils to their mindset toward teaching.…”