Strategy Learning: A Survey of Problems, Methods, and Architectures

Abstract

Problem solvers employ strategies in searching for solutions to given problem instances. Strategies have traditionally been designed by experts using prior knowledge and refined manually using trial and error. Recent attempts to automate these processes have produced strategy-learning systems. This paper shows how various issues in strategy learning are affected by the nature of performance tasks, problem solvers, and learning environments. Surveyed learning systems are grouped by the commonality of their approaches into four general architectures.

Psychological Capital and Its Influencing Factors of English Learners

“…Studies on the correlation between psychological capital and English teaching effect has already achieved fruitful results: Some scholars compiled positive psychological capital questionnaires in 2010 to realize quantification of psychological capital status in the form of questionnaire survey, and it has been widely recognized by scholars in the industry; Research findings show that psychological capital has negative correlations with learning burnout and learning anxiety, and it has a positive correlation with the academic performance; statistics indicate that English learners with higher psychological capital level have better academic performance in English (Li & Meng, 2015;Mehra & Wah, 1998); In addition, studies also show that psychological capital has a promotive effect on the adolescents' healthy psychology and their subjective happiness feelings (Marsella, 2010). The positive role of psychological capital in promoting the effect of English teaching has been self-evident, but the existing studies lack the research on the specific correlation between the various integration factors of psychological capital and the academic performance.…”