Conceptual change researchers have made significant progress on two prominent but competing theoretical perspectives regarding knowledge structure coherence. These perspectives can be broadly characterized as (1) knowledge-as-theory perspectives and (2) knowledge-as-elements perspectives

at a decision. The authors propose an alternative theoretical perspective, the risk-as-feelings hypothesis, that highlights the role of affect experienced at the moment of decision making. Drawing on research from clinical, physiological, and other subfields of psychology, they show that emotional

in the speed and efficiency in the creation and transfer of knowledge " (1996: 503). This is an important and relatively new perspective on the theory of the firm currently being formalized through the ongoing work of

in theory building and hypothesis needs more studies on positive emotions, not testing. In so doing, psychologists have inadver- simply to level the uneven knowledge bases tently marginalized the emotions, such as joy, between negative and positive emotions, but interest, contentment, and love, that share a

perspective. These practical issues are then examined in the context of a case study in which TD(lambda) is applied to learning the game of backgammon from the outcome of self-play. This is apparently the first application of this algorithm to a complex nontrivial task. It is found that, with zero knowledge

ABSTRACT Using dealer's quotes and transactions prices on straight industrial bonds, we investigate the determinants of credit spread changes. Variables that should in theory determine credit spread changes have rather limited explanatory power. Further, the residuals from this regression

that has addressed them. I organize these notions around the concept of problem-solving coherence, which I believe is one of the most critical overall characteristics that an MAS should exhibit. Most researchers in AI to date have dealt with developing theories, techniques, and systems to study

from both the constructivist and situativity perspective that knowledge is situated through experience. In the context of this chapter, we found it trivial to distinguish among those learning theories and principles related to constructivism and those related to situativity theory. Rather, we discuss

The emerging field of the learning sciences is one that is interdisciplinary, drawing on multiple theoretical perspectives and research paradigms so as to build understandings of the nature and conditions of learning, cognition, and development. Learning sciences researchers investigate cognition

Some groups endure longer, are more stable, and are better able than other groups to incorporate new members or ideas without losing their distinctiveness. I present a simple model of individual behavior based on the thesis that interaction leads to shared knowledge and that relative shared