Learning is the acquisition of knowledge, not of input/output mappings. The distinction between statistical and relational learning, as Clark & Thornton define those terms, is not useful because all human learning is relational. However, prior knowledge does influence later learning and the sequence in which learning tasks are encountered is indeed crucial. Simulations of sequence effects would be interesting.
Email your librarian or administrator to recommend adding this journal to your organisation's collection.
* Views captured on Cambridge Core between September 2016 - 23rd May 2017. This data will be updated every 24 hours.