Table of Contents

Preface.- Acknowledgements.- 1: Introduction.- 1.1. The importance of learning.- 1.2. The biological role of learning.- 1.3. Connectionist models as learning systems.- 1.4. Models and languages.- 1.5. Aligning connectionist learning with natural learning.- 2: A connectionist approach to learning.- 2.1. The connectionist language.- 2.2. Problems with connectionist models.- 2.3. CALM: Categorizing and Learning Module.- 2.4. Single module simulations.- 2.5. Multiple module simulations.- 2.6. Discussion.- 3: Psychological constraints on learning.- 3.1. Attention and memory storage.- 3.2. Elaborative shifts during rehearsal.- 3.3. Attention and study-test compatibility as dissociative factors.- 3.4. Divided attention and implicit and explicit memory tasks.- 3.5. Towards a memory model incorporating attentional effects.- 4: A connectionist model for implicit and explicit memory.- 4.1. ELAN: a family of models.- 4.2. Architecture of ELAN-1.- 4.3. Simulations with ELAN-1.- 4.4. Higher ELAN models.- 5. Evaluation.- 5.1. Comparison to other models.- 5.2. The connectionism vs. symbol-manipulation controversy.- 5.3. Conclusion.- References.

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