查看“2015秋赵益泉学习报告-第一周”的源代码

预选的时候抽签，手气很不好，所有的文核都掉了，只能补退选的时候再抢，于是抢到了这门新雅书院的文核课——超越学科界限的认知基础。

名字很吸引人，超越学科界限，顾名思义，涉及到了学科交叉（即[https://zh.wikipedia.org/wiki/%E7%A7%91%E9%99%85%E6%95%B4%E5%90%88 科际整合]，又称跨领域研究）。我对学科交叉很感兴趣，也认为注重学科交叉是学界的一个发展方向。现如今，出现了越来越多的学科交叉现象，就拿我学习的化学专业来说吧，化学与生物学交叉出现了化学生物学和生物化学，化学、生物学、医学交叉出现了药学，化学和物理学交叉出现了物理化学，化学、物理学和计算科学交叉出现了计算化学……甚至又听说有人（[https://en.wikipedia.org/wiki/H._Eugene_Stanley H. Eugene Stanley]等人）用物理学的知识研究经济学，创造出了“物理经济学[https://en.wikipedia.org/wiki/Econophysics Econophysics]”这门学科。

至于认知基础的学习，ppt上说的是“学习如何学习”，这是一个很重要的内容，我们学生在不断地学习，我们学习“如何学习”就像老师学习“如何教学”那样重要。一个好的学习方法可以让学习效率和效果大大提高。然而“学习如何学习”的重要性并不止于此。现在，我们处在一个全新的时代，这是一个信息量无比丰富的时代，一个信息更新速度难以想象的时代，一个各种现有观念被不断打破并且重塑的时代。“学习如何学习”有助于我们在未来的变化发展中更快更好地学习、处理新的信息。

当“学习如何学习”从个人层面延展到群体层面的时候，它的意义就更大也更明显了，此处就不多说了。

可惜的是，因为是补退选的时候选上的这门课，所以第一次课没有能够去听。。。



== 学习报告 ==

== Part 1  the Mathematical Theroy of Communication[1] ==


'''Chapter 1'''   Introductory Note on the General Setting of the Analytical Communication Studies


'''the definition of communication'''：all of the procedures by which one mind may affect another.

'''a still broader definition of communication''': all of the procedures by means of which one mechanism affects another mechanism.


'''three levels of communications problems''':

Level A. How accurately can the symbols of communication be transmitted? (The ''technical'' problem.)

Level B. How percisely do the transmitted symbols convey the desired meaning? (The ''semantic'' problem.)

Level C. How effectively does the received meaning affect conduct in the desired way?(The ''effectiveness'' problem.)


'''Comments'''

Level A is a more important one than B and C. And any limitations at Level A necessarily apply to levels B and C.


== Part 2  Probably Approximately Correct[2] ==

'''Chapter 1'''   Ecorithms


1. One can write the essential content on one line as a single equation. Understanding its meaning, derivation, and consequences requires more extensive study and effort.(from Einstein's theory of general relativity)


2. There are two aspects of knowledge—— ''theoryful'' one and ''theoryless'' one. The ''vast majority of human behaviors'' look ''theoryless''. Nevertheless, these behaviors are often ''highly effective''.


3. two central tenets:

(1) The coping mechanisms with which life abounds are all the result of learning from the environment.

(2) This learning is done by concrete mechanisms that can be understood by the methods of computer science.


4. Ecorithms——algorithms that derive their power by learning from whatever environment they inhabit, so as to be able to behave effectively in it.


5. The ability to categorize new example (generalize) is very important in learning.


6. the probably approximately correct model of learning: The learning process is carried out by a concrete computation that takes a limited number of steps.

== Part 3  CognitiveFoundation_Lecture01[3] ==

学习行为数据有三层次，从上到下依次是Macro，Meso，Micro 。上面层次对应的内容应用范围更广阔，对下面层次对应的内容有一定的指导作用，而下面层次对应的内容更细致更专业。上层的类似于通识，而下层的类似于具体的某某专业某某方向。


== Part 4 对比 ==

[[File:第一周对比.jpg]]


=== 参考文献 ===
[1] The Mathematical Theroy Of Communication. 10th ed. Urbana: the Board of Trustees of the University of Illinois; 2015:3,4,6.

[2] Valiant L. Probably Approximately Correct. New York: Basic Books; 2013.

[3] Gu X. CognitiveFoundation_Lecture01.  2015.