In this paper, a mathematical theory of learning is proposed that has many parallels with information theory. We consider Vapnik’s General Setting of Learning in which the learning process is defined to be the act of selecting a hypothesis in response to a given training set. Such hypothesis can, for example, be a decision boundary in classification, a set of centroids in clustering, or a set o...

Some research indicates that explicit learning of a sequence can impair procedural learning, particularly in populations with reduced cognitive capacity. However, these studies usually do not distinguish the effects of explicit processes on procedural learning from their effects on performance. The current study demonstrates that explicit learning affects performance, but not procedural sequenc...

The storage capacity of an incremental learning algorithm for the parity machine, the Tilinglike Learning Algorithm, is analytically determined in the limit of a large number of hidden perceptrons. Different learning rules for the simple perceptron are investigated. The usual Gardner-Derrida one leads to a storage capacity close to the upper bound, which is independent of the learning algorithm...

Absorptive capacity confers an ability to recognize the value of new information, assimilate it and apply it to commercial ends. It is well believed that the stronger absorptive capacity means the greater competitive advantage. However, this perception of firms’ knowledge transferring seems to misunderstand real learning due to three characteristics of absorptive capacity: path dependence, rela...

In this paper, a dual-hop wireless backhaul and small cell access network has been exploited with effective spectrum sharing, to provide 1 Gb/s/km ultra high capacity density for 5G ultra-dense network deployments. We develop a Single-State Qlearning (SSQL) based radio resource management algorithm for dynamic spectrum access creating a self-organized network. It intelligently utilizes the inst...

The present study examined how students’ working memory capacity influences learning from animations with or without guidance. We tested three different conditions: visual guidance, instructional guidance, and no guidance. The results show that especially visual guidance was perceived as being helpful for making references between narration and display of an animation. However, students without...