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Other forms: assigned; assigns; assigning
To assign is to specify something or someone for a specific purpose. If your sisters fight over whose turn it is to sit in the front seat, your parents may have to assign turns.
The verb assign also means to transfer legal rights. You assign the deed to your house to new owners when you sell it. If you sort things into categories by characteristics, you are assigning them categories. When you make a budget, you assign each expense a category. Food and housing, for example, may be essential living expenses and medicine and doctor's visits may be health care. Chocolate gets its own category.
Vocabulary from "Beowulf" (translated by by Gummere).
Based on the true story of Navajo code talkers, this novel recounts the exploits of Ned Begay, a sixteen-year-old Navajo soldier in World War II. Ned's language skills prove to be invaluable as the Americans work to send secret messages to help them in their fight.
This collection of autobiographical short stories by Francisco Jiménez explores the immigrant experience in the United States.
Whether you’re a teacher or a learner, vocabulary.com can put you or your class on the path to systematic vocabulary improvement..
What this handout is about.
The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.
Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :
Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.
The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:
“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”
Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)
“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”
Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.
“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”
These are the instructor’s comments about writing expectations:
“Be concise”, “Write effectively”, or “Argue furiously.”
These instructions usually indicate format rules or guidelines.
“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”
The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.
Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:
Who is your audience.
Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.
Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .
Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.
Key Terms: Finding Those Active Verbs
Here are some common key words and definitions to help you think about assignment terms:
Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.
Relation words Ask you to demonstrate how things are connected.
Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.
More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:
Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.
Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.
You’ll find a much more detailed discussion of these concepts in our handout on audience .
With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”
So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”
Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .
There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.
Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .
You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.
Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.
No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .
The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.
Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.
Your instructors are not fooled when you:
Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
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Home » Assignment – Types, Examples and Writing Guide
Table of Contents
Definition:
Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.
Assignments are typically designed to be completed outside of class time and may require independent research, critical thinking, and analysis. They are often graded and used as a significant component of a student’s overall course grade. The instructions for an assignment usually specify the goals, requirements, and deadlines for completion, and students are expected to meet these criteria to earn a good grade.
The use of assignments as a tool for teaching and learning has been a part of education for centuries. Following is a brief history of the Assignment.
Here are some of the most common types of assignments:
An essay is a piece of writing that presents an argument, analysis, or interpretation of a topic or question. It usually consists of an introduction, body paragraphs, and a conclusion.
Essay structure:
A research paper involves gathering and analyzing information on a particular topic, and presenting the findings in a well-structured, documented paper. It usually involves conducting original research, collecting data, and presenting it in a clear, organized manner.
Research paper structure:
A case study involves analyzing a real-life situation, problem or issue, and presenting a solution or recommendations based on the analysis. It often involves extensive research, data analysis, and critical thinking.
Case study structure:
A lab report is a scientific document that summarizes the results of a laboratory experiment or research project. It typically includes an introduction, methodology, results, discussion, and conclusion.
Lab report structure:
A presentation involves delivering information, data or findings to an audience, often with the use of visual aids such as slides, charts, or diagrams. It requires clear communication skills, good organization, and effective use of technology.
Presentation structure:
A creative project is an assignment that requires students to produce something original, such as a painting, sculpture, video, or creative writing piece. It allows students to demonstrate their creativity and artistic skills.
Creative project structure:
Following are Examples of Assignment templates samples:
Essay template:
I. Introduction
II. Body paragraphs
III. Conclusion
Research paper template:
I. Title page
II. Abstract
III. Introduction
IV. Literature review
V. Methodology
VI. Results
VII. Discussion
VIII. Conclusion
Case study template:
II. Analysis
III. Solution/recommendations
IV. Conclusion
Lab report template:
IV. Materials and methods
VI. Discussion
VII. Conclusion
Presentation template:
II. Main points
Creative writing template:
Here is a general guide on how to write an assignment:
Assignments have many applications across different fields and industries. Here are a few examples:
The purpose of an assignment varies depending on the context in which it is given. However, some common purposes of assignments include:
Assignments are typically given by instructors or professors as part of a course or academic program. The timing of when to write an assignment will depend on the specific requirements of the course or program, but in general, assignments should be completed within the timeframe specified by the instructor or program guidelines.
It is important to begin working on assignments as soon as possible to ensure enough time for research, writing, and revisions. Waiting until the last minute can result in rushed work and lower quality output.
It is also important to prioritize assignments based on their due dates and the amount of work required. This will help to manage time effectively and ensure that all assignments are completed on time.
In addition to assignments given by instructors or professors, there may be other situations where writing an assignment is necessary. For example, in the workplace, assignments may be given to complete a specific project or task. In these situations, it is important to establish clear deadlines and expectations to ensure that the assignment is completed on time and to a high standard.
Here are some common characteristics of assignments:
There are several advantages of assignment, including:
There are also some limitations of assignments that should be considered, including:
Researcher, Academic Writer, Web developer
This chapter documents all the JavaScript language operators, expressions and keywords.
For an alphabetical listing see the sidebar on the left.
Basic keywords and general expressions in JavaScript. These expressions have the highest precedence (higher than operators ).
The this keyword refers to a special property of an execution context.
Basic null , boolean, number, and string literals.
Array initializer/literal syntax.
Object initializer/literal syntax.
The function keyword defines a function expression.
The class keyword defines a class expression.
The function* keyword defines a generator function expression.
The async function defines an async function expression.
The async function* keywords define an async generator function expression.
Regular expression literal syntax.
Template literal syntax.
Grouping operator.
Left values are the destination of an assignment.
Member operators provide access to a property or method of an object ( object.property and object["property"] ).
The optional chaining operator returns undefined instead of causing an error if a reference is nullish ( null or undefined ).
The new operator creates an instance of a constructor.
In constructors, new.target refers to the constructor that was invoked by new .
An object exposing context-specific metadata to a JavaScript module.
The super keyword calls the parent constructor or allows accessing properties of the parent object.
The import() syntax allows loading a module asynchronously and dynamically into a potentially non-module environment.
Postfix/prefix increment and postfix/prefix decrement operators.
Postfix increment operator.
Postfix decrement operator.
Prefix increment operator.
Prefix decrement operator.
A unary operation is an operation with only one operand.
The delete operator deletes a property from an object.
The void operator evaluates an expression and discards its return value.
The typeof operator determines the type of a given object.
The unary plus operator converts its operand to Number type.
The unary negation operator converts its operand to Number type and then negates it.
Bitwise NOT operator.
Logical NOT operator.
Pause and resume an async function and wait for the promise's fulfillment/rejection.
Arithmetic operators take numerical values (either literals or variables) as their operands and return a single numerical value.
Exponentiation operator.
Multiplication operator.
Division operator.
Remainder operator.
Addition operator.
Subtraction operator.
A comparison operator compares its operands and returns a boolean value based on whether the comparison is true.
Less than operator.
Greater than operator.
Less than or equal operator.
Greater than or equal operator.
The instanceof operator determines whether an object is an instance of another object.
The in operator determines whether an object has a given property.
Note: => is not an operator, but the notation for Arrow functions .
The result of evaluating an equality operator is always of type boolean based on whether the comparison is true.
Equality operator.
Inequality operator.
Strict equality operator.
Strict inequality operator.
Operations to shift all bits of the operand.
Bitwise left shift operator.
Bitwise right shift operator.
Bitwise unsigned right shift operator.
Bitwise operators treat their operands as a set of 32 bits (zeros and ones) and return standard JavaScript numerical values.
Bitwise AND.
Bitwise OR.
Bitwise XOR.
Logical operators implement boolean (logical) values and have short-circuiting behavior.
Logical AND.
Logical OR.
Nullish Coalescing Operator.
The conditional operator returns one of two values based on the logical value of the condition.
An assignment operator assigns a value to its left operand based on the value of its right operand.
Assignment operator.
Multiplication assignment.
Division assignment.
Remainder assignment.
Addition assignment.
Subtraction assignment
Left shift assignment.
Right shift assignment.
Unsigned right shift assignment.
Bitwise AND assignment.
Bitwise XOR assignment.
Bitwise OR assignment.
Exponentiation assignment.
Logical AND assignment.
Logical OR assignment.
Nullish coalescing assignment.
Destructuring assignment allows you to assign the properties of an array or object to variables using syntax that looks similar to array or object literals.
Pause and resume a generator function.
Delegate to another generator function or iterable object.
Spread syntax allows an iterable, such as an array or string, to be expanded in places where zero or more arguments (for function calls) or elements (for array literals) are expected. In an object literal, the spread syntax enumerates the properties of an object and adds the key-value pairs to the object being created.
The comma operator allows multiple expressions to be evaluated in a single statement and returns the result of the last expression.
Specification |
---|
BCD tables only load in the browser with JavaScript enabled. Enable JavaScript to view data.
Saul Mcleod, PhD
Editor-in-Chief for Simply Psychology
BSc (Hons) Psychology, MRes, PhD, University of Manchester
Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.
Learn about our Editorial Process
Olivia Guy-Evans, MSc
Associate Editor for Simply Psychology
BSc (Hons) Psychology, MSc Psychology of Education
Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.
On This Page:
Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations , and incorporate new knowledge into their schemas . This promotes deeper learning and understanding.
Constructivism is ‘an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner’ (Elliott et al., 2000, p. 256).
In elaborating on constructivists’ ideas, Arends (1998) states that constructivism believes in the personal construction of meaning by the learner through experience and that meaning is influenced by the interaction of prior knowledge and new events.
Knowledge is constructed rather than innate, or passively absorbed.
Constructivism’s central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning.
This prior knowledge influences what new or modified knowledge an individual will construct from new learning experiences (Phillips, 1995).
Learning is an active process.
The second notion is that learning is an active rather than a passive process.
The passive view of teaching views the learner as ‘an empty vessel’ to be filled with knowledge, whereas constructivism states that learners construct meaning only through active engagement with the world (such as experiments or real-world problem-solving).
Information may be passively received, but understanding cannot be, for it must come from making meaningful connections between prior knowledge, new knowledge, and the processes involved in learning.
John Dewey valued real-life contexts and problems as an educational experience. He believed that if students only passively perceive a problem and do not experience its consequences in a meaningful, emotional, and reflective way, they are unlikely to adapt and revise their habits or construct new habits, or will only do so superficially.
All knowledge is socially constructed.
Learning is a social activity – it is something we do together, in interaction with each other, rather than an abstract concept (Dewey, 1938).
For example, Vygotsky (1978) believed that community plays a central role in the process of “making meaning.” For Vygotsky, the environment in which children grow up will influence how they think and what they think about.
Thus, all teaching and learning is a matter of sharing and negotiating socially constituted knowledge.
For example, Vygotsky (1978) states cognitive development stems from social interactions from guided learning within the zone of proximal development as children and their partners co-construct knowledge.
All knowledge is personal.
Each individual learner has a distinctive point of view, based on existing knowledge and values.
This means that same lesson, teaching or activity may result in different learning by each pupil, as their subjective interpretations differ.
This principle appears to contradict the view the knowledge is socially constructed.
Learning exists in the mind.
The constructivist theory posits that knowledge can only exist within the human mind, and that it does not have to match any real-world reality (Driscoll, 2000).
Learners will be constantly trying to develop their own individual mental model of the real world from their perceptions of that world.
As they perceive each new experience, learners will continually update their own mental models to reflect the new information, and will, therefore, construct their own interpretation of reality.
Typically, this continuum is divided into three broad categories: Cognitive constructivism, based on the work of Jean Piaget ; social constructivism, based on the work of Lev Vygotsky; and radical constructivism.
According to the GSI Teaching and Resource Center (2015, p.5):
Cognitive constructivism states knowledge is something that is actively constructed by learners based on their existing cognitive structures. Therefore, learning is relative to their stage of cognitive development.
Cognitivist teaching methods aim to assist students in assimilating new information to existing knowledge, and enabling them to make the appropriate modifications to their existing intellectual framework to accommodate that information.
According to social constructivism, learning is a collaborative process, and knowledge develops from individuals” interactions with their culture and society.
Social constructivism was developed by Lev Vygotsky (1978, p. 57), who suggested that:
Every function in the child’s cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).
The notion of radical constructivism was developed by Ernst von Glasersfeld (1974) and states that all knowledge is constructed rather than perceived through senses.
Learners construct new knowledge on the foundations of their existing knowledge. However, radical constructivism states that the knowledge individuals create tells us nothing about reality, and only helps us to function in your environment. Thus, knowledge is invented not discovered.
Radical constructivism also argues that there is no way to directly access an objective reality, and that knowledge can only be understood through the individual’s subjective interpretation of their experiences.
This theory asserts that individuals create their own understanding of reality, and that their knowledge is always incomplete and subjective.
The humanly constructed reality is all the time being modified and interacting to fit ontological reality, although it can never give a ‘true picture’ of it. (Ernest, 1994, p. 8)
Knowledge is created through social interactions and collaboration with others. | Knowledge is constructed through mental processes such as attention, perception, and memory. | Knowledge is constructed by the individual through their subjective experiences and interactions with the world. |
The learner is an active participant in the construction of knowledge and learning is a social process. | The learner is an active problem-solver who constructs knowledge through mental processes. | The learner is the sole constructor of knowledge and meaning, and their reality is subjective and constantly evolving. |
The teacher facilitates learning by providing opportunities for social interaction and collaboration. | The teacher provides information and resources for the learner to construct their own understanding. | The teacher encourages the learner to question and reflect on their experiences to construct their own knowledge. |
Learning is a social process that involves collaboration, negotiation, and reflection. | Learning is an individual process that involves mental processes such as attention, perception, and memory. | Learning is an individual and subjective process that involves constructing meaning from one’s experiences. |
Reality is socially constructed and subjective, and there is no one objective truth. | Reality is objective and exists independently of the learner, but the learner constructs their own understanding of it. | Reality is subjective and constantly evolving, and there is no one objective truth. |
For example: Collaborative group work in a classroom setting. | For example: Solving a math problem using mental processes. | For example: Reflecting on personal experiences to construct meaning and understanding. |
Constructivist learning theory underpins a variety of student-centered teaching methods and techniques which contrast with traditional education, whereby knowledge is simply passively transmitted by teachers to students.
Constructivism is a way of teaching where instead of just telling students what to believe, teachers encourage them to think for themselves. This means that teachers need to believe that students are capable of thinking and coming up with their own ideas. Unfortunately, not all teachers believe this yet in America.
The primary responsibility of the teacher is to create a collaborative problem-solving environment where students become active participants in their own learning.
From this perspective, a teacher acts as a facilitator of learning rather than an instructor.
The teacher makes sure he/she understands the students” preexisting conceptions, and guides the activity to address them and then build on them (Oliver, 2000).
Scaffolding is a key feature of effective teaching, where the adult continually adjusts the level of his or her help in response to the learner’s level of performance.
In the classroom, scaffolding can include modeling a skill, providing hints or cues, and adapting material or activity (Copple & Bredekamp, 2009).
A constructivist classroom emphasizes active learning, collaboration, viewing a concept or problem from multiple perspectives, reflection, student-centeredness, and authentic assessment to promote meaningful learning and help students construct their own understanding of the world.
Tam (2000) lists the following four basic characteristics of constructivist learning environments, which must be considered when implementing constructivist teaching strategies:
1) Knowledge will be shared between teachers and students. 2) Teachers and students will share authority. 3) The teacher’s role is one of a facilitator or guide. 4) Learning groups will consist of small numbers of heterogeneous students.
Traditional Classroom | Constructivist Classroom |
---|---|
Strict adherence to a fixed curriculum is highly valued. | Pursuit of student questions and interests is valued. |
Learning is based on repetition. | Learning is interactive, building on what the student already knows. |
Teacher-centered. | Student-centered. |
Teachers disseminate information to students; students are recipients of knowledge (passive learning). | Teachers have a dialogue with students, helping students construct their own knowledge (active learning). |
Teacher’s role is directive, rooted in authority. | Teacher’s role is interactive, rooted in negotiation. |
Students work primarily alone (competitive). | Students work primarily in groups (cooperative) and learn from each other. |
Honebein (1996) summarizes the seven pedagogical goals of constructivist learning environments:
Brooks and Brooks (1993) list twelve descriptors of constructivist teaching behaviors:
Constructivism promotes a sense of personal agency as students have ownership of their learning and assessment.
The biggest disadvantage is its lack of structure. Some students require highly structured learning environments to be able to reach their potential.
It also removes grading in the traditional way and instead places more value on students evaluating their own progress, which may lead to students falling behind, as without standardized grading teachers may not know which students are struggling.
Behaviourism | Constructivism |
---|---|
Emphasizes the role of the environment and external factors in behavior | Emphasizes the role of internal mental processes in learning and knowledge creation |
Knowledge is gained through external stimuli and observable behaviors | Knowledge is actively constructed by the individual based on their experiences |
Teachers are the authority figures who impart knowledge to students | Teachers are facilitators who guide students in constructing their own knowledge |
Students are passive receivers of knowledge and respond to rewards/punishments | Students are active participants in constructing their own understanding and knowledge |
Observable behavior and measurable outcomes | Internal mental processes, thinking, and reasoning |
Evaluation is based on observable behavior and measurable outcomes | Evaluation is based on individual understanding and internal mental processes |
Classical and operant conditioning, behavior modification, reinforcement | Problem-based learning, inquiry-based learning, cognitive apprenticeship |
Constructivism | Cognitivism |
---|---|
Emphasizes the active role of learners in constructing their own understanding | Emphasizes the role of internal mental processes in learning and the acquisition of knowledge |
Knowledge is actively constructed by the learner based on their experiences | Knowledge is a product of internal mental processes and can be objectively measured and assessed |
Teachers are facilitators who guide learners in constructing their own knowledge | Teachers are experts who provide knowledge to learners and guide them in developing their cognitive abilities |
Students are active participants in constructing their own understanding | Students are receivers of knowledge from teachers and use their cognitive abilities to process information |
Active construction of knowledge based on experiences | Internal mental processes and information processing |
Evaluation is based on individual understanding and internal mental processes | Evaluation is based on objectively measurable outcomes and mastery of specific knowledge and skills |
Problem-based learning, inquiry-based learning, cognitive apprenticeship | Information processing theory, schema theory, metacognition |
Constructivism in the philosophy of education is the belief that learners actively construct their own knowledge and understanding of the world through their experiences, interactions, and reflections.
It emphasizes the importance of learner-centered approaches, hands-on activities, and collaborative learning to facilitate meaningful and authentic learning experiences.
They might engage students in hands-on activities, such as using manipulatives or visual representations, to explore the concept visually and tangibly.
The teacher would encourage discussions among students, allowing them to share their ideas and perspectives, and guide them toward discovering the relationship between dividing by a fraction and multiplying by its reciprocal.
Through guided questioning, the teacher would facilitate critical thinking and help students arrive at the understanding that dividing 1/3 by 1/3 is equivalent to multiplying by the reciprocal, resulting in a value of 1.
Arends, R. I. (1998). Resource handbook. Learning to teach (4th ed.). Boston, MA: McGraw-Hill.
Brooks, J., & Brooks, M. (1993). In search of understanding: the case for constructivist classrooms, ASCD. NDT Resource Center database .
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs . Washington, DC: National Association for the Education of Young Children.
Dewey, J. (1938) Experience and Education . New York: Collier Books.
Driscoll, M. (2000). Psychology of Learning for Instruction . Boston: Allyn& Bacon
Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000). Educational psychology: Effective teaching, effective learning (3rd ed.) . Boston, MA: McGraw-Hill College.
Ernest, P. (1994). Varieties of constructivism: Their metaphors, epistemologies and pedagogical implications. Hiroshima Journal of Mathematics Education, 2 (1994), 2.
Fox, R. (2001). Constructivism examined . Oxford review of education, 27(1) , 23-35.
Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments. Constructivist learning environments : Case studies in instructional design, 11-24.
Oliver, K. M. (2000). Methods for developing constructivism learning on the web. Educational Technology, 40 (6)
Phillips, D. C. (1995). The good, the bad, and the ugly: The many faces of constructivism . Educational researcher, 24 (7), 5-12.
Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology and Society, 3 (2).
Teaching Guide for GSIs. Learning: Theory and Research (2016). Retrieved from http://gsi.berkeley.edu/media/Learning.pdf
von Glasersfeld, E. V. (1974). Piaget and the radical constructivist epistemology . Epistemology and education , 1-24.
von Glasersfeld, E. (1994). A radical constructivist view of basic mathematical concepts. Constructing mathematical knowledge: Epistemology and mathematics education, 5-7.
Von Glasersfeld, E. (2013). Radical constructivism (Vol. 6). Routledge.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes . Cambridge, MA: Harvard University Press.
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MLB Trade Rumors
By Darragh McDonald | June 7, 2024 at 11:59pm CDT
The Blue Jays announced that they have recalled infielder Spencer Horwitz , with infielder/outfielder Cavan Biggio designated for assignment in a corresponding move. Their 40-man roster count drops to 39. Shi Davidi of Sportsnet relayed on X earlier that Horwitz was joining the club.
Biggio, 29, has been in a multi-positional role for the Jays for a while. He showed a keen eye at the plate when he first arrived in the big leagues but it seems that pitchers realized he wasn’t likely to do much damage if they threw him more strikes. He drew a walk in 16.5% of his plate appearances in his rookie season in 2019 but that number has dropped year over year. It was 15.5% in 2020 and then went to 12.6%, 12.5% and 11.8% in the years after that.
Here in 2024, Biggio has only walked at a 10.7% clip. That is still above league average, which is 8.3% so far this season, but a huge drop from where he started. Strikeouts have also become a growing problem for him over the years. In 2021, he was punched out at a roughly league average rate of 23% but that ticked up into the high 20s in subsequent campaigns and is currently at a 32.1% clip here this year.
Thanks to his on-base abilities, Biggio was able to hit .240/.368/.430 over the 2019 and 2020 seasons. He hit 16 home runs in the first of those seasons but that is now considered by many to be a “juiced ball” season where home runs reached unprecedented levels. That production still translated to a wRC+ of 118 but he’s hit just .219/.327/.351 since then for a 94 wRC+, which includes a line of .200/.323/.291 and 88 wRC+ here in 2024.
Defensively, Biggio has never received especially strong grades anywhere on the diamond but has at least provided the Jays with plenty of versatility. That includes one inning at shortstop but plenty of time at the other three infield positions and in the outfield as well.
As Biggio’s results have declined over the years, other players have slid into his multi-positional role. Davis Schneider is splitting his time between second base and left field and has hit .254/.364/.505 since his call-up last year for a 145 wRC+. The Jays signed Isiah Kiner-Falefa in the offseason and he is hitting around league average with strong defense at various infield positions. Ernie Clement isn’t hitting much but gets stronger grades for his glovework than Biggio.
On top of those three, there’s also the aforementioned Horwitz. He has been hitting very well in Triple-A this year, walking in 17% of his plate appearances and producing a line of .335/.456/.514 for a 157 wRC+. He has primarily played first base but the Jays recently started getting him some work at second base in order to help him coexist with Vladimir Guerrero Jr. , who plays first most days. The Jays have also experimented with Guerrero playing some third base of late but also have Justin Turner and Daniel Vogelbach in the first base/designated hitter rotation.
Amid all of that, it seems Biggio has been nudged off the roster for being sort of in between. He doesn’t have as much offensive potential as guys like Schneider, Turner, Vogelbach and perhaps Horwitz, while Kiner-Falefa and Clement are stronger defenders. The Jays also couldn’t send Biggio down to the minors as he now has more than five years of service time.
That has nudged Biggio off the 40-man roster and the Jays will now have one week to trade him or pass him through waivers. Since he has passed the five-year service time marker, he has the right to reject an outright assignment and elect free agency while also retaining all of his salary. He is making $4.21MM this year, with about $2.78MM left to be paid out. If anyone were to claim him, they would have to take on that salary but would also have the ability to retain Biggio via arbitration for next year.
Was not expecting that
After all that time on one team, he may actually be a prime change of scenery guy.
He would seem to be an ideal pick up candidate for the Wsox.
I think most AAA squads might be more exciting than the White Sox.
He is essentially assured playing time with the Sox, with them trading away anything not nailed down, and if he bounces back in a meaningful way, he WILL be traded.
White Sox current long term plan is equivalent to the Putting on Clown Makeup meme. Cannot wait for Getz to be fired in a decade.
That play last night, where they committed an error on an appeal throw and the runner scored, literally happened in my son’s little league game last week. But hey, Sox won at least…
He has no ability to be kept long term. Not exactly what a rebuilding team wants. Also, $4MM for a utility player is a bit much for a rebuilding team. After arbitration, it will be more.
His .323 OBP is higher than pretty much every White Sox starter other than Sheets.
He’d be an upgrade.
4 words I never though would be sequenced in the order of “Biggio is an upgrade”. Live and learn.
Upgrading the White Sox infield is a low bar that management somehow often fails to clear.
15 seconds ago
Why would he want to go there in FA?
And the rebuild begins. There is some good young talent in Jays organisation.
Biggio DFA’d is your sign the white flag has been waved?
The white flag was raised when their big offseason acquisition was IKF
IKF is gonna be a 2 – 2.5 FWAR player That move as much fans hate it will be a good one The awful move was bringing back KK instead of moving varsho to CF full time to maximize his value and getting a bat for LF
Both things are true. IKF has been a great pickup, especially considering the alternatives. I thought Tim Anderson or Amed Rosario were the way to go and both have been mediocre at best to this point. But if IKF is your teams best move, something probably isn’t going right.
Next stop Cooperstown… driving a tour bus that is. “Exact change only please!” Ahahaha!
Can’t really look at moves in isolation. Kk was good for bang buck last year but pushed Varsho to a corner position.
IKF didn’t address the team needs then and still doesn’t now.
Actually that Cooperstown stop will be to show his kid Grandpa Biggio’s HOF bust.
IKF has 1.9 WAR, second-best on the team.
Cavan’s pic at Baseball Reference was a surprise. Adopted??!
23 hours ago
Terry doesn’t that prove the point? Varsho is first in WAR, and no good team would ever want to call Varsho the best player on the team, and IKF second.
More reason to blow it up.
I always liked biggio and thought he really just needed everyday ABs at the same position, the kid has on nase skills power amd a LHH. I think there was another player on the roster that should have went before him, namely Voggy and to a lesser extent clement
Hardly. This is an attempt to improve the team now, with the hope that Horwitz can add something offensively. Biggio didn’t offer anything offensively.
And since they’re only three games out of a wild card spot, playing three against Oakland this weekend, and Vladdy and Bichette are hitting better these days, they have plenty of reason to get better for this season—rather than looking to the future.
>Biggio didn’t offer anything offensively.
Biggio: 80 OPS+ Springer: 77 OPS+ Vogelbach: 76 OPS+
@terrymesmer
Another poor attempt at a strawman terry. At best it’s “what-about-ism0”. Posting his 80 OPS+ is the only relevant thing here.
Terry is the Queen of poor justification.
He must’ve mixed up the Biggios.
I agree they should start the rebuild. But Biggio should of been traded or DFA’D a long time ago. Either coaching or his ability has let him down. It’s sad bcuz he had so much talent. Maybe a move else where gets him on track
If the talent is as good as you say they would have (probably should have) traded them for MLB players to save payroll and compete, rather than holding young talent when you’re supposed to contend.
The rebuild begins when the jays make some trades
If they were rebuilding they would have kept him up to see if he could turn it around and provide some trade value. This move looks like they’re just trying to field the best team possible for a playoff push.
Playoff push- hahaha. This is a Canadian (Canadistan) baseball team, they’re going nowhere. There shouldn’t even be a MLB team in that dependent pseudo-51st state.
What a completely stupid take on Canada.
Poorly coded AI, was supposed to slur the country as socialist but accidentally compared it to theocracy.
Best country in the world.
Spoken like a true American idiot with zero worldview outside of your own state. State might be generous.
lol rebuild because they dumped their 26th man
I thought the Blue Jays were the best team this year with the best rotation! You Jays fans change real fast
The speed of Jacoby Ellsbury combined with the hustle of Peter Rose. Their loss.
and hitting skills of Pete LeCock
Wow… nice one.. I’m sure you know his father was Peter Marshal ( Hollywood squares)
who, somehow, is still alive. By my math, Peter Marshall is now 168 years old.
Yes but not George Gobel… he passed at 147…
And was buried in a black suit with brown shoes.
One of the best lines ever on Carson. George Gobel, Dean Martin, Bob Hope and Johnny. I see what you did there.
And the OBP of Billy Hamilton. Get real.
Better overall baserunner than William Hamilton.
In Billy’s defense, dude could swipe a bag.
Hall of Famer.
I don’t know why, but I have a feeling Cavan will end up a Guardian.
Cavan to mariners to platoon with d-Moore as super utility guy?
Cavan’s strikeout numbers are up, so he’d fit in well with our other whiff machines on the squad. “Control the Zone”
Why? Where would the Guardians play him?
Idk why, but I have a feeling Cavan will end up slinging hash at greasy spoon called “Pops”. Ahahaha!
We already have too many light-hitting middle infielders and utility types. We’ll see your Cavan Biggio with one of our Gabriel Arias’
I’ll take Arias over Biggio… His arm is phenomenal
Haven’t we been to this movie before?
Like two years ago Biggio was tried to be shown the door
Maybe he isn’t a native speaker? Do you feel better now, David?
Perfectly fine English.
“Has this not occurred before? Like two years ago, they tried getting rid of Biggio.”
Not a fan of this move however, it looks as though the Jay’s are trying to get a little internal competition going by bringing Schneider’s other roomy up. Prior to the hiring of Donnie Baseball, the bats were never the issue. Not saying it’s because of him, just seems very coincidental. Although, there was a very healthy internal competition between Vladdy, Tao, and Lourdes back then.
7 hours ago
When you don’t replace the bats of Teoscar, Lourdes and even Semien over a two year span, what do you expect?
Not a fan of giving up on a player with no impact or place on what’s supposed to be a contending team. Ok.
Should have been non-tendered last offseason
Anyone calling for Cavan to be non-tendered the last couple years have taken ridicule from the Jays fanbase that was not necessary. Although I thought Vogelbach might get dropped before Cavan, this is the right move.
All you have to do is look at his career stats. The most hits he ever had in a season was 2019 when he had 89. This guy got way more rope than anyone else would have gotten. If big moves are coming, this is a great first step.
Yep. But these Jays fans like that he walks. Crazy. Should have non-tendered after 2022 to save a little cash.
My ass is shaking. This doesn’t happen much.
I just sneezed and burped at the same time it felt weird
add in a fart for the hat trick
I’m a Mariners fan, but I’m not a fan of your posts.
I wouldn’t mind the Rangers taking a flyer on him.
This is a sad day for me. I’ve pulled so hard for Cavan over the years since he came up, you know the underdog thing and all that. Maybe his salary will be enough of a deterrent for other clubs and somehow Cavan can remain in the org. Besides, I would have DFAed Ernie Clement first. The Jays already have too many RH hitting infielders
Cavan Biggio is an underdog? The only reason why he got this job in the first place was because of his Hall of Fame dad. Hes been treated like a rich spoiled brat his whole life and had the best training a kid could have. You don’t have a clue
Dear LGBTQMets, Cavan Biggio has a higher career OBP than Bo Bichette. Get a clue
DanielDannyDano, What other stats are better than Bo’s? Don’t just give us one stat, give us all of them… Or, is that all of them???
The clock ran out for the 2nd coming of the biggio
“It just doesn’t make any sense” said a dope
Makes no sense to bring up a 1B/DH in Horwitz when you already have three of them — unless you DFA one, such as Vogelbach.
If you’d read the article, you’d know how they’re handling that.
Likely a better option than Guillorme, Paris, Tucker, or Adrianza.
Angels would be a good fit he would be Brandon drury but slightly worse
And Drury has barely played this season due to injury. Angels (as always) have nothing but journeymen minor leaguers to call up when injuries arise. This is why I was frustrated at Livan Soto getting DFA’d instead of just giving him a shot rather than calling up journeymen scrubs.
@orange wouldn’t mind biggio, and stefanic replacing guillorme and tucker.
Knew it was coming sooner or later and was mildly surprised it didn’t happen at some point last season. I’ve always rooted for him though and hope he does well wherever he ends up.
He was one of the team’s better hitters last season. That was probably not the time they were going to part ways with him.
I don’t know if you actually follow the Jays or not but he was was hitting under .200 with an OBP well below .300 by around the first week of July last year. He was definitely in DFA territory before he took off a bit, would you not agree?
Toronto where the “Sons of legends” reside has a member departing its club
the remaining members Guerrero’s, Bichette’s, and Varsho’s will pour a cold one in his memory.
James Tiberius Kirk is not related to Alejandro but share a nickname
Toronto finally figuring it out
Trade Guerrero Nepotism doesn’t work
Vlad is hitting like crazy the last month and doubt you know what nepotism means
All true, but the idea of an all ‘nepo baby’ infield was pretty novel.
’bout time. This was long overdue.
He’ll definitely land on his feet with a different franchise. Kind of absurd how a Major League Baseball team can hold onto a guy like Vogelbach and DFA a player like Biggio.
Vogelbach must have something on Atkins to keep him on the team, basically warming the bench. Hmmm? Maybe he is an inside informant? Providing management with information on what the players are actually thinking….
Over his last 14 games (11 starts), Vogelbach is hitting .286/.324/.457. I’ll take that from a part-timer any day.
He won them the series vs the Pirates in his revenge tour.
Vogelbach brings the Tim Hortons every day.
Craig: Son, you have shamed the family name.
Cavan: Oh, right, Mr. Steroids.
Craig was never accused nor did he fail a test
That’s inaccurate. There’s always been speculation about Biggio using steroids.
Bagwell took Biggio’s for him
20 hours ago
I knew that David Ortiz wasn’t the only guy in the Hall of Fame that did steroids.
14 mins ago
Steroids saved baseball
Scott Kingery 2.0
Accurate as far as the on field performance but not even close on the salary.
Well Kingery @24mil and Biggio @10.5…..
My tiny point was that they were both annointed as potential all star 2bmen who got “kinda” messed with by their teams.
But not anywhere near Dale Berra’s production. He got more rope than most because of his pedigree, but he was more productive than Cavan Biggio.
If memory serves, as a Phillies fan, he was late 70’s early 80’s Pirate. Was probably @league average or just below for a MIF of that era. Was he Trammell r Whitaker – nope – but he had some decent seasons?
To Houston to try to channel his father’s production?
By channel – do you mean inject?
As the late great Bray Wyatt would say during the Firefly Funhouse. Yowee Wowee
Now I can’t call him Kevin when I’m at the games:(
Jays mishandled Biggio.
Biggio could have non-tendered at the end of last season. He’s had more opportunities to prove himself than most players and has come up wanting.
It has nothing to do with being non-tendered. Jays mishandled Biggio.
30 parks instead of reiterating a statement, back it up with some points. I know one valid point I could bring up in-defense of Biggio, however I’ll let you make the argument.
@NoSaint…….
You have been weighed; you have been measured; and you have been found wanting. Great line…
Looks like it’s time for me to watch A Knight’s Tale….
Yeah, like Senzel was mishandled too. Face it, some guys just aren’t that good.
I hope my Mariners snag him. If nothing else, to keep him away from Houston or the Yanks.
The Yankees hope your Mariners snag him too.
I didn’t realize the M’s needed a dead spot in their lineup especially after rolling the dice big time on Robles.
No, the Mariners do not need that guy. Bad call.
15 hours ago
Hey, my Granny played bongoes with that guy.
14 hours ago
Awesome!!!!! +1. I told myself I would change the picture once somebody identified him. It only took about six weeks. There is hope for baseball/post-punk fans. Cheers!
I wonder if he’ll become another Pete Rose Jr, who wasn’t much of a player but kept getting chances because of his his name and played 13 years in the minors.
Pure conjecture on my part, but his continued opportunities with the Blue Jays are partly due to who his father is. So yes, he probably will get the same treatment as Pete Rose Jr.
Same goes for Vladdy IMHO. He’s been better as of late but has previously struggled a lot…..
Guess he was worth the gamble
I wouldn’t mind the Astros taking a flyer on him. His father Craig Biggio is a Hall of Famer with the Stros and Cavin was born in Houston.
that is just fantastic….got hit bubblegum card today?
Mopargary: Congratulations! You are today’s winner of the Captain Obvious Cup!
Looks like a Pirates dumpster diver candidate.
He doesn’t play center field or first, and they don’t need more middle infielders.
He has actually played a decent amount of first in his career. Not a ton, but some.
Bad take, mario crosby… the Pirates would never pay $2.7M for half a season of Biggio. $2.7M is probably BC’s budget for fixing the bullpen for ’25
Take some steroids like your dad, maybe that will help.
Liked Biggio’s versatility however he was a fringe player at best
FINALLY! This was too long coming. The Jays front office just can’t admit when they’re wrong about a player. Biggio doesn’t have the bat to play in the big and his glove doesn’t make up for a weak hit tool. He should have been dumped a year ago. He’s practically become an automatic out. Vladdy and Bo are gonna be pisssed….and that may be the best thing of all from dumping Biggio. Maybe it’ll spur them to some kind of action.
Vladdy has actually hit really went since his weak performance in April, but Bo still hasn’t found his groove.
Thank you Cavan for not wasting the Phillies money and going back in the draft
If he had a different last name, probably would have been dfa’d many years ago.
leaving aside that Biggio is your proverbial 26th man, this is still a shocking move. he is a home grown player, part of their sons of former major leaguer nucleus – its a signal that everything is on the table. Biggio will make a fine manager one day – he is a baseball player through and through but has no hit tools. good luck to him.
Am I the only one that could see him end up I Atlanta?? He would be a perfect super utility guy for the team. Also won’t be the first guy to go to Atlanta play at all star level.
Also could see the Astros grabbing him as he would increase ticket sales short term just because of the name
I don’t see Atlanta having having any interest in him. He’s not a starter on a good baseball team, and barring injury, Braves starting position players will play every day.
Houston, yeah, I could see it, especially if they are intent on moving some short-term assets at the deadline.
Biggio is a 3 win player over 600 at bats. This year he’s on a 2 win pace. And he’s also controllable for 2025.
This seems like a stupid move to me.
They need offense, and he has an OPS+ of 80.
Teams need talent not one specific part of talent like offense.
Looks like a future pirate
I’d love to see the Giants or Astros take a filer on him
2 years overdue but that’s still pretty good for this FO.
Welcome to the White Sox Cavan!
I do not understand the Jays FO anymore at all. DFA Cavan and keep Vogalsnack?!? Absolutely ridiculous! Run Cavan run! Get away from this team and put your sights on a team that values your talent!
Since Joey Votto is yet to play a single minor league game the odds of him eventually taking Vogelbach’s roster spot are slim and with Horowitz taking Biggio’s spot I’m not sure who next man up is in the Jays system
shapiro and useless atkins are next out the door !!
Can’t happen fast enough !!
My God, it’s about time. How long was he going to hang on just because of his last name…sheese!
I’d take a flyer on him for the Royals. Make him exclusively an outfielder, then work on improving the stick.
On names.org I found this tidbit of information about Biggio. “The name spelled backwards is Oiggib. A random rearrangement of the letters in the name (anagram) will give Ggiiob.” I’m not sure what to do with this information and how it relates to WAR.
Thank you, Harry. Have another Budweiser.
22 hours ago
I will have another Budweiser, Brick House Coffee Tables Inc.
He is making too much salary for Tom Ricketts’ liking, but he’d be a slight upgrade over the Bote/Madrigal/Mastrobuoni triumvirate of Cub backup 2/3/SS.
Drew Smyly and a prospect in their 10-11 range who is not on the 40-man for Biggio and Janssen?
17 hours ago
Dude what are you smoking ! It must be that legal weed in Illinois
18 hours ago
Seems like a brash decision. All the feels if the Astros land him.
2 hours ago
Regardless the industry, one can only ride dad’s coattails for so long
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Ai hallucination.
An AI hallucination is when a large language model (LLM) generates false information.
LLMs are AI models that power chatbots, such as ChatGPT and Google Bard . Hallucinations can be deviations from external facts, contextual logic or both.
Hallucinations often appear plausible because LLMs are designed to produce fluent, coherent text . They occur because LLMs have no understanding of the underlying reality that language describes. LLMs use statistics to generate language that is grammatically and semantically correct within the context of the prompt.
However, hallucinations do not always appear plausible. Sometimes they can be clearly nonsensical. There is no clear way to determine the exact causes of hallucinations on a case-by-case basis.
Another term for an AI hallucination is a confabulation . Hallucinations are most associated with LLMs, but they can also appear in AI-generated video, images and audio .
This article is part of
One infamous example of an AI hallucination happened when Google's chatbot, Bard, made an untrue claim about the James Webb Space Telescope.
When prompted, "What new discoveries from the James Webb Space Telescope can I tell my 9-year-old about?" Bard responded with the claim that the James Webb Space Telescope took the very first pictures of an exoplanet outside this solar system. This information was false. The first images of an exoplanet were taken in 2004 according to NASA, and the James Webb Space Telescope was not launched until 2021.
Bard's answer sounded plausible, and was consistent with the prompt, but was proven false with some fact checking.
Another example was when Meta demoed Galactica, an LLM designed for science researchers and students. When asked to draft a paper about creating avatars, the model cited a fake paper about the topic from a real author working in a relevant area.
Hallucinations can range from minor inconsistencies to completely fabricated or contradictory information.
There are several types of AI hallucinations, including the following:
There are many possible technical reasons for hallucinations in LLMs. While the inner workings of LLMs and the exact mechanisms that produce outputs are opaque, there are several general causes that researchers point to. Some of them include the following:
An immediate problem with AI hallucinations is that they significantly disturb user trust. As users begin to experience AI as more real, they might develop more inherent trust in them quickly and are more surprised when that trust is betrayed.
One challenge with framing these outputs as hallucinations is that it encourages anthropomorphism. Describing a false output from a language model as a hallucination anthropomorphizes the inanimate AI technology to some extent. AI systems, despite their function, are not conscious. They do not have their own perception of the world. Their output manipulates the users' perception and might be more aptly named a mirage -- something the user wants to believe isn't there, rather than a machine hallucination.
Another challenge of hallucinations is the newness of the phenomenon and large language models in general. Hallucinations and LLM outputs in general are designed to sound fluid and plausible. If someone is not prepared to read LLM outputs with a skeptical eye, they might believe the hallucination. Hallucinations can be dangerous due to their capacity to fool people. They could inadvertently spread misinformation , fabricate citations and references and even be weaponized in cyberattacks .
A third challenge of mitigating hallucination is that LLMs are often black box AI . It can be difficult or in many cases impossible to determine why the LLM generated the specific hallucination. There are limited ways to fix LLMs that produce these hallucinations because their training cuts off at a certain point. Going into the model to change the training data can use a lot of energy . AI infrastructure is expensive in general. It is often on the user -- not the proprietor of the LLM -- to watch for hallucinations.
Generative AI is just that -- generative . In some sense, generative AI makes everything up.
Pros and cons of AI-generated content
How to prevent deepfakes in the era of generative AI
Generative AI challenges that businesses should consider
AI existential risk: Is AI a threat to humanity?
Generative AI landscape: Potential future trends
There are several ways users can avoid or minimize the occurrence of hallucinations during LLM use , including the following:
Hallucinations are considered an inherent feature of LLMs. There are ways that researchers and the people working on LLMs are trying to understand and mitigate hallucinations.
OpenAI proposed a strategy to reward AI models for each correct step in reasoning toward the correct answer instead of just rewarding the conclusion if correct. This approach is called process supervision and it aims to manipulate models into following a chain-of-thought approach that decomposes prompts into steps.
Other research proposed pointing two models at each other and instructing them to communicate until they arrive at an answer.
The most basic way to detect an AI hallucination is to carefully fact check the model's output. This can be difficult when dealing with unfamiliar, complex or dense material. Users can ask the model to self-evaluate and generate the probability that an answer is correct or highlight the parts of an answer that might be wrong, using that as a starting point for fact checking.
Users can also familiarize themselves with the model's sources of information to help them fact check. For example, ChatGPT's training data cuts off at 2021, so any answer generated that relies on detailed knowledge of the world past that point in time is worth double-checking.
Google DeepMind researchers surfaced the term "IT hallucinations" in 2018 , which gained it some popularity. The term became more popular and tightly linked to AI with the rise of ChatGPT in late 2022, which made LLMs more accessible.
The term then appeared in 2000 in papers in Proceedings: Fourth IEEE International Conference on Automatic Face and Gesture Recognition. A 2022 report called "Survey of Hallucination in Natural Language Generation" describes the initial use of the term in computer vision, drawing from the original 2000 publication. Here is part of the description from that survey:
"…carried more positive meanings, such as superresolution, image inpainting and image synthesizing. Such hallucination is something we take advantage of rather than avoid in CV. Nevertheless, recent works have started to refer to a specific type of error as hallucination in image captioning and object detection, which denotes non-existing objects detected or localized at their expected position. The latter conception is similar to hallucination in NLG."
Editor's note: ChatGPT was many people's introduction to generative AI. Take a deep dive into the history of generative AI , which spans more than nine decades.
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The meaning of ASSIGNMENT is the act of assigning something. How to use assignment in a sentence. Synonym Discussion of Assignment.
ASSIGNMENT definition: 1. a piece of work given to someone, typically as part of their studies or job: 2. a job that…. Learn more.
Assignment definition: something assigned, as a particular task or duty. See examples of ASSIGNMENT used in a sentence.
7 meanings: 1. something that has been assigned, such as a mission or task 2. a position or post to which a person is assigned.... Click for more definitions.
assignment: 1 n an undertaking that you have been assigned to do (as by an instructor) Types: show 6 types... hide 6 types... school assignment , schoolwork a school task performed by a student to satisfy the teacher writing assignment , written assignment an assignment to write something classroom project a school task requiring considerable ...
assign: [verb] to transfer (property) to another especially in trust or for the benefit of creditors.
on assignment See full entry Word Origin late Middle English: from Old French assignement , from medieval Latin assignamentum , from Latin assignare 'allot', from ad- 'to' + signare 'to sign'.
ASSIGNMENT definition: a piece of work or job that you are given to do: . Learn more.
1. : a job or duty that is given to someone : a task someone is required to do. [count] My assignment was to clean the equipment. = They gave me the assignment of cleaning the equipment. The students were given a homework assignment. The reporter's assignment is to interview the candidate. The reporter is here on an assignment.
Synonyms for ASSIGNMENT: task, job, duty, project, mission, chore, responsibility, function; Antonyms of ASSIGNMENT: dismissal, discharge, firing, expulsion ...
assignment - WordReference English dictionary, questions, discussion and forums. All Free.
ASSIGNMENT meaning: 1. a piece of work given to someone, typically as part of their studies or job: 2. a job that…. Learn more.
Define assignment. assignment synonyms, assignment pronunciation, assignment translation, English dictionary definition of assignment. n. 1. The act of assigning: His assignment of the tasks seemed unfair. 2. Something, such as a task, that is assigned: What's the math assignment for...
assignment meaning, definition, what is assignment: a piece of work that is given to someone...: Learn more.
assign: 1 v select something or someone for a specific purpose "The teacher assigned him to lead his classmates in the exercise" Synonyms: set apart , specify Types: dedicate set apart to sacred uses with solemn rites, of a church detail assign to a specific task Type of: choose , pick out , select , take pick out, select, or choose from a ...
Definition of assign verb in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more. ... assignment noun; admire. verb . From the Word list. Oxford 3000. B1. Oxford Learner's Dictionaries Word of the Day. Oxford Learner's Dictionaries. Browse Dictionaries & Grammar;
An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment. Ask the instructor about anything you do not understand.
assignment meaning: a piece of work or job that you are given to do: . Learn more.
Assignment. Definition: Assignment is a task given to students by a teacher or professor, usually as a means of assessing their understanding and application of course material. Assignments can take various forms, including essays, research papers, presentations, problem sets, lab reports, and more.
Today, nearly every legal resident of the U.S. has a SSN. The nine-digit number is used as one of the main ways to identify and gather information about a person.
void. The void operator evaluates an expression and discards its return value. typeof. The typeof operator determines the type of a given object. +. The unary plus operator converts its operand to Number type. -. The unary negation operator converts its operand to Number type and then negates it. ~.
Constructivism in the philosophy of education is the belief that learners actively construct their own knowledge and understanding of the world through their experiences, interactions, and reflections. It emphasizes the importance of learner-centered approaches, hands-on activities, and collaborative learning to facilitate meaningful and ...
ASSIGN definition: 1. to give a particular job or piece of work to someone: 2. If you assign a time for a job or…. Learn more.
1 to give someone something that they can use, or some work or responsibility assign something (to somebody) The two large classrooms have been assigned to us. The teacher assigned a different task to each of the children. assign somebody something We have been assigned the two large classrooms. The teacher assigned each of the children a different task.
FHFA established the Suspended Counterparty Program to help address the risk to Fannie Mae, Freddie Mac, and the Federal Home Loan Banks ("the regulated entities") presented by individuals and entities with a history of fraud or other financial misconduct. Under this program, FHFA may issue orders suspending an individual or entity from ...
Instructions. Save the desired file to your computer. You may open the file in a database program such as Microsoft Access, a spreadsheet program such as Microsoft Excel, or whichever software you use per normal.
assignment in American English. (əˈsainmənt) noun. 1. something assigned, as a particular task or duty. She completed the assignment and went on to other jobs. 2. a position of responsibility, post of duty, or the like, to which one is appointed. He left for his assignment in the Middle East.
The Blue Jays announced that they have recalled infielder Spencer Horwitz, with infielder/outfielder Cavan Biggio designated for assignment in a corresponding move. Their 40-man roster count drops ...
An AI hallucination is when a large language model (LLM) generates false information. LLMs are AI models that power chatbots, such as ChatGPT and Google Bard. Hallucinations can be deviations from external facts, contextual logic or both. Hallucinations often appear plausible because LLMs are designed to produce fluent, coherent text.
ASSIGN meaning: 1. to give a particular job or piece of work to someone: 2. If you assign a time for a job or…. Learn more.