2 Some context-related properties a bridging model might need to include

2.2 learning (new information) occurs in specific contexts

Practical learning frequently seems to be context-specific. The difficulty with learning in the presence of a complex of contextual facts is that is a non-trivial task to distinguish between those that are relevant and those that are not (unless you are dealing with established contexts), so as to record only the useful contextual information with the learnt fact. It is only when such sets of contextual information form a coherent and frequently used group can one talk about a context, rather than a set of contextual information. In this case the set acquires an identity (and possibly an identifying archetype as a label). In other words, contexts themselves have to be learnt in parallel with other facts.

For example, children will often learn complete phrases for use in particular contexts and initially maintain a close correspondence between such phrases and their original contexts.

A Simple-Minded Network Model with Context-like Objects - Bruce Edmonds - 13 FEB 97

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