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Direct linkRey, Arnaud; Fagot, Joël; Mathy, Fabien; Lazartigues, Laura; Tosatto, Laure; Bonafos, Guillem; Freyermuth, Jean-Marc; Lavigne, Frédéric – Cognitive Science, 2022
The extraction of cooccurrences between two events, A and B, is a central learning mechanism shared by all species capable of associative learning. Formally, the cooccurrence of events A and B appearing in a sequence is measured by the transitional probability (TP) between these events, and it corresponds to the probability of the second stimulus…
Descriptors: Animals, Learning Processes, Associative Learning, Serial Learning
Fabian Tomaschek; Michael Ramscar; Jessie S. Nixon – Cognitive Science, 2024
Sequence learning is fundamental to a wide range of cognitive functions. Explaining how sequences--and the relations between the elements they comprise--are learned is a fundamental challenge to cognitive science. However, although hundreds of articles addressing this question are published each year, the actual learning mechanisms involved in the…
Descriptors: Sequential Learning, Learning Processes, Serial Learning, Executive Function
Candice C. Morey; Angela M. AuBuchon; Meg Attwood; Thomas Castelain; Nelson Cowan; Davide Crepaldi; Emilie Fjerdingstad; Eivor Fredriksen; Chris Jarrold; Chris Koch; Jaroslaw R. Lelonkiewicz; Gary Lupyan; Whitney Mendenhall; David Moreau; Christina Schonberg; Christian K. Tamnes; Haley Vlach; Emily M. Elliott – Journal of Cognition and Development, 2025
Though verbal rehearsal is a frequently endorsed strategy for remembering short lists among adults, there is ambiguity around when children deploy it, and what circumstantial factors encourage them to rehearse. We recoded data from a recent multilab replication of a serial picture memory task in which children were observed for evidence of…
Descriptors: Elementary School Students, Recall (Psychology), Learning Processes, Priming
Wang, Felix Hao; Kaiser, Elsi – Language Learning, 2022
Although syntactic priming has been well studied and is commonly assumed to involve implicit learning, the mechanisms behind this phenomenon are still under debate. Recent studies have suggested that exposure to nonlinguistic statistical patterns may influence language users' relative clause attachment biases, but whether the priming effect comes…
Descriptors: Syntax, Priming, Cues, Language Usage
Download full textKeawchaum, Raksina; Pongpairoj, Nattama – PASAA: Journal of Language Teaching and Learning in Thailand, 2017
This study investigated how frequency influenced acquisition of L2 English infinitive and gerund complements among L1 Thai learners. Participants were separated into low and high proficiency groups based on their CU-TEP scores. Each group consisted of 30 participants. Data were collected using the Word Selection Task (WST) and the Grammaticality…
Descriptors: Foreign Countries, Second Language Learning, English (Second Language), Language Acquisition
Sheridan, Heather; Reingold, Eyal M. – Journal of Memory and Language, 2012
The present experiments examined perceptual specificity effects using a rereading paradigm. Eye movements were monitored while participants read the same target word twice, in two different low-constraint sentence frames. The congruency of perceptual processing was manipulated by either presenting the target word in the same distortion typography…
Descriptors: Evidence, Eye Movements, Word Recognition, Word Frequency
Mayor-Dubois, C.; Maeder, P.; Zesiger, P.; Roulet-Perez, E. – Neuropsychologia, 2010
We investigated procedural learning in 18 children with basal ganglia (BG) lesions or dysfunctions of various aetiologies, using a visuo-motor learning test, the Serial Reaction Time (SRT) task, and a cognitive learning test, the Probabilistic Classification Learning (PCL) task. We compared patients with early (less than 1 year old, n=9), later…
Descriptors: Reaction Time, Neurological Impairments, Pathology, Patients
Berner, Michael P.; Hoffmann, Joachim – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2009
In almost all daily activities fingers of both hands are used in coordinated succession. The present experiments explored whether learning in such tasks pertains not only to the overall sequence spanning both hands but also to the constituent sequences of each hand. In a serial reaction time task, 2 repeating hand-related sequences were…
Descriptors: Curriculum Development, Reaction Time, Learning Processes, Psychomotor Skills
Howard, James H., Jr.; Howard, Darlene V.; Dennis, Nancy A.; Kelly, Andrew J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2008
Knowledge of sequential relationships enables future events to be anticipated and processed efficiently. Research with the serial reaction time task (SRTT) has shown that sequence learning often occurs implicitly without effort or awareness. Here, the authors report 4 experiments that use a triplet-learning task (TLT) to investigate sequence…
Descriptors: Cues, Reaction Time, Older Adults, Probability
Gebauer, Guido F.; Mackintosh, Nicholas J. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2007
The hypothesis that performance on implicit learning tasks is unrelated to psychometric intelligence was examined in a sample of 605 German pupils. Performance in artificial grammar learning, process control, and serial learning did not correlate with various measures of intelligence when participants were given standard implicit instructions.…
Descriptors: Psychometrics, Serial Learning, Intelligence, Intelligence Tests
Peer reviewedRestle, Frank – Psychological Review, 1970
Descriptors: Learning Processes, Psychological Studies, Sequential Learning, Serial Learning
Peer reviewedKasschau, Richard A. – American Journal of Psychology, 1972
Article describes an experiment establishing the influence of meaningfulness of the ease of learning verbal material. (Author/MM)
Descriptors: Association (Psychology), Learning Processes, Paired Associate Learning, Serial Learning
Peer reviewedTillema, H. – British Journal of Educational Psychology, 1982
An experiment on sequence procedures for presenting text materials to pupils demonstrated that web sequencing (presenting concepts as related parts of a network) resulted in better test performance than linear sequencing. Information processing strategies used by pupils did not influence either the sequence of information presentation or test…
Descriptors: Comprehension, Learning Processes, Secondary Education, Sequential Learning
Peer reviewedGelabert, Tony; And Others – Child Development, 1980
Two studies assessed the effects of material incentives and feedback on the use of rehearsal by first grade children. Subjects were required to remember the order in which the experimenter pointed to simple objects and rehearsal was assessed by observing lip movements during a 15-second retention interval. (Author/DB)
Descriptors: Feedback, Incentives, Learning Processes, Memorization
Peer reviewedLippman, Louis G. – American Journal of Psychology, 1974
Whereas Martin (1973) examined item effects for individual subjects as indicators of their idiosyncratic organization of the middle of a lengthy, constant sequence of unrelated nouns, the present study examined the constancy of item effects across groups of subjects learning a short list of moderately difficult CVCs. (Author/RK)
Descriptors: Data Analysis, Learning Processes, Psychological Studies, Research Methodology
