Explicit and implicit memory representations in cross-situational word learning.
What kind of memory representations do word learners use when they learn the meaning of words cross-situationally? This study leverages the measure of the relationship between confidence and performance to explore the nature of memory representations in word learning. In the recognition memory liter...
| Publicado en: | Cognition Vol. 205 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Elsevier B.V.
Dec2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=146911313&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 146911313 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00100277 3H9 jtl: Cognition issn: 00100277 maglogo: N pubinfo: dt: Dec2020 vid: 205 pid: 1004 pub: Elsevier B.V. artinfo: ui: 146911313 146911313 NLM33075677 146911313 10.1016/j.cognition.2020.104444 NLM33075677 146911313 ppct: 1 formats: tig: atl: Explicit and implicit memory representations in cross-situational word learning. aug: au: Wang, Felix Hao affil: Department of Psychology, University of Nevada, Las Vegas, United States of America sug: subj: Learning Memory Semantics Human ab: What kind of memory representations do word learners use when they learn the meaning of words cross-situationally? This study leverages the measure of the relationship between confidence and performance to explore the nature of memory representations in word learning. In the recognition memory literature, studies have shown that explicit memory can be used when subjects can semantically encode the study material. However, when the study material is chosen to be unverbalizable, implicit memory is used but is presumed to be only detectable under certain experimental conditions. In the current paper, five cross-situational word learning experiments manipulated the type of word referents with varying experimental paradigms that were designed to probe different types of memory under an implicit learning paradigm. When word referents were line drawings of familiar concepts, memory in cross situational learning was explicit. Implicit memory was found where referents were objects that cannot be encoded semantically (e.g., unverbalizable images). These findings have implications for different theoretical perspectives on early word learning, which differ in the extent to which existing semantic category information, as opposed to perceptual information, contributes to the word meaning process. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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