Multiple components of statistical word learning are resource dependent: Evidence from a dual-task learning paradigm.
It is increasingly understood that people may learn new word/object mappings in part via a form of statistical learning in which they track co-occurrences between words and objects across situations (cross-situational learning). Multiple learning processes contribute to this, thought to reflect the...
| Publicado en: | Memory & Cognition Vol. 49; no. 5; pp. 984 - 998 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Jul2021
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=151125799&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 151125799 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Jul2021 vid: 49 iid: 5 pid: 237 pub: Springer Nature artinfo: ui: 151125799 10.3758/s13421-021-01141-w ppf: 984 ppct: 14 formats: fmt: – @attributes: type: T – @attributes: type: P size: 594KB tig: atl: Multiple components of statistical word learning are resource dependent: Evidence from a dual-task learning paradigm. aug: au: Roembke, Tanja C McMurray, Bob affil: Jaegerstrasse 17-19, Institute of Psychology, RWTH Aachen University, 62062, Aachen, Germany Departments of Psychological and Brain Sciences, Communication Sciences and Disorders, and Linguistics, University of Iowa, Iowa City, IA, USA su: Memory College students Analysis of variance Cross-sectional method Language & languages Learning Paradigms (Social sciences) Attention Word recognition Odds ratio sug: subj: Memory College students Analysis of variance Cross-sectional method Language & languages Learning Paradigms (Social sciences) Attention Word recognition Odds ratio keyword: Cross-situational word learning Dual systems accounts of learning Dual-task paradigm Implicit learning Propose-but-verify Cross-situational word learning Dual systems accounts of learning Dual-task paradigm Implicit learning Propose-but-verify ab: It is increasingly understood that people may learn new word/object mappings in part via a form of statistical learning in which they track co-occurrences between words and objects across situations (cross-situational learning). Multiple learning processes contribute to this, thought to reflect the simultaneous influence of real-time hypothesis testing and graduate learning. It is unclear how these processes interact, and if any require explicit cognitive resources. To manipulate the availability of working memory resources for explicit processing, participants completed a dual-task paradigm in which a cross-situational word-learning task was interleaved with a short-term memory task. We then used trial-by-trial analyses to estimate how different learning processes that play out simultaneously are impacted by resource availability. Critically, we found that the effect of hypothesis testing and gradual learning effects showed a small reduction under limited resources, and that the effect of memory load was not fully mediated by these processes. This suggests that neither is purely explicit, and there may be additional resource-dependent processes at play. Consistent with a hybrid account, these findings suggest that these two aspects of learning may reflect different aspects of a single system gated by attention, rather than competing learning systems. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|