Does stimulus appearance affect learning?
Loading...
Date
Authors
Pothos, E. M.
Chater, N.
Ζιώρη, Ελένη
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Type
Type of the conference item
Journal type
non peer-reviewed
Educational material type
Conference Name
Journal name
American Journal of Psychology
Book name
Book series
Book edition
Alternative title / Subtitle
Description
We examined the learning process with 3 sets of stimuli that have identical symbolic structure but differ in appearance (meaningless letter strings, arrangements of geometric shapes, and sequences of cities). One hypothesis is that the learning process aims to encode symbolic regularity in the same way, largely regardless of appearance. Another is that different types of stimuli bias the learning process to operate in different ways. Using the experimental paradigm of artificial grammar learning, we provided a preliminary test of these hypotheses. In Experiments 1 and 2 we measured performance in terms of grammaticality and found no difference across the 3 sets of stimuli. In Experiment 3 we analyzed performance in terms of both grammaticality and chunk strength. Again we found no differences in performance. Our tentative conclusion is that the learning process aims to encode symbolic regularity independent of stimulus appearance. © 2006 by the Board of Trustees of the University of Illinois.
Description
Keywords
Subject classification
Citation
Link
http://www.scopus.com/inward/record.url?eid=2-s2.0-33746862964&partnerID=40&md5=387008384754bf499faabc87c16a7424
Language
en
Publishing department/division
Advisor name
Examining committee
General Description / Additional Comments
Institution and School/Department of submitter
Πανεπιστήμιο Ιωαννίνων. Φιλοσοφική Σχολή. Τμήμα Φιλοσοφίας Παιδαγωγικής και Ψυχολογίας