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1. The Conscious, the Unconscious, and Familiarity (EJ809719)
Author(s):
Scott, Ryan B.; Dienes, Zoltan
Source:
Journal of Experimental Psychology: Learning, Memory, and Cognition, v34 n5 p1264-1288 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Grammar; Familiarity; Second Language Learning; Learning Processes; Experimental Psychology; Models; Memory; Regression (Statistics); College Students; Foreign Countries; Decision Making
Abstract: This article examines the role of subjective familiarity in the implicit and explicit learning of artificial grammars. Experiment 1 found that objective measures of similarity (including fragment frequency and repetition structure) predicted ratings of familiarity, that familiarity ratings predicted grammaticality judgments, and that the extremity of familiarity ratings predicted confidence. Familiarity was further shown to predict judgments in the absence of confidence, hence contributing to above-chance guessing. Experiment 2 found that confidence developed as participants refined their knowledge of the distribution of familiarity and that differences in familiarity could be exploited prior to confidence developing. Experiment 3 found that familiarity was consciously exploited to make grammaticality judgments including those made without confidence and that familiarity could in some instances influence participants' grammaticality judgments apparently without their awareness. All 3 experiments found that knowledge distinct from familiarity was derived only under deliberate learning conditions. The results provide decisive evidence that familiarity is the essential source of knowledge in artificial grammar learning while also supporting a dual-process model of implicit and explicit learning. (Contains 2 figures, 18 tables, and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Learning Non-Local Dependencies (EJ781378)
Kuhn, Gustav; Dienes, Zoltan
Cognition, v106 n1 p184-206 Jan 2008
2008-01-00
Descriptors: Memory; Learning Processes; Models; Simulation; Music Techniques
Abstract: This paper addresses the nature of the temporary storage buffer used in implicit or statistical learning. Kuhn and Dienes [Kuhn, G., & Dienes, Z. (2005). Implicit learning of nonlocal musical rules: implicitly learning more than chunks. "Journal of Experimental Psychology-Learning Memory and Cognition," 31(6) 1417-1432] showed that people could implicitly learn a musical rule that was solely based on non-local dependencies. These results seriously challenge models of implicit learning that assume knowledge merely takes the form of linking adjacent elements (chunking). We compare two models that use a buffer to allow learning of long distance dependencies, the Simple Recurrent Network (SRN) and the memory buffer model. We argue that these models--as models of the mind--should not be evaluated simply by fitting them to human data but by determining the characteristic behaviour of each model. Simulations showed for the first time that the SRN "could" rapidly learn non-local dependencies. However, the "characteristic" performance of the memory buffer model rather than SRN more closely matched how people came to like different musical structures. We conclude that the SRN is more powerful than previous demonstrations have shown, but it's flexible learned buffer does not explain people's implicit learning (at least, the affective learning of musical structures) as well as fixed memory buffer models do. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Generalized Optic Acceleration Cancellation Theory of Catching (EJ735417)
McLeod, Peter; Reed, Nick; Dienes, Zoltan
Journal of Experimental Psychology: Human Perception and Performance, v32 n1 p139-148 Feb 2006
2006-02-00
Journal Articles; Reports - Descriptive
Descriptors: Optics; Physics; Motion; Simulation; Visual Discrimination; Visual Stimuli; Eye Movements; Perceptual Motor Coordination; Generalizability Theory; Scientific Reports
Abstract: The generalized optic acceleration cancellation (GOAC) theory of catching proposes that the path of a fielder running to catch a ball is determined by the attempt to satisfy 2 independent constraints. The 1st is to keep the angle of elevation of gaze to the ball increasing at a decreasing rate. The 2nd is to control the rate of horizontal rotation necessary to maintain fixation on the ball. Depending on the lateral velocity of the ball relative to the fielder, this rate may be zero or constant at a negative or positive value. The authors show that a simulated fielder implementing the GOAC strategy follows a path indistinguishable from that of real fielders running to catch balls thrown on the same trajectories. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Implicit Learning of Nonlocal Musical Rules: Implicitly Learning More Than Chunks (EJ734772)
Journal of Experimental Psychology: Learning, Memory, and Cognition, v31 n6 p1417-1432 Nov 2005
2005-11-00
Descriptors: Learning Processes; Music; Cognitive Processes; Learning Theories; Sequential Learning; Testing
Abstract: Dominant theories of implicit learning assume that implicit learning merely involves the learning of chunks of adjacent elements in a sequence. In the experiments presented here, participants implicitly learned a nonlocal rule, thus suggesting that implicit learning can go beyond the learning of chunks. Participants were exposed to a set of musical tunes that were all generated using a diatonic inversion. In the subsequent test phase, participants either classified test tunes as obeying a rule (direct test) or rated their liking for the tunes (indirect test). Both the direct and indirect tests were sensitive to knowledge of chunks. However, only the indirect test was sensitive to knowledge of the inversion rule. Furthermore, the indirect test was overall significantly more sensitive than the direct test, thus suggesting that knowledge of the inversion rule was below an objective threshold of awareness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Can Musical Transformations Be Implicitly Learned? (EJ730949)
Dienes, Zoltan; Longuet-Higgins, Christopher
Cognitive Science, v28 n4 p531-558 Jul-Aug 2004
2004-00-00
Descriptors: Learning Processes; Music; Epistemology
Abstract: The dominant theory of what people can learn implicitly is that they learn chunks of adjacent elements in sequences. A type of musical grammar that goes beyond specifying allowable chunks is provided by serialist or 12-tone music. The rules constitute operations over variables and could not be appreciated as such by a system that can only chunk elements together. A series of studies investigated the extent to which people could implicitly (or explicitly) learn the structures of serialist music. We found that people who had no background in atonal music did not learn the structures, but highly selected participants with an interest in atonal music could implicitly learn to detect melodies instantiating the structures. The results have implications for both theorists of implicit learning and composers who may wish to know which structures they put into a piece of music can be appreciated. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Transfer of Implicit Knowledge Across Domains. (EJ514897)
Dienes, Zoltan; And Others
Language and Cognitive Processes, v10 n3-4 p363-67 Aug 1995
1995-00-00
Reports - Research; Journal Articles
N/A
Descriptors: Cognitive Mapping; Cognitive Structures; Computational Linguistics; Concept Formation; Data Analysis; Grammar; Models; Transfer of Training
Abstract: This article explored the way people and connectionist models could apply knowledge of the structure of one domain to another. The process of the Simple Recurrent Network in modelling these data illustrates how abstract knowledge of artificial grammars can be understood in terms of statistical structure. (nine references) (CK)
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7. Lessons Involving Music, Language, and Mathematics. (EJ361594)
Dienes, Zoltan P.
Journal of Mathematical Behavior, v6 n2 p171-81 Aug 1987
1987-00-00
Descriptors: Creative Writing; Elementary Secondary Education; Interdisciplinary Approach; Language Arts; Mathematics; Mathematics Instruction; Movement Education; Music Appreciation; Musical Composition
Abstract: A learning sequence is sketched that enables children to have valid experiences in music, language, mathematics, and movement, more or less simultaneously. The activity starts with a short tune and works toward a song as the solution to the problem. The creation of a dance follows the writing of the song. (RH)
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8. On the Understanding and Use of Mathematics (EJ165407)
Literacy Discussion, 8, 1, 101-120, Spr 77
1977-00-00
Descriptors: Arithmetic; Concept Formation; Daily Living Skills; Learning Processes; Literacy; Mathematical Applications; Mathematics; Mathematics Instruction; Skill Development; Transformations (Mathematics)
Abstract: Discusses the principle elements for understanding and using mathematics, particularly arithmetic. Three aspects of arithmetic are considered: Understanding the concepts underlying a mathematical process, techniques or algorithms of arithmetic, and applications of the techniques to real situations. (SH)
9. Why a Psycho-Mathematics Centre? (EJ085118)
Journal of Structural Learning, 3, 2, 89-91, 72
1972-00-00
Descriptors: Education; Higher Education; Interdisciplinary Approach; Mathematics Education; Professional Education; Psychological Studies; Research Coordinating Units; Teacher Education
Abstract: A rationale is given for the creation of a centre that combines the talents of the mathematician, the psychologist, the experienced teacher, and the mathematics educator to prepare mathematics teachers, administrators, and educational researchers. (JP)
10. An Example of the Passage From the Concrete to the Manipulation of Formal Systems (EJ044723)
Educational Studies in Mathematics, 3, 3/4, 337-352, Jun 71
1971-00-00
Descriptors: Concept Formation; Conference Reports; Curriculum Development; Elementary School Mathematics; Geometry; Instruction; Learning; Learning Theories; Mathematics Education
Abstract: The author lists and discusses each of six stages of mathematical learning. The stages are: (1) interaction, (2) rule construction and manipulation, (3) isomorphisms, (4) representations, (5) symbolization, and (6) formalization. Examples from geometry are used to demonstrate the learning processes. (JG)
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