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Enhancing Preschool Readiness: Evidence from a Home-based Game to Improve 5-year-old Children’s Mastery of Symbolic Numbers and Concepts ...
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102 |
Infants’ interpretation of information-seeking actions ...
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104 |
Categorical Perception as a Combination of Nature and Nurture ...
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105 |
A Longitudinal Study of Great Ape Cognition: Stability, Reliability and the Influence of Individual Characteristics ...
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106 |
A Longitudinal Study of Great Ape Cognition: Stability, Reliability and the Influence of Individual Characteristics ...
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107 |
Designing probabilistic category learning experiments: The probabilistic prototype distortion task ...
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108 |
Sensorimotor similarity: A fully grounded and efficient measure of semantic similarity ...
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109 |
Ritualized commitment displays in humans and non-human primates ...
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110 |
Eye movements when reading spaced and unspaced texts in Arabic ...
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111 |
Modeling a direct role of vocabulary size in driving cross-accent word identification ...
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112 |
Individual Variability in Strategies and Learning Outcomes in Auditory Category Learning ...
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113 |
The asymmetry between descriptions of vertical and horizontal spatial relations ...
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114 |
Individual Variability in Strategies and Learning Outcomes in Auditory Category Learning ...
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Abstract:
Learning the sounds of a new language depends on the ability to learn novel auditory categories. Multidimensional categories, whether speech or nonspeech, can be learned through feedback and different category structures are proposed to recruit separate cognitive and neural mechanisms. There is substantial individual variability in learning; however, it is rare to compare learning of different categories in the same individuals. Understanding the sources of variability has theoretical implications for category learning. In this study, we trained the same participants on three types of multidimensional auditory categories. Participants learned nonspeech rule-based, nonspeech information-integration, and Mandarin speech categories. Learning of all category types was related across individuals and differences in working memory similarly supported learning across tasks. There was substantial variability in learning outcomes and strategies used to learn the categories. There are multiple paths to successful ...
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Keyword:
Applied Developmental Psychology; Cognitive Linguistics; Cognitive Science; Developmental Psychology; Psycholinguistics
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URL: https://underline.io/lecture/26626-individual-variability-in-strategies-and-learning-outcomes-in-auditory-category-learning https://dx.doi.org/10.48448/gt73-ck58
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115 |
The Role of Mindreading in a Pluralist Framework of Social Cognition ...
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116 |
Modeling procrastination as rational metareasoning about task effort ...
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118 |
Is it for all? Spatial abilities matter in processing gestures during the comprehension of spatial language ...
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119 |
East-West Revisited: Is Holistic Thinking Relational Thinking? ...
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