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Predictive inference in reading comprehension: What can biased judgments inform us about information processing in the brain?
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Syntax and semantics: Similarities in late positive components
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Novel stress phonotactics are learnable by English speakers: Novel tone phonotactics are not
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In: Springer US (2020)
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Implicit learning of distributional patterns in linguistic and non-linguistic sequence production
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Tracking Keystroke Sequences at the Cortical Level Reveals the Dynamics of Serial Order Production
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In: ISSN: 0898-929X ; EISSN: 1530-8898 ; Journal of Cognitive Neuroscience ; https://hal.archives-ouvertes.fr/hal-02093896 ; Journal of Cognitive Neuroscience, Massachusetts Institute of Technology Press (MIT Press), 2019, 31 (7), pp.1030-1043. ⟨10.1162/jocn_a_01401⟩ (2019)
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Masking auditory feedback does not eliminate repetition reduction ...
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Masking auditory feedback does not eliminate repetition reduction ...
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Getting more out of working memory: Stacking verbal relational role-bindings
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Maintenance Versus Transmission Deficits: The Effect of Delay on Naming Performance in Aphasia
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Novel stress phonotactics are learnable by English speakers: Novel tone phonotactics are not
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| 15 |
The role of memory processes and quality of lexical representations in native and non-native reading comprehension
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Explicit and implicit learning of verb bias using reversal learning
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Abstract:
Verb bias is a tendency for a verb to occur in a particular sentence structure, rather than other structures. Verb bias can influence the speaker’s choice in language production, and in the lab context, verb bias can be changed (learned) by associating a verb with only one of its possible structures. In our study, we are interested to see whether people learn a new verb bias implicitly or explicitly when the training process involves learning to categorize sentences as grammatical or not grammatical, and feedback is given. Furthermore, our current study is using the concept of reversal learning to determine whether the learning is explicit or implicit. If the learning is implicit, learning the reversed rule should be slow; on the other hand, if learning is explicit, learning the reversed rule should be fast. Because we are using feedback to train new verb bias explicitly, we expect the learning to be explicit. By using reversal learning in the study, we can validate the idea that implicit learning depicts a slow-reversal, whereas explicit learning indicates a fast-reversal. We found that only a few participants were able to learn the new verb bias, but several subjects who did learn the verb bias had fast-reversal. This demonstrates for these subjects that learning new verb biases by categorizing sentences with feedback is associated with explicit learning. However, it is like that more realistic learning of verb bias, which is by just understanding and producing sentences, is implicit. ; Open
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Keyword:
category learning; explicit learning; implicit learning; Psychology; reversal learning; Verb bias
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URL: http://hdl.handle.net/2142/99994
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The role of consolidation in learning context-dependent phonotactic patterns in speech and digital sequence production
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Individual differences in syntactic processing during reading: a psycholinguist’s “two disciplines” problem
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Optimal nonlinear control and estimation using global domain linearization
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Precursors and downstream consequences of prediction in language comprehension
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