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The Mystery of Early Taxonomic Development
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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Associative recognition and the list strength paradigm
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Abstract:
When a subset of list items is strengthened, the discriminability of the nonstrengthened items is unaffected. This regularity has been dubbed the null list strength effect (LSE), and despite its many replications in item recognition, little research has investigated whether an LSE occurs in associative recognition. We conducted two experiments in which a set of pairs were studied once and a set of interference pairs were studied either once (pure-weak-list condition) or four times (mixed-list condition). Equivalent levels of performance for the nonstrengthened pairs were observed in both the pure-weak and mixed conditions using both yes-no and two-alternative forced choice testing. Additionally, equivalent false alarm rates were observed between rearranged pairs composed of weak and strong items. Both sets of results were found to be consistent with a matrix model that has no overlap among its item representations.
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Keyword:
associative learning; memory models; mirror; recognition; word frequency effects
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URL: http://hdl.handle.net/1959.13/1307068
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7 |
Adding a Capability to Extract Sentiment from Text Using HanDles
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In: DTIC (2012)
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8 |
Memory strength effects in fMRI studies: a matter of confidence
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Global similarity accounts of embedded-category designs: Tests of the Global Matching models
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The Use of a Context-Based Information Retrieval Technique
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In: DTIC (2009)
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A Comparison of Statistical Models for the Extraction of Lexical Information from Text Corpor
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In: Dennis, Simon. (2003). A Comparison of Statistical Models for the Extraction of Lexical Information from Text Corpor. Proceedings of the Cognitive Science Society, 25(25). Retrieved from: http://www.escholarship.org/uc/item/8hc2g9cd (2003)
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A comparison of statistical models for the extraction of lexical information from text corpora
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In: http://www.cogsci.rpi.edu/CSJarchive/Proceedings/2003/pdfs/79.pdf (2003)
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15 |
Input-driven language learning
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In: http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=111251&fulltextType=RA&fileId=S0272263102002103 (2002)
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Toward a theory of human memory: Data structures and access processes
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