Abstract analogies and abstracted grammars: Comments on Reber (1989) and Mathews et al. (1989).

Brooks, Lee R.; Vokey, John R.

doi:10.1037/0096-3445.120.3.316

Cited by 259 publications

(331 citation statements)

References 34 publications

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“…Patterns fitting the frames are then used to identify legal strings. A similar proposal is that learners perform abstract analogies between specific training and test items by noting similarities in patterns of repeating elements (Brooks and Vokey, 1991). Although abstraction of such patterns does not reflect abstraction of the grammar per se, it does reflect generalization of a complex form (namely, abstraction of identity structure).…”

Section: Discussionmentioning

confidence: 99%

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Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge

1999

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Four experiments used the head-turn preference procedure to assess whether infants could extract and remember information from auditory strings produced by a miniature artificial grammar. In all four experiments, infants generalized to new structure by discriminating new grammatical strings from ungrammatical ones after less than 2 min exposure to the grammar. Infants acquired specific information about the grammar as demonstrated by the ability to discriminate new grammatical strings from those with illegal endpoints (Experiment 1). Infants also discriminated new grammatical strings from those with string-internal pairwise violations (Experiments 2 and 3). Infants in Experiment 4 abstracted beyond specific word order as demonstrated by the ability to discriminate new strings produced by their training grammar from strings produced by another grammar despite a change in vocabulary between training and test. We discuss the implications of these findings for the study of language acquisition.

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Section: Discussionmentioning

confidence: 99%

“…Studies also demonstrate transfer to stimuli with the same grammatical structure but instantiated in entirely new vocabulary (e.g. Reber, 1969;Mathews et al, 1989;Brooks and Vokey, 1991;Gomez and Schvaneveldt, 1994;Altmann et al, 1995;Knowlton and Fig. 1.…”

Section: Introductionmentioning

confidence: 95%

Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge

1999

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“…Brooks & Vokey, 1991;Whittlesea & Dorken, 1993), although at a slightly lower level of performance than in the standard nontransfer condition.…”

Section: The Artificial Grammar Learning Paradigmmentioning

confidence: 95%

“…Exemplar-based accounts, which propose that subjects' knowledge primarily consists of relatively unprocessed representations of whole strings (Brooks, 1978;Brooks & Vokey, 1991); 2. Fragment-based accounts, which posit that the primary knowledge acquired is of two-and three-letter "chunks" of the training strings (e.g., Perruchet & Pacteau, 1990); 3.…”

Section: Theories Of Artificial Grammar Learningmentioning

confidence: 99%

Transfer in artificial grammar learning: A reevaluation.

Redington

Chater²

1996

Journal of Experimental Psychology: General

175

198

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This article covers methodological and theoretical issues in artificial grammar learning. Arguments that such tasks are mediated by abstract knowledge (e.g., A. S. Reber, 1969A. S. Reber, , 1990 are based primarily on evidence from transfer experiments, where the surface vocabulary is changed between learning and test items. Because of a number of methodological concerns, the small magnitudes of artificial grammar leaming effects generally are difficult to interpret. Possible solutions are offered here. Furthermore, even reliable transfer effects imply neither that subjects have acquired abstract knowledge of the underlying grammar nor that they are performing a process of abstract analogy from memorized whole exemplars. Models that learn only surface fragments of the training stimuli and perform abstraction at test rather than during learning are wholly consistent with transfer phenomena.One of the most fundamental questions in cognitive psychology is whether the knowledge is stored in terms of abstract rule-like descriptions or as sets of specific instances. According to the first view, novel items or events are dealt with by applying the stored abstract rules to the novel case. According to the second view, there is some process of comparison or analogy between stored examples and the current event. The controversy between these points of view arises in the study of memory (Hintzmann,

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“…Another ongoing debate in both statistical learning and artificial grammar learning concerns the nature of the task and the representations used by participants (Perruchet and Pacteau 1990;Perruchet and Pacton 2006). Essentially, opinions vary along a continuum defined by two extremes: (a) that the representations are abstract transition statistics applied implicitly with no special status for repetitions (Dienes et al 1999); that the representations are concrete chunks or fragments applied explicitly and where repetition structure is important (Brooks and Vokey 1991;Gómez et al 2000). This argument is also found in cross-modal transfer, where Tunney and Altmann (2001) have identified two corresponding modes of transfer: one based on sequential statistics and one based on episodic abstract analogies.…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

Cross-modal transfer of statistical information benefits from sleep

Durrant

Cairney

Lewis

2016

Cortex

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Extracting regularities from a sequence of events is essential for understanding our environment. However, there is no consensus regarding the extent to which such regularities can be generalised beyond the modality of learning. One reason for this could be the variation in consolidation intervals used in different paradigms, also including an opportunity to sleep. Using a novel statistical learning paradigm in which structured information is acquired in the auditory domain and tested in the visual domain over either 30min or 24hr consolidation intervals, we show that cross-modal transfer can occur, but this transfer is only seen in the 24hr group. Importantly, the extent of cross-modal transfer is predicted by the amount of SWS obtained. Additionally, cross-modal transfer is associated with the same pattern of decreasing MTL and increasing striatal involvement which has previously been observed to occur across 24 hours in unimodal statistical learning. We also observed enhanced functional connectivity after 24 hours in a network of areas which have been implicated in cross-modal integration including the precuneus and the middle occipital gyrus. Finally, functional connectivity between the striatum and the precuneus was also enhanced, and this strengthening was predicted by SWS. These results demonstrate that statistical learning can generalise to some extent beyond the modality of acquisition, and together with our previously published unimodal results, support the notion that statistical learning is both domain-general and domain-specific.

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Abstract analogies and abstracted grammars: Comments on Reber (1989) and Mathews et al. (1989).

Cited by 259 publications

References 34 publications

Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge

Artificial grammar learning by 1-year-olds leads to specific and abstract knowledge

Transfer in artificial grammar learning: A reevaluation.

Cross-modal transfer of statistical information benefits from sleep

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