Implicit serial learning: Questions inspired by Hebb (1961)

Stadler, Michael A.

doi:10.3758/bf03202749

Cited by 129 publications

(128 citation statements)

References 27 publications

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“…Only when the animated diagram was used to enhance learning was knowledge of chunk positions well learned. We do not deny that true bottom-up learning (i.e., in an upward direction) can occur implicitly; this has been well demonstrated, for example, in serial pattern learning, where participants learn about regularities in sequences of stimuli over trials (Stadler, 1993). However, our data suggest that the experience-based learning system is more efficient for learning about structure within units, rather than between nominal stimuli (e.g., chunk position).…”

Section: Discussioncontrasting

confidence: 53%

Developing rich and quickly accessed knowledge of an artificial grammar

et al. 2007

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In contrast to prior research, our results demonstrate that it is possible to acquire rich, highly accurate, and quickly accessed knowledge of an artificial grammar. Across two experiments, we trained participants by using a string-edit task and highlighting relatively low-level (letters), medium-level (chunks), or high-level (structural; i.e., grammar diagram) information to increase the efficiency of grammar acquisition. In both experiments, participants who had structural information available during training generated more highly accurate strings during a cued generation test than did those in other conditions, with equivalent speed. Experiment 2 revealed that structural information enhanced acquisition only when relevant features were highlighted during the task using animation. We suggest that two critical components for producing enhanced performance from provided model-based knowledge involve (1) using the model to acquire experience-based knowledge, rather than using a representation of the model to generate responses, and (2) receiving that knowledge precisely when it is needed during training.

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Section: Discussioncontrasting

confidence: 53%

Developing rich and quickly accessed knowledge of an artificial grammar

et al. 2007

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“…Theories differ in the extent to which learning of sequence information is mediated by conscious application of rules about the grammatical structure of the sequence, by implicit processes involved in learning associations between elements in the sequence, or by exemplar-based memory retrieval processes. In particular, the role of exemplar-based memory processes in sequence learning has been thoroughly documented in the context of artificial grammar learning (for a review, see Neal & Hesketh, 1997), and has been suggested in the context of the serial reaction time (SRT) paradigm (Stadler, 1992(Stadler, , 1993(Stadler, , 1995. More recently, computational accounts of the exemplar approach have been proposed both in the domain of artificial grammar learning (Jamieson & Mewhort, 2009a), and in the SRT domain (Jamieson & Mewhort, 2009b).…”

Section: Discussionmentioning

confidence: 99%

Episodic contributions to sequential control: Learning from a typist's touch.

Crump¹,

Logan²

2010

Journal of Experimental Psychology: Human Perception and Perfor

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Sequential control over routine action is widely assumed to be controlled by stable, highly practiced representations. Our findings demonstrate that the processes controlling routine actions in the domain of skilled typing can be flexibly manipulated by memory processes coding recent experience with typing particular words and letters. In two experiments, we extended Masson's (1986) procedure for measuring item-specific learning in the context of acquiring an unfamiliar skill to the highly skilled domain of typing. Skilled typists' performance improved during practice with typing words composed from a specific set of letters. In a transfer phase, performance was fastest for trained words, followed by new words composed of trained letters, and slowest for new words composed of untrained letters. The finding that recent episodic experience with typing particular words and letters influences skilled typing performance holds widespread implications for theories of typing, sequence learning, and motor control.

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“…With regard to the latter, the available evidence (Hebb, 1961;McKelvie, 1987) indicates that explicit knowledge of the list repetition is not necessary for a recall advantage to obtain, a finding that suggests a link between the Hebb repetition effect and the larger literature on so-called implicit serial learning (ISL). Surprisingly, however, only Stadler (1993) has explored the connection in any depth (in addition to providing a useful review). He studied implicit serial learning in the context of a serial reaction time task, modified by the introduction of nonrepeating filler sequences to make it more like the paradigm used by Hebb.…”

Section: Introductionmentioning

confidence: 99%

“…Although Stadler's (1993) work suggests a link between ISL and the Hebb repetition effect, some caution is necessary. Tests of the Hebb repetition effect involve explicit attempts to perform immediate serial recall of a relatively small Hebb repetition learning 4 number of lists, with regular repetitions of (usually) a single list separated by the recall of nonrepeating fillers.…”

Section: Introductionmentioning

confidence: 99%

Repetition learning in the immediate serial recall of visual and auditory materials.

Page¹,

Cumming²,

Norris³

et al. 2006

Journal of Experimental Psychology: Learning, Memory, and Cogni

113

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In five experiments a Hebb repetition effect, that is, improved immediate serial recall of an (unannounced) repeating list, was demonstrated in the immediate serial recall of visual materials, even when use of phonological STM was blocked by concurrent articulation. The learning of a repeatedly presented letter-list in one modality (auditory or visual) did not transfer to give improved performance on the same list in the other modality. This result was not replicated for word lists, however, for which asymmetric transfer was observed.Inferences are made about the structure of short-term memory and about the nature of the Hebb repetition effect.

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Implicit serial learning: Questions inspired by Hebb (1961)

Cited by 129 publications

References 27 publications

Developing rich and quickly accessed knowledge of an artificial grammar

Developing rich and quickly accessed knowledge of an artificial grammar

Episodic contributions to sequential control: Learning from a typist's touch.

Repetition learning in the immediate serial recall of visual and auditory materials.

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