Learning non-adjacent rules and non-adjacent dependencies from human actions in 9-month-old infants

Lu, Helen Shiyang; Mintz, Toben H.

doi:10.1371/journal.pone.0252959

Cited by 3 publications

(4 citation statements)

References 57 publications

(155 reference statements)

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“…This is also consistent with Wang et al. (2019)'s and Lu and Mintz (2021)'s findings that three intervening elements are sufficient for detecting NADs. However, increasing the variability in the intervening elements may make NAD detection easier, as suggested by Gómez (2002).…”

Section: Discussionsupporting

confidence: 91%

“…The two facilitating stimulus properties could work in combinations to better aid NAD learning. Indeed, sequences involving these combined properties have recently been shown to promote NAD learning in 9‐month‐old infants (Lu & Mintz, 2021), whereas infants seemed to require perceptual similarity between dependent items when learning from sequences of static object displays (Bettoni et al., 2021).…”

Section: Discussionmentioning

confidence: 99%

“…In sum, little is known about the stimulus properties that facilitate the detection of NADs in the visual domain. Some studies have demonstrated that human adults and infants can learn NADs from sequences of dynamic human action (Endress & Wood, 2011; Lu & Mintz, 2021), whereas adults cannot learn from sequences of static images of objects (Li & Mintz, 2015; Turk‐Browne et al., 2005). But it is not known what aspects of that stimulus type support learning.…”

Section: Introductionmentioning

confidence: 99%

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Dynamic Motion and Human Agents Facilitate Visual Nonadjacent Dependency Learning

Lu,

Mintz

2023

Cognitive Science

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Many events that humans and other species experience contain regularities in which certain elements within an event predict certain others. While some of these regularities involve tracking the co‐occurrences between temporally adjacent stimuli, others involve tracking the co‐occurrences between temporally distant stimuli (i.e., nonadjacent dependencies, NADs). Prior research shows robust learning of adjacent dependencies in humans and other species, whereas learning NADs is more difficult, and often requires support from properties of the stimulus to help learners notice the NADs. Here, we report on seven experiments that examined NAD learning from various types of visual stimuli, exploring the effects of dynamic motion on adults' NAD learning from visual sequences involving human and nonhuman agents. We tested adults' NAD learning from visual sequences of human actions, object transformations, static images of human postures, and static images of an object in different postures. We found that dynamic motion aids the acquisition of NADs. We also found that learning NADs in sequences involving human agents is more robust compared to sequences involving nonhuman objects. We propose that dynamic motion and human agents both independently result in richer representations that provide a stronger signal for NAD learning.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Dynamic Motion and Human Agents Facilitate Visual Nonadjacent Dependency Learning

Lu,

Mintz

2023

Cognitive Science

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“…Both SL and RL are available from birth [25][26][27] and are domain-general in nature, as they operate on a broad range of auditory [12,18] and visual stimuli [28][29][30][31][32] and allow infants to create an abstract representation of the learnt structures [29,30]. Overall, these implicit/procedural learning mechanisms would provide a domain-general strategy for the acquisition of language-specific knowledge.…”

Section: Introductionmentioning

confidence: 99%

Visual Implicit Learning Abilities in Infants at Familial Risk for Language and Learning Impairments

Bettoni

Cantiani

Riva

et al. 2022

IJERPH

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The ability of infants to track transitional probabilities (Statistical Learning—SL) and to extract and generalize high-order rules (Rule Learning—RL) from sequences of items have been proposed as being pivotal for the acquisition of language and reading skills. Although there is ample evidence of specific associations between SL and RL abilities and, respectively, vocabulary and grammar skills, research exploring SL and RL as early markers of language and learning (dis)abilities is still scarce. Here we investigated the efficiency of visual SL and RL skills in typically developing (TD) seven-month-old infants and in seven-month-old infants at high risk (HR) for language learning impairment. Infants were tested in two visual-habituation tasks aimed to measure their ability to extract transitional probabilities (SL task) or high-order, repetition-based rules (RL task) from sequences of visual shapes. Post-habituation looking time preferences revealed that both TD and HR infants succeeded in learning the statistical structure (SL task), while only TD infants, but not HR infants, were able to learn and generalize the high-order rule (RL task). These findings suggest that SL and RL may contribute differently to the emergence of language learning impairment and support the hypothesis that a mechanism linked to the extraction of grammar structures may contribute to the disorder.

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The developmental cognitive mechanism of learning algebraic rules from the dual‐process theory perspective

Xiao,

Liang,

Sun

et al. 2024

PsyCh Journal

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Rule learning is an important ability that enables human beings to adapt to nature and develop civilizations. There have been many discussions on the mechanism and characteristics of algebraic rule learning, but there are still controversies due to the lack of theoretical guidance. Based on the dual‐process theory, this study discussed the following arguments for algebraic rule learning across human and animal studies: whether algebraic rule learning is simply Type 1 processing, whether algebraic rule learning is a domain‐general ability, whether algebraic rule learning is shared by humans and animals, and whether an algebraic rule is learned consciously. Moreover, we propose that algebraic rule learning is possibly a cognitive process that combines both Type 1 and Type 2 processing. Further exploration is required to establish the essence and neural basis of algebraic rule learning.

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Learning non-adjacent rules and non-adjacent dependencies from human actions in 9-month-old infants

Cited by 3 publications

References 57 publications

Dynamic Motion and Human Agents Facilitate Visual Nonadjacent Dependency Learning

Dynamic Motion and Human Agents Facilitate Visual Nonadjacent Dependency Learning

Visual Implicit Learning Abilities in Infants at Familial Risk for Language and Learning Impairments

The developmental cognitive mechanism of learning algebraic rules from the dual‐process theory perspective

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