Mechanisms of performance improvement in consistent mapping memory search: Automaticity or strategy shift?

Logan, Gordon D.; Städler, Michael

doi:10.1037/0278-7393.17.3.478

Cited by 19 publications

(34 citation statements)

References 37 publications

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“…Results indicated that the organization of component processes and use of working memory remained constant while the speed of component processes increased and attentionalload decreased. Logan's own experiments have also produced some evidence of algorithm speed-up (Logan, 1988a), and Logan & Stadler (1991) have reported on a series of memory search experiments in which some evidence was found for a category comparison strategy (Hintzman, 1986), beyond the effects that could be produced by instance-based learning.…”

Section: Instance Theorymentioning

confidence: 99%

“…Novices of all kinds, including beginning second language learners, must pay careful attention to every step in the procedure, while experts do not. For further discussion of the basic contrasts between controlled and automatic processing, readers are referred to Hasher & Zacks (1979), LaBerge (1981), Logan (1991), Logan and Stadler (1991), Posner andSnyder (1975}, Schneider (1985), Schneider and Detweiler (1988), Schneider, Dumais, and Shiffrin (1984), and Shiffrin and Schneider (1977}. The most frequently cited theory of the development of automatic processing is that of Shiffrin and Schneider (1977}, based on experiments involving the detection of target letter stimuli presented in a field of distractors. Comparing the development of this skill when target mappings were varied (presumably calling on controlled processing, because subjects had to activate a different memory set relating particular letters to "yes" and "no" responses on every trial) with conditions in which mappings were held constant, Shiffrin and Schneider found that only the latter condition led to automatic processing with practice.…”

Section: Automatic and Controlled Processingmentioning

confidence: 99%

“…Logan (1985Logan ( , 1988aLogan ( , 1988bLogan ( , 1990Logan ( , 1991Logan & Klapp, 1991;Logan & Stadler, 1991) has developed a theory that recognizes automaticity as a real phenomenon to be accounted for, while arguing that that the principles determining the establishment and retrieval of memories provide a more satisfactory accounting of the properties of automaticity than do traditional accounts based on notions of attention and resource limitations.…”

Section: Instance Theorymentioning

confidence: 99%

“…However, a number of learning mechanisms for the development of cognitive skills in general have been proposed in the psychological literature, several of which have been cited in the second language literature as plausible explanations for the development of fluency. These include the mechanisms underlying the notion of automaticity as developed by Shiffrin and Schneider (1977) and applied to U learning by Levelt (1977) and by McLaughlin, Rossman, and McLeod (1983); the mechanisms of proceduralization, composition, generalization, discrimination and strengthening proposed in Anderson's ACP theory of cognition (Anderson, 1982(Anderson, , 1983); Bialystok's dimension of 11 COntrol" (Bialystok, 1990a(Bialystok, , 1990b; the notion of restructuring as developed by Cheng (1985) in psychology and applied to L2learning by McLaughlin (1990); recent proposals for the redefinition of automaticity as retrieval from memory, in both instance theory (Logan, 1988a(Logan, , 1991Logan & Stadler, 1991) and associative strength theories (MacKay, 1982;Schneider, 1985); and chunking theories (Newell, 1990;Servan-Schreiber & Anderson, 1990). I will discuss each of these proposals in turn, first presenting and explaining the theoretical constructs and the proposed learning mechanisms, next considering how the theory has been or could be applied in the field of SLA, and finally providing an evaluation of the proposed mechanisms in terms of both their current status within cognitive psychology and their relevance to our understanding of second language fluency and how it develops.…”

Section: Psychological Learning Mechanismsmentioning

confidence: 99%

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Psychological Mechanisms Underlying Second Language Fluency

Schmidt

1992

Stud. Sec. Lang. Acq.

335

187

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Fluency in a second language is considered important by both learners and teachers, but is not well understood. This paper describes what is known about second language fluency and describes a number of psychological learning mechanisms that might explain how fluency develops. These include the mechanisms underlying the contrast between automatic and controlled processing, the learning mechanisms postulated within Anderson's ACT"' theory of cognition, Bialystok's conception of the control dimension of language development, the notion of restructuring, recent proposals for the redefinition of automaticity as retrieval from memory, both instance and strength versions, and chunking theories. The paper concludes with some suggestions for research into the development of second language fluency itself that can fill gaps in existing knowledge and reduce our dependence on other fields for explanatory principles, while contributing simultaneously to discussion of the mechanisms responsible for skill development in general.The Phenomenon of Fluency ''Fluenf' and "fluency'' are frequently used as non-technical terms and have a number of meanings that should be sorted out. With respect to native language fluency, identified four different things we might have in mind when identifying someone as a particularly fluent speaker. First, we might be thinking of a speaker who easily fills time with talk, a fast talker (Kuiper & Tillis, 1986) such as a disk jockey, a sports announcer, or a conversational partner who hardly lets us get a word in edgewise. Second, we might have the quality of speech more in mind than quantity and might mean by a fluent speaker one whose speech is coherent, complex and dense (Fillmore gives Noam Chomsky as an example of this kind of fluent speaker). We might also consider someone to be especially fluent if they always seem to know the appropriate thing to say in a wide variety of contexts, identifying fluency with pragmatic and affective skills. Finally, Fillmore points out, we may focus on

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Section: Instance Theorymentioning

confidence: 99%

Section: Automatic and Controlled Processingmentioning

confidence: 99%

Section: Instance Theorymentioning

confidence: 99%

Section: Psychological Learning Mechanismsmentioning

confidence: 99%

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Psychological Mechanisms Underlying Second Language Fluency

Schmidt

1992

Stud. Sec. Lang. Acq.

335

187

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“…Training with a set of consistently mapped stimuli has been shown to lead to increases in the efficiency of responding to those stimuli (Logan & Stadler, 1991;. Interference that occurs at the response stage in a consistently mapped task may preclude interference at intermediate stages of processing if automatically elicited responses bypass or speed intermediate stages.…”

Section: When Local Information Appears To Be Unavailablementioning

confidence: 99%

A variable mapping task produces symmetrical interference between global information and local information

Shedden

Reid

2001

Perception & Psychophysics

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When processing global and local aspects of compound visual figures, global dominance over local processing is a remarkably robust phenomenon. Much research has been devoted to the investigation of the locus and the mechanisms involved; however, there is still little consensus with respect to the interpretation of the effect. The phenomenon can be described as follows. Under a wide variety of stimulus and task manipulations, it is often observed that responses to global targets are faster than responses to local targets. Moreover, there is asymmetric interference: Global distractors affect local responses, but not vice versa (Briand, 1993(Briand, , 1994Hoffman, 1980;Hughes, Layton, Baird, & Lester, 1984;Navon, 1977Navon, , 1981Paquet, 1992;Paquet & Merikle, 1988). One interpretation of the results is that the Gestalt configuration or global form leads processing, followed by an analysis of the local detail, a phenomenon that has come to be known as global precedence (Navon, 1977). Even though a number of studies suggest that global information and local information are available together (e.g., Boer & Keuss, 1982;Hoeger, 1997;Miller, 1981), global processing appears to dominate local processing (see Kimchi, 1992, for a review). The puzzle that still remains to be solved surrounds the mechanism by which global dominance occurs: We still do not understand the source of the global advantage. When Do Local Elements Influence Global Processing?There are many studies that show a reversal of the global advantage, so that local elements show a processing advantage over global elements, or at least influence global responses. However, such a reversal is most often due to stimulus manipulations that alter the perceptual discrimination of one hierarchical level over another. For example, studies have altered perceptual discrimination by manipulating factors, such as eccentricity and stimulus position uncertainty (Grice, Canham, & Boroughs, 1983), stimulus distortion (Hoffman, 1980), visual angle and size ratio of global/local elements (Kinchla & Wolfe, 1979), peripheral presentation , local element density (Klein & Barresi, 1985;Martin, 1979), spatial frequency (Hughes, Fendrich, & Reuter-Lorenz, 1990), and stimulus exposure duration (Paquet & Merikle, 1984).For example, Grice et al. (1983) showed that global dominance was eliminated when fixation was controlled to ensure that the local elements were adequately perceived. Likewise, if the density of local elements is reduced, the global item becomes more difficult to perceive, and this results in local dominance (Martin, 1979 A variable mapping task produces symmetrical interference between global information and local information JUDITH M. SHEDDEN and GRAEME S. REID McMaster University, Hamilton, Ontario, CanadaWhen processing global and local aspects of compound visual figures, a robust finding is that global targets are detected faster and more accurately than local targets. Moreover, unidirectional interference is often observed. Despite the convincing evidence that g...

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