Statistical approaches to language acquisition and the self-organizing consciousness: a reversal of perspective

Perruchet, Pierre

doi:10.1007/s00426-004-0205-6

Cited by 17 publications

(14 citation statements)

References 52 publications

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“…The authors identiWed statistical learning (SL) with the type of learning implemented in connectionist networks such as the SRN (Christiansen et al 1998;Cleeremans 1993) and described chunk learning (CL) as grounded on the existence of perceptual and attentional limitations that would restrict learning processes from spreading continuously over a large sequence. According to this limited-capacity perspective that is most explicitly stated in PARSER (Perruchet andVinter 1998, 2002;Perruchet 2005), when participants focus their attention on learning about a particular fragment of a series they will learn speciWcally about this fragment, but they will also tend to learn comparatively less about the following transition between this chunk and its immediate successor.…”

Section: Introductionmentioning

confidence: 96%

Taking patterns for chunks: is there any evidence of chunk learning in continuous serial reaction-time tasks?

Jiménez

2007

Psychological Research

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When exposed to a regular sequence, people learn to exploit its predictable structure. There have been two major ways of thinking about learning under these conditions: either as the acquisition of general statistical information about the transition probabilities displayed by the sequence or as a process of memorizing and using separate chunks that can later become progressively composed with extended practice. Even though chunk learning has been adopted by some theories of skill acquisition as their main building block, the evidence for chunk formation is scarce in some areas, and is especially so in the continuous serial reaction-time (SRT) task, which has become a major research tool in the study of implicit learning. This article presents a reappraisal, replication and extension of an experiment that stands so far as one of the few alleged demonstrations of chunk learning in the SRT task (Koch and Hoffmann, Psychological Res., 63:22-35, 2000). It shows that the effects which were taken as evidence for chunk learning can indeed be obtained before any systematic training and thus surely reflect a preexistent tendency rather than a learned outcome. Further analyses of the effects after extended practice confirm that this tendency remains essentially unchanged over continuous training unlike what could be expected from a chunk-based account of sequence learning.

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Section: Introductionmentioning

confidence: 96%

Taking patterns for chunks: is there any evidence of chunk learning in continuous serial reaction-time tasks?

Jiménez

2007

Psychological Research

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“…This type of learning plays a role in the acquisition of various abilities, such as native [1], [2] and second-language learning [3], the acquisition of sensory-motor behaviors [4], social rules [5], or reading [6] and writing activities [7], [8].…”

Section: Introductionmentioning

confidence: 99%

How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

2013

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Typically developing children aged 5 to 8 years were exposed to artificial grammar learning. Following an implicit exposure phase, half of the participants received neutral instructions at test while the other half received instructions making a direct, explicit reference to the training phase. We first aimed to assess whether implicit learning operated in the two test conditions. We then evaluated the differential impact of age on learning performances as a function of test instructions. The results showed that performance did not vary as a function of age in the implicit instructions condition, while age effects emerged when explicit instructions were employed at test. However, performance was affected differently by age and the instructions given at test, depending on whether the implicit learning of short or long units was assessed. These results suggest that the claim that the implicit learning process is independent of age needs to be revised.

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“…This associative view has been criticized on the ground of the indeterminacy of the referent in concrete situations, and various specific constraints have been proposed to solve the indeterminacy problem. Perruchet and Vinter (2002, Section 4.2; see also Perruchet, 2005) have suggested how PARSER's logic, when extended to the word-referent mapping, could offer a solution without postulating multiple constraints. In the same line, Smith and Yu (2008;see also Yu & Smith, 2007) have recently provided experimental evidence supporting the view that statistical learning could underpin word-referent mappings.…”

Section: Toward a Generalization To Early Language Acquisitionmentioning

confidence: 99%

Exploiting Multiple Sources of Information in Learning an Artificial Language: Human Data and Modeling

Perruchet

Tillmann

2010

Cognitive Science

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This study investigates the joint influences of three factors on the discovery of new word-like units in a continuous artificial speech stream: the statistical structure of the ongoing input, the initial wordlikeness of parts of the speech flow, and the contextual information provided by the earlier emergence of other word-like units. Results of an experiment conducted with adult participants show that these sources of information have strong and interactive influences on word discovery. The authors then examine the ability of different models of word segmentation to account for these results. PAR-SER (Perruchet & Vinter, 1998) is compared to the view that word segmentation relies on the exploitation of transitional probabilities between successive syllables, and with the models based on the Minimum Description Length principle, such as INCDROP. The authors submit arguments suggesting that PARSER has the advantage of accounting for the whole pattern of data without ad-hoc modifications, while relying exclusively on general-purpose learning principles. This study strengthens the growing notion that nonspecific cognitive processes, mainly based on associative learning and memory principles, are able to account for a larger part of early language acquisition than previously assumed.

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Statistical approaches to language acquisition and the self-organizing consciousness: a reversal of perspective

Cited by 17 publications

References 52 publications

Taking patterns for chunks: is there any evidence of chunk learning in continuous serial reaction-time tasks?

Taking patterns for chunks: is there any evidence of chunk learning in continuous serial reaction-time tasks?

How Explicit and Implicit Test Instructions in an Implicit Learning Task Affect Performance

Exploiting Multiple Sources of Information in Learning an Artificial Language: Human Data and Modeling

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