Why does lag affect the durability of memory-based automaticity: Loss of memory strength or interference?

Wilkins, Nicolas J.; Rawson, Katherine A.

doi:10.1016/j.actpsy.2013.07.021

Cited by 5 publications

(4 citation statements)

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“…Response accuracy is the most common performance measure in spacing studies. However, response times also decrease with experience (Anderson, Fincham, & Douglass, 1999;Newell & Rosenbloom, 1981) and are modulated by practice spacing (Karpicke & Bauernschmidt, 2011;Kwon, Kwon, & Lee, 2015;Pavlik & Anderson, 2008;Spruit, Band, & Hamming, 2015;Wilkins & Rawson, 2013). Both the accuracy and speed of responding are consequential in real-world tasks.…”

Section: Applicable To a Variety Of Tasks And Performance Measuresmentioning

confidence: 99%

Evaluating the Theoretic Adequacy and Applied Potential of Computational Models of the Spacing Effect

et al. 2018

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The spacing effect is among the most widely replicated empirical phenomena in the learning sciences, and its relevance to education and training is readily apparent. Yet successful applications of spacing effect research to education and training is rare. Computational modeling can provide the crucial link between a century of accumulated experimental data on the spacing effect and the emerging interest in using that research to enable adaptive instruction. In this paper, we review relevant literature and identify 10 criteria for rigorously evaluating computational models of the spacing effect. Five relate to evaluating the theoretic adequacy of a model, and five relate to evaluating its application potential. We use these criteria to evaluate a novel computational model of the spacing effect called the Predictive Performance Equation (PPE). Predictive Performance Equation combines elements of earlier models of learning and memory including the General Performance Equation, Adaptive Control of Thought-Rational, and the New Theory of Disuse, giving rise to a novel computational account of the spacing effect that performs favorably across the complete sets of theoretic and applied criteria. We implemented two other previously published computational models of the spacing effect and compare them to PPE using the theoretic and applied criteria as guides.

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Section: Applicable To a Variety Of Tasks And Performance Measuresmentioning

confidence: 99%

Evaluating the Theoretic Adequacy and Applied Potential of Computational Models of the Spacing Effect

et al. 2018

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“…The contribution of memory-based processing to speed-ups with practice has been shown in a wide range of skill acquisition tasks, including alphabet arithmetic (e.g., Klapp, Boches, Trabert, & Logan, 1991; Logan & Klapp, 1991; Wilkins & Rawson, 2010, 2013), pound arithmetic (described below; e.g., Rickard, 1997; Touron et al, 2004), multiplication (e.g., Rickard, Lau, & Pashler, 2008), visual search (e.g., Fisk, Hertzog, Lee, Rogers, & Anderson-Garlach, 1994), noun-pair look-up (e.g., Rogers et al, 2000; Touron & Hertzog, 2004a), lexical decision (e.g., Grant & Logan, 1993; Logan, 1988), and numerosity judgments (e.g., Jenkins & Hoyer, 2000; Lassaline & Logan, 1993; Palmeri, 1997). Most relevant for present purposes, recent research has also established the contribution of memory-based processing to speed-ups with practice in syntactic and semantic processes during reading tasks (Rawson, 2004, 2010; Rawson & Middleton, 2009; Rawson & Touron, 2009).…”

Section: Memory-based Theories Of Automaticitymentioning

confidence: 99%

“…As increasingly emphasized in the field, replication of novel findings is important in its own right (e.g., Pashler & Harris, 2012;Roediger, 2012;Schmidt, 2009), particularly for unexpected or counterintuitive outcomes. Additionally, this replication involves a stronger test of older adults' relative preservation of memory-based automaticity during reading by examining shifting to memory-based processing under somewhat more difficult practice conditions due to increases in set size and lag here versus in Rawson and Touron (2009), two factors that have been shown to retard the shift to memory-based processing (Rickard et al, 2008;Wilkins & Rawson, 2013, 2014.…”

Section: Age Differences In Memory-based Automaticitymentioning

confidence: 99%

Preservation of memory-based automaticity in reading for older adults.

Rawson¹,

Touron²

2015

Psychology and Aging

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Abstract:Concerning age-related effects on cognitive skill acquisition, the modal finding is that older adults do not benefit from practice to the same extent as younger adults in tasks that afford a shift from slower algorithmic processing to faster memory-based processing. In contrast, Rawson and Touron (2009) demonstrated a relatively rapid shift to memory-based processing in the context of a reading task. The current research extended beyond this initial study to provide more definitive evidence for relative preservation of memory-based automaticity in reading tasks for older adults. Younger and older adults read short stories containing unfamiliar noun phrases (e.g., skunk mud) followed by disambiguating information indicating the combination's meaning (either the normatively dominant meaning or an alternative subordinate meaning). Stories were repeated across practice blocks, and then the noun phrases were presented in novel sentence frames in a transfer task. Both age groups shifted from computation to retrieval after relatively few practice trials (as evidenced by convergence of reading times for dominant and subordinate items). Most important, both age groups showed strong evidence for memory-based processing of the noun phrases in the transfer task. In contrast, older adults showed minimal shifting to retrieval in an alphabet arithmetic task, indicating that the preservation of memory-based automaticity in reading was task-specific. Discussion focuses on important implications for theories of memory-based automaticity in general and for specific theoretical accounts of age effects on memory-based automaticity, as well as fruitful directions for future research. Keywords: aging | reading | automaticity | instance theory | skill acquisitionArticle:

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“…The shift from slow and effortful algorithmic processes to fast and relatively effortless retrieval processes has been demonstrated in a number of verbal and mathematical domains including: sight word reading (Siegler, 1988a), reading comprehension (Rawson & Middleton, 2009), simple arithmetic (Delaney et al, 1998; Reder & Ritter, 1992; Siegler, 1988a, 1988b; Tenison & Anderson, 2016), complex novel arithmetic (Rickard, 1997; Wilkins & Rawson, 2010), alphabet arithmetic (Haider & Frensch, 2002; Wilkins & Rawson, 2011, 2013), and paired associate learning (Ackerman & Cianciolo, 2000; Ackerman & Woltz, 1994; Wilkins & Rawson, 2010). However, each of these tasks involves verbal or numerical stimuli.…”

mentioning

confidence: 99%

Does the acquisition of spatial skill involve a shift from algorithm to memory retrieval?

Frank

Macnamara

2017

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Performance on verbal and mathematical tasks is enhanced when participants shift from using algorithms to retrieving information directly from memory (Siegler, 1988a). However, it is unknown whether a shift to retrieval is involved in dynamic spatial skill acquisition. For example, do athletes mentally extrapolate the trajectory of the ball, or do they retrieve the future location from memory? To examine this question, 2 experiments were conducted using a task paradigm similar to the game Pong-a ball was launched from 1 side of the screen and participants attempted to position a paddle to intercept the ball. In Experiment 1, participants responded to a limited number of repeated trajectories. During the learning phase, the response deadline was near the paddle. During the difficult phase, the response deadline was closer to the launch point. During the critical phase, novel trajectories were introduced at the difficult response deadline. If participants are using a retrieval strategy by the critical phase, performance should be significantly worse on the novel trajectories, whereas if they are using an algorithmic strategy, performance on the novel trials should be similar to performance on the repeated trajectories. In Experiment 2, half the participants followed an experimental paradigm similar to Experiment 1 and half experienced all novel trajectories throughout the task. Our results were consistent with a shift from algorithmic processing to retrieval-participants performed significantly better on repeated trajectories relative to novel trajectories. Furthermore, retrieval strategies enhance performance above and beyond what is gained by practicing the algorithm alone. (PsycINFO Database Record

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Why does lag affect the durability of memory-based automaticity: Loss of memory strength or interference?

Cited by 5 publications

References 20 publications

Evaluating the Theoretic Adequacy and Applied Potential of Computational Models of the Spacing Effect

Evaluating the Theoretic Adequacy and Applied Potential of Computational Models of the Spacing Effect

Preservation of memory-based automaticity in reading for older adults.

Does the acquisition of spatial skill involve a shift from algorithm to memory retrieval?

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