Strengthening the case for stimulus-specificity in artificial grammar learning: No evidence for abstract representations with extended exposure
(2009) In Experimental Psychology 56(3). p.188-197- Abstract
- Different theories have been proposed regarding the nature of the mental representations formed as a result of implicit learning of sequential regularities. Some theories postulate abstract surface-independent representations, while other theories postulate stimulus-specific representations. This article reports three experiments investigating the development of abstract representations in artificial grammar learning, using amethodological approach developed by Conway and Christiansen [Conway, C. M., & Christiansen, M. H. (2006). Statistical learning within and between modalities: Pitting abstract against stimulus-specific representations. Psychological Science, 17, 905-912.]. In all experiments, the number of blocks during the... (More)
- Different theories have been proposed regarding the nature of the mental representations formed as a result of implicit learning of sequential regularities. Some theories postulate abstract surface-independent representations, while other theories postulate stimulus-specific representations. This article reports three experiments investigating the development of abstract representations in artificial grammar learning, using amethodological approach developed by Conway and Christiansen [Conway, C. M., & Christiansen, M. H. (2006). Statistical learning within and between modalities: Pitting abstract against stimulus-specific representations. Psychological Science, 17, 905-912.]. In all experiments, the number of blocks during the exposure phase was manipulated (6 blocks vs. 18 blocks of exposure to sequences). Experiment 1 and 2 investigated both visual and auditory learning where sequences were presented element-by-element. Experiment 3 investigated visual learning using a sequence-by-sequence presentation technique more commonly used in visual artificial grammar learning studies. Extending previous research (Conway & Christiansen, 2006) and in support of stimulus-specific accounts, the results of the experiments showed that extended observational learning results in increased stimulus-specific knowledge rather than abstraction towards surface-independent representations. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/985885
- author
- Johansson, Tobias LU
- organization
- publishing date
- 2009
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- abstraction, implicit learning, stimulus-specificity, artificial grammar learning
- in
- Experimental Psychology
- volume
- 56
- issue
- 3
- pages
- 188 - 197
- publisher
- Hogrefe & Huber Publishers
- external identifiers
-
- wos:000266939600006
- scopus:64249100641
- ISSN
- 2190-5142
- DOI
- 10.1027/1618-3169.56.3.188
- language
- English
- LU publication?
- yes
- id
- 3d792633-d576-4959-a1e0-4963e9ab2fa3 (old id 985885)
- date added to LUP
- 2016-04-01 12:18:03
- date last changed
- 2022-01-27 01:45:05
@article{3d792633-d576-4959-a1e0-4963e9ab2fa3,
abstract = {{Different theories have been proposed regarding the nature of the mental representations formed as a result of implicit learning of sequential regularities. Some theories postulate abstract surface-independent representations, while other theories postulate stimulus-specific representations. This article reports three experiments investigating the development of abstract representations in artificial grammar learning, using amethodological approach developed by Conway and Christiansen [Conway, C. M., & Christiansen, M. H. (2006). Statistical learning within and between modalities: Pitting abstract against stimulus-specific representations. Psychological Science, 17, 905-912.]. In all experiments, the number of blocks during the exposure phase was manipulated (6 blocks vs. 18 blocks of exposure to sequences). Experiment 1 and 2 investigated both visual and auditory learning where sequences were presented element-by-element. Experiment 3 investigated visual learning using a sequence-by-sequence presentation technique more commonly used in visual artificial grammar learning studies. Extending previous research (Conway & Christiansen, 2006) and in support of stimulus-specific accounts, the results of the experiments showed that extended observational learning results in increased stimulus-specific knowledge rather than abstraction towards surface-independent representations.}},
author = {{Johansson, Tobias}},
issn = {{2190-5142}},
keywords = {{abstraction; implicit learning; stimulus-specificity; artificial grammar learning}},
language = {{eng}},
number = {{3}},
pages = {{188--197}},
publisher = {{Hogrefe & Huber Publishers}},
series = {{Experimental Psychology}},
title = {{Strengthening the case for stimulus-specificity in artificial grammar learning: No evidence for abstract representations with extended exposure}},
url = {{http://dx.doi.org/10.1027/1618-3169.56.3.188}},
doi = {{10.1027/1618-3169.56.3.188}},
volume = {{56}},
year = {{2009}},
}