Jeremy Yeaton, Laure Tosatto, Joël Fagot, Jonathan Grainger, Arnaud Rey
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引用次数: 0
Abstract
When human and non-human animals learn sequences, they manage to implicitly extract statistical regularities through associative learning mechanisms. In two experiments conducted with a non-human primate species (Guinea baboons, Papio papio), we addressed simple questions on the learning of simple AB associations appearing in longer noisy sequences. Using a serial reaction time task, we manipulated the position of AB within the sequence, such that it could be either fixed (by appearing always at the beginning, middle, or end of a four-element sequence; Experiment 1) or variable (Experiment 2). We also tested the effect of sequence length in Experiment 2 by comparing the performance on AB when it was presented at a variable position within a sequence of four or five elements. The slope of RTs from A to B was taken for each condition as a measurement of learning rate. While all conditions differed significantly from a no-regularity baseline, we found strong evidence that the learning rate did not differ between the conditions. These results indicate that regularity extraction is not impacted by the position of the regularity within a sequence and by the length of the sequence. These data provide novel general empirical constraints for modeling associative mechanisms in sequence learning.
人类和非人类动物在学习序列时,会通过联想学习机制隐性地提取统计规律性。在对一种非人灵长类动物(几内亚狒狒,Papio papio)进行的两项实验中,我们解决了关于在较长的噪声序列中出现的简单 AB 关联学习的简单问题。我们利用序列反应时间任务,操纵 AB 在序列中的位置,使其既可以是固定的(始终出现在四元素序列的开头、中间或结尾;实验 1),也可以是可变的(实验 2)。在实验 2 中,我们还通过比较 AB 在由四个或五个元素组成的序列中出现在不同位置时的表现,测试了序列长度的影响。每个条件下从 A 到 B 的反应时间斜率被用来衡量学习率。虽然所有条件都与无规则基线有明显差异,但我们发现有确凿证据表明,不同条件下的学习率并无差别。这些结果表明,正则提取不受序列中正则位置和序列长度的影响。这些数据为序列学习中联想机制的建模提供了新的一般经验约束。
期刊介绍:
Learning & Behavior publishes experimental and theoretical contributions and critical reviews concerning fundamental processes of learning and behavior in nonhuman and human animals. Topics covered include sensation, perception, conditioning, learning, attention, memory, motivation, emotion, development, social behavior, and comparative investigations.