语言学习中的纠错机制:个体建模

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Adnane Ez-zizi, Dagmar Divjak, Petar Milin
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引用次数: 0

摘要

自雷斯科拉-瓦格纳纠错学习法(Rescorla & Wagner, 1972)首次作为语言学习的计算模型被采用以来,已有越来越多的证据表明,该学习法能够捕捉到语言处理的多个方面。以前的研究通过使用 Rescorla-Wagner 规则来解释参与者在一系列任务中的行为,从而为 Rescorla-Wagner 规则提供了一般支持,而我们则侧重于在受控的自然语言学习任务中测试该模型产生的预测,并在学习者个人层面上建立数据模型。通过调整模型参数以适应参与者的逐次试验行为选择,而不是使用单组默认参数拟合一个一劳永逸的模型,我们表明该模型准确地捕捉到了参与者的选择、时间延迟和反应一致性水平。我们还表明,性别和工作记忆能力会影响 Rescorla-Wagner 模型捕捉语言学习的程度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Error-Correction Mechanisms in Language Learning: Modeling Individuals

Error-Correction Mechanisms in Language Learning: Modeling Individuals

Since its first adoption as a computational model for language learning, evidence has accumulated that Rescorla–Wagner error-correction learning (Rescorla & Wagner, 1972) captures several aspects of language processing. Whereas previous studies have provided general support for the Rescorla–Wagner rule by using it to explain the behavior of participants across a range of tasks, we focus on testing predictions generated by the model in a controlled natural language learning task and model the data at the level of the individual learner. By adjusting the parameters of the model to fit the trial-by-trial behavioral choices of participants, rather than fitting a one-for-all model using a single set of default parameters, we show that the model accurately captures participants’ choices, time latencies, and levels of response agreement. We also show that gender and working memory capacity affect the extent to which the Rescorla–Wagner model captures language learning.

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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
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