2016
DOI: 10.3389/fpsyg.2015.01925
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Can Chunk Size Differences Explain Developmental Changes in Lexical Learning?

Abstract: In three experiments, we investigated Hebb repetition learning (HRL) differences between children and adults, as a function of the type of item (lexical vs. sub-lexical) and the level of item-overlap between sequences. In a first experiment, it was shown that when non-repeating and repeating (Hebb) sequences of words were all permutations of the same words, HRL was slower than when the sequences shared no words. This item-overlap effect was observed in both children and adults. In a second experiment, we used … Show more

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Cited by 37 publications
(91 citation statements)
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References 53 publications
(108 reference statements)
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“…This is consistent with other studies suggesting that perceptual processes might play a more important role than production processes during longterm learning (Bower & Winzenz, 1969;Burgess & Hitch, 2006;Hitch et al, 2009;O'Shea & Clegg, 2006;Page & Norris, 2009;Schwartz & Bryden, 1971). Finally, our results further strengthen the view that Hebbian learning mimics natural word-form learning (Page & Norris, 2009;Smalle et al, 2016;Szmalec et al, 2009;Szmalec et al, 2012).…”
Section: Discussionsupporting
confidence: 93%
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“…This is consistent with other studies suggesting that perceptual processes might play a more important role than production processes during longterm learning (Bower & Winzenz, 1969;Burgess & Hitch, 2006;Hitch et al, 2009;O'Shea & Clegg, 2006;Page & Norris, 2009;Schwartz & Bryden, 1971). Finally, our results further strengthen the view that Hebbian learning mimics natural word-form learning (Page & Norris, 2009;Smalle et al, 2016;Szmalec et al, 2009;Szmalec et al, 2012).…”
Section: Discussionsupporting
confidence: 93%
“…In effect, it has been assumed that backward recall is an executive demanding operation (Szmalec & Vandierendonck, 2007;Szmalec, Vandierendonck, & Kemps, 2005). Under this view, the similar learning rate in both recall direction parallel results found with word-form learning showing that it is independent of executive control (Smalle et al, 2016;Szmalec, Page, & Duyck, 2012).…”
Section: Discussionmentioning
confidence: 74%
“…While a main effect of Sequence type in favor of the Hebb sequence might provide some evidence of learning that sequence, only the demonstration of improvements in performance for repeated Hebb sequences relative to improvements in the baseline filler sequences may be considered a pure indication of learning. Thus, an interaction between Sequence type and Time point, due to higher scores on the Hebb sequences for the final time point, would provide evidence for Hebb learning (Smalle et al., ). Overall, adults showed higher recall scores than children (main effect of Age group, F (1, 53) = 32.1, p < .001, ɳ 2 p = .38).…”
Section: Resultsmentioning
confidence: 99%
“…It shows that children compensate for lower memory storage capacity by other, probably more implicit, mechanisms which become evident in the Hebb learning task. In an earlier Hebb learning study, where the length of the Hebb sequences was adjusted to the working memory span of children and adult groups, therefore making the age groups comparable on initial level of performance, children even outperformed adults on Hebb‐repetition learning (Smalle et al., ). This earlier finding and the present work together strengthen the hypothesis that children outperform adults in their use of implicit sequence‐learning mechanisms that are related to language (see also, for instance, Smalle, Muylle, Szmalec & Ducyk, ).…”
Section: Discussionmentioning
confidence: 99%
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