Constraint on Semantic Flexibility in Visual Statistical Learning

Otsuka, Sachio; Nishiyama, Megumi; Kawaguchi, Jun

doi:10.1037/e502412013-779

Cited by 4 publications

(4 citation statements)

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“…Several studies have suggested that there are constraints on how far statistical learning can be generalized in adults. For example, learning does not transfer from items (e.g., apple–bus) to superordinate categories (e.g., any fruit–any vehicle) (Otsuka et al, 2014; also see Luo & Zhao, 2018). Furthermore, when the test consisted of both the exposed items (having both item‐ and category‐level information) and the novel items from the exposed category (having only category‐level information), adult observers showed a higher sensitivity to items over categories.…”

Section: Discussionmentioning

confidence: 99%

Children automatically abstract categorical regularities during statistical learning

Jung

Bernhardt-Walther

Finn

2021

Developmental Science

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Statistical learning allows us to discover myriad structures in our environment, which is saturated with information at many different levels—from items to categories. How do children learn different levels of information—about regularities that pertain to items and the categories they come from—and how does this differ from adults? Studies on category learning and memory have suggested that children may be more focused on items than adults. If this is also the case for statistical learning, children may not extract and learn the multi‐level regularities that adults can. We report three experiments showing that children and adults extract both item‐ and category‐level regularities in statistical learning. In Experiments 1 and 2, we show that both children and adults can learn structure at the item and category levels when they are measured independently. In Experiment 3, we show that both children and adults learn about categories even when exposure does not require this: both are able to generalize their learning from the item to the category level. Results indicate that statistical learning operates across multi‐level structure in children and adults alike, enabling generalization of learning from specific items to exemplars from categories of those items that observers have never seen. Even though children may be more focused on items during other forms of learning, they learn about categories from item‐level input during statistical learning.

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Section: Discussionmentioning

confidence: 99%

Children automatically abstract categorical regularities during statistical learning

Jung

Bernhardt-Walther

Finn

2021

Developmental Science

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“…Evidence of SL has been observed at the level of scene categories [94], although not as reliably for object categories [122].…”

Section: Generalizationmentioning

confidence: 99%

Investigating implicit statistical learning mechanisms through contextual cueing

Goujon

Didierjean

Thorpe

2015

Trends in Cognitive Sciences

166

172

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“…A typical visual statistical learning (VSL) experiment consists of familiarization and test phases. In a familiarization phase, participants observe a visual stream consisting of shapes (e.g., Fiser and Aslin 2002;Turk-Browne et al 2005, 2008Turk-Brown and Scholl 2009), letters , objects (e.g., Otsuka et al 2013Otsuka et al , 2014, or natural scenes (e.g., Brady and Oliva 2008;Otsuka et al 2016). The visual stream consists of temporal triplets that three items always appear in the same order across participants (e.g., ABC, DEF, GHI, and JKL; "A" is always followed by "B", which is always followed by "C").…”

Section: Introductionmentioning

confidence: 99%

Neural correlates of implicit knowledge about statistical regularities

Otsuka

Saiki

2017

Exp Brain Res

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In this study, we examined the neural correlates of implicit knowledge about statistical regularities of temporal order and item chunks using functional magnetic resonance imaging (fMRI). In a familiarization scan, participants viewed a stream of scenes consisting of structured (i.e., three scenes were always presented in the same order) and random triplets. In the subsequent test scan, participants were required to detect a target scene. Test sequences included both forward order of scenes presented during the familiarization scan and backward order of scenes (i.e., reverse order of forward scenes). Behavioral results showed a learning effect of temporal order in the forward condition and scene chunks in the backward condition. fMRI data from the familiarization scan showed the difference of activations between the structured and random blocks in the left posterior cingulate cortex including the retrosplenial cortex. More important, in the test scan, we observed brain activities in the left parietal lobe when participants detected target scenes on temporal order information. In contrast, the left precuneus activated when participants detected target scenes based on scene chunks. Our findings help clarify the brain mechanisms of implicit knowledge about acquired regularities.

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Constraint on Semantic Flexibility in Visual Statistical Learning

Cited by 4 publications

References 0 publications

Children automatically abstract categorical regularities during statistical learning

Children automatically abstract categorical regularities during statistical learning

Investigating implicit statistical learning mechanisms through contextual cueing

Neural correlates of implicit knowledge about statistical regularities

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