Grounding Development in Cognitive Processes

Samuelson, Larissa K.; Smith, Linda B.

doi:10.1111/1467-8624.00123

Cited by 74 publications

(51 citation statements)

References 48 publications

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“…In this context, the present data present a challenge to one particular Bayesian account and show that it must move to greater specificity with respect to the role of space and time in learning from instances. There are a large number of phenomena in experimental psychology—such as the effects of simultaneous versus sequential comparison—that are both principle-like in their robustness across experimental tasks and principally about the dynamic properties of memory, attention, and generalization (Samuelson & Smith, 2000). Our results suggest that properties of statistical learning and outcomes such as the suspicious coincidence are critically connected to these more general processes.…”

Section: Discussionmentioning

confidence: 99%

Learning Words in Space and Time

et al. 2011

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A major debate in the study of word learning centers on the extension of categories to new items. The rational approach assumes that learners make structured inferences about category membership, whereas the mechanistic approach emphasizes the attentional and memorial processes upon which generalization behaviors are based. Recent support for the rational view comes from a phenomenon called the “suspicious coincidence”: people generalize category membership narrowly when presented with three subordinate examples that share the same label and broadly when presented with one example. Across three experiments, we examine the mechanistic basis of the suspicious coincidence. Results show that the presentation of multiple subordinate examples only leads to narrow generalization when the exemplars are presented simultaneously, even when the number of examples is increased from three to six. These data demonstrate that the suspicious coincidence is firmly grounded in the general cognitive processes of attention, memory, and visual comparison.

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Section: Discussionmentioning

confidence: 99%

Learning Words in Space and Time

et al. 2011

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“…Over the past few decades, researchers have made substantial efforts and progress in understanding the brain mechanisms of functional changes and structural reorganizations in people at varying developmental stages. Lifetime cognitive and motor development is closely related to each other (Samuelson and Smith, 2000; Yan et al, 2000; Johnston et al, 2001; Salthouse and Davis, 2006). Essentially, brain plasticity, neural maturation and cognitive development play an important role in cognitive and motor learning (Ungerleider et al, 2002; Lacourse et al, 2004; Wright and Harding, 2004).…”

Section: Neural Plasticitymentioning

confidence: 99%

Brain plasticity and motor practice in cognitive aging

Cai

Chan

Jin

et al. 2014

Front. Aging Neurosci.

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For more than two decades, there have been extensive studies of experience-based neural plasticity exploring effective applications of brain plasticity for cognitive and motor development. Research suggests that human brains continuously undergo structural reorganization and functional changes in response to stimulations or training. From a developmental point of view, the assumption of lifespan brain plasticity has been extended to older adults in terms of the benefits of cognitive training and physical therapy. To summarize recent developments, first, we introduce the concept of neural plasticity from a developmental perspective. Secondly, we note that motor learning often refers to deliberate practice and the resulting performance enhancement and adaptability. We discuss the close interplay between neural plasticity, motor learning and cognitive aging. Thirdly, we review research on motor skill acquisition in older adults with, and without, impairments relative to aging-related cognitive decline. Finally, to enhance future research and application, we highlight the implications of neural plasticity in skills learning and cognitive rehabilitation for the aging population.

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“…To build on a prior example, a child who learns to select an unnamed item from an array of familiar alternatives upon hearing the word pafe might later produce the word pafe when presented with the same item. This outcome has obvious implications for the learning of symbolic referents such as words (see, e.g., Samuelson & Smith, 2000). Furthermore, because symmetry itself is a property of stimulus equivalence (see Sidman, 1994), it is possible that exclusion performances may influence the formation and structure of equivalence classes, which are generally considered to be fundamental components of language.…”

Section: Learning Outcomesmentioning

confidence: 99%

Sea Lions and Equivalence: Expanding Classes by Exclusion

Kastak

Schusterman

2002

J Exper Analysis Behavior

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Experiments have shown that human and nonhuman subjects are capable of performing new arbitrary stimulus-stimulus relations without error. When subjects that are experienced with matchingto-sample procedures are presented with a novel sample, a novel comparison, and a familiar comparison, most respond by correctly selecting the novel comparison in the presence of the new sample. This exclusion paradigm was expanded with two California sea lions that had previously formed two 10-member equivalence classes in a matching-to-sample procedure. Rather than being presented with a novel sample on a given trial, the sea lions were presented with a randomly selected familiar member of one class as the sample. One of the comparisons was a randomly selected familiar member of the alternative class, and the other was a novel stimulus. When required to choose which comparison matched the sample, the subjects reliably rejected the familiar comparison, and instead selected the unfamiliar one. Next, the sea lions were presented with transfer problems that could not be solved by exclusion; they immediately grouped the new stimuli into the appropriate classes. These findings show that exclusion procedures can rapidly generate new stimulus relations that can be used to expand stimulus classes.Key words: exclusion, fast mapping, equivalence, symmetry, differential outcomes, class-specific reinforcement, California sea lionsIn the context of human language learning (semantics), appropriate responding can be facilitated by presenting new problems in the context of familiar alternatives. For example, if a child is asked ''Which one is the pafe?'' he or she may examine an array of familiar, already named objects and then select the novel item. This phenomenon, called fast mapping, linguistic inference, or the disambiguation effect in the field of psycholinguistics, is central to the development of language. In behavior analysis and animal cognition, this type of errorless performance is known as exResearch was supported by ONR Grant N00014-99-1064 to R. J. Schusterman. A DoD AASERT Fellowship and a GAANN Fellowship provided funding for C. R. Kastak. A portion of this manuscript was presented as an invited talk to the American Psychological Association in San Francisco, August 2001. We thank Tom Zentall for constructive comments during the preparation of this article. We greatly appreciate the encouragement given to us by David Kastak throughout the experiment, and we are particularly thankful to him for his insights during the preparation of the final manuscript. We also thank the dedicated research team at the Pinniped Cognition and Sensory Systems Laboratory, especially Kirsten Jensen and Shannon Spillman.Correspondence and reprint requests may be addressed to either author at Long Marine Laboratory, University of California at Santa Cruz, 100 Shaffer Road, Santa Cruz, California 95060 (e-mail: coll@cats.ucsc.edu or rjschust@cats.ucsc.edu).clusion or emergent matching (Wilkinson, Dube, & McIlvane, 1998). Dixon (1977) coined the term e...

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Grounding Development in Cognitive Processes

Cited by 74 publications

References 48 publications

Learning Words in Space and Time

Learning Words in Space and Time

Brain plasticity and motor practice in cognitive aging

Sea Lions and Equivalence: Expanding Classes by Exclusion

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