Learned Shifts of Attention in Blocking and the Inverse Base Rate Effect

Kruschke, John K.; Blair, Nathaniel J.; Johansen, Mark K.

doi:10.1037/e501882009-388

PsycEXTRA Dataset 2000

DOI: 10.1037/e501882009-388

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Learned Shifts of Attention in Blocking and the Inverse Base Rate Effect

John K. Kruschke¹,

Nathaniel J. Blair²,

Mark K. Johansen³

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2008

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“… Cue redundancy : On hearing yesterday I walked , the morphological tense marker is redundant; successful interpretation of the message does not require its processing, and the lack of processing entails a lack of acquisition (Terrell, 1991; Van Patten, 1996). Blocking : Learning that a particular stimulus (A) is associated with a particular outcome (X) makes it harder to learn that another cue (B), subsequently paired with that same outcome, is also a good predictor of it (Kruschke, 2006). Our research has shown its short‐term and long‐term effects in adult language learning (Ellis, 2007).…”

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Temporal Cognition and Temporal Language the First and Second Times Around. Commentary on McCormack and Hoerl

Ellis

2008

Language Learning

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He had complimented me on how I spoke Italian, and we talked together very easily. One day I had said that Italian seemed such an easy language to me that I could not take a great interest in it; everything was so easy to say. "Ah, yes," the major said. "Why, then, do you not take up the use of grammar?" So we took up the use of grammar, and soon Italian was such a difficult language that I was afraid to talk to him until I had the grammar straight in my mind. (Hemingway, 1927) McCormack and Hoerl's state of the art review of the development of temporal concepts from the end of infancy to the end of the fifth year shows that young children's conception of time is quite different from that of adults. Adults and 5-year-old children can construe an event from a range of temporal perspectives and can describe it from a variety of reference times (RTs) that may not coincide with the time of the event itself (ET) or with the time of speaking (ST). Younger children are incapable of such temporal decentring. Two-year-olds' use of tense suggests that although they do understand that events can occur before now (as in I ate) or after now (I will eat), thus coordinating ET and ST, the complexities of ST > ET > RT (I will have eaten) or ET > RT > ST (I had eaten) demand additional sophistications. The developmental progression is that RT is first freed from the here-and-now of ST to permit an additional perspective from ET (e.g., I was eating), and eventually it is loosed from ET too. These milestones mark the slow realization of abstract abilities of perspectivetaking, rather than perspective-switching, and demonstrate the appreciation of

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“…Blocking : Learning that a particular stimulus (A) is associated with a particular outcome (X) makes it harder to learn that another cue (B), subsequently paired with that same outcome, is also a good predictor of it (Kruschke, 2006). Our research has shown its short‐term and long‐term effects in adult language learning (Ellis, 2007).…”

mentioning

confidence: 99%

Temporal Cognition and Temporal Language the First and Second Times Around. Commentary on McCormack and Hoerl

Ellis

2008

Language Learning

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Learned Shifts of Attention in Blocking and the Inverse Base Rate Effect

Cited by 1 publication

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Temporal Cognition and Temporal Language the First and Second Times Around. Commentary on McCormack and Hoerl

Temporal Cognition and Temporal Language the First and Second Times Around. Commentary on McCormack and Hoerl

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