Position-element frequency learning is dissociable from Hebb repetition learning

Nakayama, Masataka; Saito, Satoru

doi:10.1016/j.jml.2016.11.007

Cited by 9 publications

(25 citation statements)

References 43 publications

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“…Recent studies, however, have reported findings that indicate the possibility of long-term learning of repeated position-item associations. Nakayama and Saito (2017) conducted a series of experiments in which they manipulated the positional frequency of nonwords, presenting some items more frequently at the same serial position in verbal sequences than others, and demonstrated gradual position-item learning in a Hebblike repetition task. Moreover, Majerus and Oberauer (2019) in a series of serial recall tasks using words as memory items, showed that immediate serial recall improved as the same words were consistently presented in the same positions, even though the word-to-word transitions were not repeated.…”

Section: Discussionmentioning

confidence: 99%

The Hebb repetition effect in complex span tasks: Evidence for a shared learning mechanism with simple span tasks

2021

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The Hebb repetition effect on serial-recall task refers to the improvement in the accuracy of recall of a repeated list (e.g., repeated in every 3 trials) over random non-repeated lists. Previous research has shown that both temporal position and neighboring items need to be the same on each repetition list for the Hebb repetition effect to occur, suggesting chunking as one of its underlying mechanisms. Accordingly, one can expect absence of the Hebb repetition effect in a complex span task, given that the sequence is interrupted by distractors. Nevertheless, one study by Oberauer, Jones, and Lewandowsky (2015, Memory & Cognition, 43[6], 852–865) showed evidence of the Hebb repetition effect in a complex span task. Throughout four experiments, we confirmed the Hebb repetition effect in complex span tasks, even when we included distractors in both encoding and recall phases to avoid any resemblance to a simple span task and minimized the possibility of chunking. Results showed that the Hebb repetition effect was not affected by the distractors during encoding and recall. A transfer cycle analysis showed that the long-term knowledge acquired in the complex span task can be transferred to a simple span task. These findings provide the first insights on the mechanism behind the Hebb repetition effect in complex span tasks; it is at least partially based on the same mechanism that improves recall performance by repetition in simple span tasks.

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Section: Discussionmentioning

confidence: 99%

The Hebb repetition effect in complex span tasks: Evidence for a shared learning mechanism with simple span tasks

2021

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“…Recently, Smalle, Muylle, Szmalec, and Duyck (2017) asked adults and 9-year-olds to rapidly recite sequences of novel monosyllabic word-forms including experiment-wide phonotactic constraints within a syllable (e.g., /t/ can only be an onset if the vowel is /i/) over a period of 4 days. Smalle et al (2017) focused on participants' speech errors that reflected these phonotactic constraints and found that adults demonstrated a learning effect for the phonotactic constraints on the second day consistent with adults' slowly emerging transfer effect in a variant of the Hebb paradigm (Nakayama & Saito, 2017). However, 9-year-olds had already started learning the constraints by the middle of the first day.…”

Section: Consistent Grouping and Transfer Effects Of Hebb Repetition mentioning

confidence: 93%

Determining the developmental requirements for hebb repetition learning in young children: Grouping, short-term memory, and their interaction.

Yanaoka¹,

Nakayama²,

Jarrold³

et al. 2019

Journal of Experimental Psychology: Learning, Memory, and Cogni

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The Hebb repetition paradigm has recently attracted attention as a measure of serial order learning, which underlies word-form learning abilities. Although children are good vocabulary learners, it is surprising that previous Hebb learning studies with young children show rather weak Hebb effects. In this study, we conducted two experiments to identify developmental factors that drive an increase of the size of the Hebb effect in young children. Motivated by evidence from adult work, we focused on an ability to group a sequence into consistent subsequences and on phonological short-term memory (STM) capacity. In Experiment 1 ( = 98), it was shown that 3- to 5-year-old children with high phonological STM capacity showed a Hebb effect, particularly in the later experimental trials. In Experiment 2 ( = 97), temporal grouping of the sequences in 2-2 subsequences further encouraged children with high phonological STM capacity to show the Hebb effect even in the earlier experimental trials and children with low STM capacity to show a trend toward a Hebb effect in the later trials. Moreover, across Experiments 1 and 2 we found robust evidence of transfer of the Hebb effect to recall of new sequences that partially overlapped in item-by-item pairings with the Hebb sequence, indicating that children use consistent grouping strategies when learning above-span Hebb sequences. These findings indicate that phonological STM, grouping consistency, and their interaction are developmental requirements for the Hebb effect to emerge. (PsycINFO Database Record

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“…Learning in experimental settings at a laboratory. Thus far, only two studies have experimentally confirmed the effect of position-element association knowledge on verbal working memory (Nakayama & Saito, 2017;Majerus & Oberauer, 2019). In a series of experiments in Nakayama and Saito, participants performed trials (e.g., 704 trials in Experiment 1) of immediate serial recall of Japanese nonwords.…”

Section: The Effect Of Position-element Association Knowledgementioning

confidence: 99%

Verbal Working Memory, Long-Term Knowledge, and Statistical Learning

Saito

Nakayama

Tanida

2020

Curr Dir Psychol Sci

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Evidence supporting the idea that serial-order verbal working memory is underpinned by long-term knowledge has accumulated over more than half a century. Recent studies using natural-language statistics, artificial statistical-learning techniques, and the Hebb repetition paradigm have revealed multiple types of long-term knowledge underlying serial-order verbal working memory performance. These include (a) element-to-element association knowledge, which slowly accumulates through extensive exposure to an exemplar; (b) position–element knowledge, which is acquired through several encounters with an exemplar; and (c) whole-sequence knowledge, which is captured by the Hebb repetition paradigm and acquired rapidly with a few repetitions. Arguably, the first two are a basis for fluent and efficient language usage, and the third is a basis for vocabulary learning. Thus, statistical-learning mechanisms (and possibly episodic-learning mechanisms) may form the foundation of language acquisition and language processing, which characterize linguistic long-term knowledge for verbal working memory.

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Position-element frequency learning is dissociable from Hebb repetition learning

Cited by 9 publications

References 43 publications

The Hebb repetition effect in complex span tasks: Evidence for a shared learning mechanism with simple span tasks

The Hebb repetition effect in complex span tasks: Evidence for a shared learning mechanism with simple span tasks

Determining the developmental requirements for hebb repetition learning in young children: Grouping, short-term memory, and their interaction.

Verbal Working Memory, Long-Term Knowledge, and Statistical Learning

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