Procedural Learning in Humans ☆

Knowlton, Barbara J.; Siegel, Alexander L. M.; Moody, Teena D.

doi:10.1016/b978-0-12-809324-5.21085-7

Cited by 28 publications

(32 citation statements)

References 128 publications

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“…It is primarily involved in the processing, storage, and retrieval of information about facts (semantic knowledge) and events (episodic knowledge; Eichenbaum, 2004; Squire, 2004). Learning in this system is posited to be quick, intentional, attention-driven, and predominantly explicit (Buffington and Morgan-Short, 2018; Chun, 2000; Morgan-Short and Ullman, 2012; Ullman and Pullman, 2015; Knowlton et al, 2017). Moreover, it is hypothesized that learning in the declarative memory system can take place after a single exposure (e.g., to a word–meaning association), though this learning is strengthened through additional exposure (Lum et al, 2012; Ullman and Lovelett, 2018).…”

Section: Introductionmentioning

confidence: 99%

Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory

2018

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This study examined the simultaneous acquisition of vocabulary and grammar by adult learners and the role of exposure condition and declarative memory. Most experimental studies investigating the acquisition of artificial or natural languages focus on either vocabulary or grammar, but not both. However, a systematic investigation of the simultaneous learning of multiple linguistic features is important given that it mirrors language learning outside the lab. Native English speakers were exposed to an artificial language under either incidental or intentional exposure conditions. Participants had to learn both novel pseudowords and word order patterns while also processing stimulus sentences for meaning. The results showed that adult learners are able to rapidly acquire basic syntactic information of a novel language while processing the input for meaning (plausibility judgments) and attempting to learn novel vocabulary at the same time. The results further indicated that exposure condition (incidental versus intentional) made no difference in terms of either vocabulary or grammar learning gains. Findings also revealed that learners developed explicit, not implicit, knowledge of lexis and syntax. Finally, the results indicated that individuals’ declarative memory capacity was not related to vocabulary learning but only to grammar learning. Our study underscores the importance of studying the simultaneous acquisition of different language features and from different perspectives of comprehension versus production, incidental versus intentional learning conditions, implicit/explicit knowledge, and individual differences in cognitive abilities.

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Section: Introductionmentioning

confidence: 99%

Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory

2018

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“…Classical studies of simple forms of associative learning can be found in Pavlov's and Thorndike's work (Delamater & Lattal, 2014). Procedural learning refers to the compiling, grounded in practice, of procedures or rules into efficient skills (Knowlton, L.M. Siegel, & D. Moody, 2017), and is often associated with rote learning (Fauskanger & Bjuland, 2018).…”

Section: The Action To Learn: Related Variables Processes and Cognitmentioning

confidence: 99%

“…Inductive reasoning, unlike the other learning processes, constitutes itself a cognitive ability to infer rules and generalize from analogies, examples or, "transcending information" (Shute, 1992, p. 20), from simple observation, therefore influencing the success of knowledge acquisition and application (Molnár et al, 2013). Being reasonable to say that the intensity, quality and success of the activation of these processes may constitute factors affecting the quality of any learning, different learning materials most surely require different proportions of those same processes: to acquire vocabulary one recalls associative learning (Zakeri & Khatibi, 2014); to develop mastery in using an algorithm one recalls procedural learning (Knowlton et al, 2017). Inductive reasoning is required to come up with a mathematical formula that resumes a phenomena (Haverty, Koedinger, Klahr, & Alibali, 2000), and metacognition allows one to evaluate the suitability of a chosen strategy (Flavell, 1979) and/or the plausibility of an obtained solution of a problem.…”

Section: The Action To Learn: Related Variables Processes and Cognitmentioning

confidence: 99%

Reasoning Abilities and Learning Math: A Möbius Strip?

Brito¹,

Almeida

Osório

2019

INT ELECT J MATH ED

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Long have we known that reasoning abilities are linked to learning, and specifically to learning mathematics. Even intelligence, considered a controversial construct, plays a significant role in the research on the explanation of academic performance. This article intends to highlight some important cognitive abilities or dimensions relevant to learning mathematics, synthesizing some research that defines such constructs and relates them to mathematical learning and achievement. General considerations about designing and implementing meaningful learning experiences are presented.

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“…The same is true for work on three related topics, namely, declarative memory–procedural memory, declarative learning–procedural learning, and the two kinds of consciousness that answer to the declarative–procedural distinction (e.g. Danziger, 2008; Knowlton et al, 2017; Wheeler et al, 1998). For an insightful article on procedural learning, from Ryle onwards, see Star (2000).…”

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confidence: 94%

On the use of abstractions in sociology: The classics and beyond

Swedberg

2019

Journal of Classical Sociology

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This article is exploratory in nature and attempts to address the following two questions: What is the role of abstractions in sociology? and How can you learn to become better at using them? Noting that there exists next to no literature in sociology on the topic of abstraction, a presentation is first made of two statements on this subject by Durkheim and Weber. Their content can be summarized as follows: abstractions are produced through isolation and generalization. Durkheim and Weber, like other sociologists, do not, however, address the issue of the general nature of abstraction, and for this, some ideas by Charles S. Peirce and Alfred North Whitehead are brought in. They suggest that an abstraction is characterized by the fact that its nature is derived from the reality of another phenomenon. The consequences of this view for sociology are discussed. The article ends with an attempt to show what a practical definition of abstraction would look like, in which the focus is on how to construct and use an abstraction, rather than on just define it in a formal manner.

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Procedural Learning in Humans ☆

Cited by 28 publications

References 128 publications

Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory

Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory

Reasoning Abilities and Learning Math: A Möbius Strip?

On the use of abstractions in sociology: The classics and beyond

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