Syntactic and semantic factors in the classification of nonspeech transient patterns

Howard, James H.; Ballas, James A.

doi:10.3758/bf03204887

Cited by 54 publications

(51 citation statements)

References 7 publications

(8 reference statements)

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“…The participants were much better at this task than would be expected chance, even though they were unable to report the rules underlying their decisions of well-formedness. This basic finding has been replicated by many authors (Brooks, 1978;Dulany, Carlson, & Dewey, 1984;Howard & Ballas, 1980;Mathews et al, 1989;Millward, 1981;Morgan & Newport, 1981).…”

mentioning

confidence: 64%

An ERP analysis of implicit structured sequence learning

Baldwin

Kutas

1997

Psychophysiology

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When task exposure facilitates performance without producing corresponding changes in verbalizable knowledge, learning is said to be implicit. In Experiment 1, event-related potentials (ERPs) were recorded as individuals practiced an implicit structured sequence learning (ISSL) task wherein only some target events required a response. With practice, the ERPs to targets that obeyed the underlying grammar diverged from those that did not at around 200 ms; grammatical targets appeared to be more positive between 200 and 500 ms because a similar positivity for the ungrammatical targets was delayed. In Experiment 2, the grammar was simplified allowing a direct comparison to be made between an implicit learning group and an explicit group, who were taught the grammar prior to recording. The results of the comparison revealed a remarkable similarity but did implicate at least partially nonidentical neural mechanisms in implicit and explicit structured sequence learning.Descriptors: Implicit structured sequence learning, P300, Implicit learning, Awareness ERP There is mounting evidence from neuropsychological studies of amnesia for the existence of multiple memory systems. Despite being severely impaired on conventional memory tests such as recall, cued recall, and recognition, amnesic patients are unimpaired on indirect memory measures, like priming, which do not require any conscious recollection (for reviews, see RichardsonKlavehn & Bjork, 1988;Schacter, 1987). Squire and his colleagues have argued that explicit recollection is a property of a declarative hippocampal memory system, which is damaged in amnesia, whereas the heterogeneous indirect memory phenomena can be attributed to a procedural (or nondeclarative) memory system (or systems), mediated by spared structures such as the neocortex, striatum, cerebellum, and amygdala (Cohen & Squire, 1980;Shimamura & Squire, 1989;Squire, 1992; but see Roediger & Blaxton, 1987, for a contrasting view).It is a logically independent question, however, whether there exist dissociable learning systems that supply these memory systems with information. There is some weak evidence for this dis- 74sociation from the amnesia literature. Milner and colleagues demonstrated in the 1960s that the profoundly amnesic patient H.M. could acquire motor skills such as pursuit rotor and mirror tracing, despite being unable to remember explicitly that he had previously performed the task (Milner, Corkin, & Teuber, 1968). Since that time, amnesic patients have been shown to exhibit normal or near-normal learning in a variety of motor, perceptual, or cognitive tasks, again without any conscious recollection of having practiced them (for review, see Schacter, 1987). Although these data are suggestive, they offer no direct evidence indicating that the original learning was not accompanied by awareness; these data merely demonstrate that the acquired knowledge is implicit.Recently, robust implicit learning has been claimed for normal individuals in three different experimental paradigms: a...

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confidence: 64%

An ERP analysis of implicit structured sequence learning

Baldwin

Kutas

1997

Psychophysiology

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“…There are a number of further studies which report facilitation of performance when participants are instructed speci®cally to look for the underlying rules but this only seems to occur when the rules are salient (e.g. Berry & Broadbent, 1988;Howard & Ballas, 1980;Reber et al, 1980). This phenomenon may account for the ®nding that participants displayed no learning in the observation condition of Experiment 1.…”

Section: Rule Searchmentioning

confidence: 98%

Learning complex sequences: no role for observation?

Sw¹,

Burton

2001

Psychological Research

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Two experiments examined performance in a sequence learning task. Participants were trained on a repeating sequence which was presented as a visual display and learning was measured via the increase in reaction time to respond to a new sequence. Some participants made a response to each stimulus while others merely observed the sequence. In Experiment 1 participants responding to the display via a keypress showed learning, but those merely observing did not. Five possible reasons for the failure to find observational learning were considered and the Experiment 2 attempted to resolve these. This second experiment confirmed the findings of Experiment 1 in a non-spatial sequence display using a cover story which encouraged attention to the display but not rule-search strategies. The results are discussed in relation to applied and theoretical aspects of implicit learning.

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“…These studies have varied significantly in goals, and thus in both the research techniques employed and the answers found. Some studies have investigated the broad classification or grouping of large sets of diverse natural and artificial sounds (e.g., Ballas, 1993;Ballas & Mullins, 1991;Gygi, 2001;Howard & Ballas, 1980a, 1980b, 1981. More narrowly focused studies have investigated the identification of a specific source attribute for sounds produced in the laboratory under controlled conditions (e.g., Giordano & McAdams, 2006).…”

Section: Information Triangle and The Source-perception Loopmentioning

confidence: 99%

Auditory event perception: The source-perception loop for posture in human gait

Pastore

Flint

Gaston

et al. 2008

Perception & Psychophysics

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There is a small but growing literature on the perception of natural acoustic events, but few attempts have been made to investigate complex sounds not systematically controlled within a laboratory setting. The present study investigates listeners' ability to make judgments about the posture (upright-stooped) of the walker who generated acoustic stimuli contrasted on each trial. We use a comprehensive three-stage approach to event perception, in which we develop a solid understanding of the source event and its sound properties, as well as the relationships between these two event stages. Developing this understanding helps both to identify the limitations of common statistical procedures and to develop effective new procedures for investigating not only the two information stages above, but also the decision strategies employed by listeners in making source judgments from sound. The result is a comprehensive, ultimately logical, but not necessarily expected picture of both the source-sound-perception loop and the utility of alternative research tools.

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Syntactic and semantic factors in the classification of nonspeech transient patterns

Cited by 54 publications

References 7 publications

An ERP analysis of implicit structured sequence learning

An ERP analysis of implicit structured sequence learning

Learning complex sequences: no role for observation?

Auditory event perception: The source-perception loop for posture in human gait

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