Chunking versus Transitional Probabilities: Differentiating between Theories of Statistical Learning

Autor/inn/en	Emerson, Samantha N.; Conway, Christopher M.
Titel	Chunking versus Transitional Probabilities: Differentiating between Theories of Statistical Learning
Quelle	In: Cognitive Science, 47 (2023) 5, (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.13284
Schlagwörter	Statistics Education; Learning Processes; Learning Theories; Pattern Recognition; Sequential Learning; Models + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Learning theory; Lerntheorie; Mustererkennung; Didaktische Sequenzierung; Lernsequenz; Analogiemodell
Abstract	There are two main approaches to how statistical patterns are extracted from sequences: The transitional probability approach proposes that statistical learning occurs through the computation of probabilities between items in a sequence. The chunking approach, including models such as PARSER and TRACX, proposes that units are extracted as chunks. Importantly, the chunking approach suggests that the extraction of full units weakens the processing of subunits while the transitional probability approach suggests that both units and subunits should strengthen. Previous findings using sequentially organized, auditory stimuli or spatially organized, visual stimuli support the chunking approach. However, one limitation of prior studies is that most assessed learning with the two-alternative forced-choice task. In contrast, this pre-registered experiment examined the two theoretical approaches in sequentially organized, visual stimuli using an online self-paced task--arguably providing a more sensitive index of learning as it occurs--and a secondary offline familiarity judgment task. During the self-paced task, abstract shapes were covertly organized into eight triplets (ABC) where one in every eight was altered (BCA) from the canonical structure in a way that disrupted the full unit while preserving a subunit (BC). Results from the offline familiarity judgment task revealed that the altered triplets were perceived as highly familiar, suggesting the learned representations were relatively flexible. More importantly, results from the online self-paced task demonstrated that processing for subunits, but not unit-initial stimuli, was impeded in the altered triplet. The pattern of results is in line with the chunking approach to statistical learning and, more specifically, the TRACX model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01