UNSPECIFIED (2006) Does stimulus appearance affect learning? AMERICAN JOURNAL OF PSYCHOLOGY, 119 (2). pp. 275-299. ISSN 0002-9556

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Abstract

We examined the learning process with 3 sets of stimuli that have identical symbolic structure but differ in appearance (meaningless letter strings, arrangements of geometric shapes, and sequences of cities). One hypothesis is that the learning process aims to encode symbolic regularity in the same way, largely regardless of appearance. Another is that different types of stimuli bias the learning process to operate in different ways. Using the experimental paradigm of artificial grammar learning, we provided a preliminary test of these hypotheses. In Experiments I and 2 we measured performance in terms of grammaticality and found no difference across the 3 sets of stimuli. In Experiment 3 we analyzed performance in terms of both grammaticality and chunk strength. Again we found no differences in performance. Our tentative conclusion is that the learning process aims to encode symbolic regularity independent of stimulus appearance.

Item Type:	Journal Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology
Journal or Publication Title:	AMERICAN JOURNAL OF PSYCHOLOGY
Publisher:	UNIV ILLINOIS PRESS
ISSN:	0002-9556
Date:	2006
Volume:	119
Number:	2
Number of Pages:	25
Page Range:	pp. 275-299
Publication Status:	Published
URI:	http://wrap.warwick.ac.uk/id/eprint/33387

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