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Rocznik Kognitywistyczny

The effect of multi-modal learning in Artificial Grammar Learning Task

Data publikacji: 23.11.2015

Rocznik Kognitywistyczny, 2015, Tom 8, s. 91 - 98

https://doi.org/10.4467/20843895RK.14.009.4258

Autorzy

,
Katarzyna Rączy
Instytut Psychologii, Uniwersytet Jagielloński w Krakowie, ul. Ingardena 6, 30-060 Kraków
https://orcid.org/0000-0001-8208-1761 Orcid
Wszystkie publikacje autora →
,
Zuzanna Skóra
Uniwersytet Jagielloński w Krakowie, Polska, ul. Gołębia 24, 31-007 Kraków
Wszystkie publikacje autora →
Maciej J. Szul
Uniwersytet Jagielloński w Krakowie, Polska, ul. Gołębia 24, 31-007 Kraków
Wszystkie publikacje autora →

Abstrakt

The aim of the following study was to answer the question whether multimodal grammar learning would improve classification accuracy as compared with a unimodal learning. To test this hypothesis, an experimental procedure was constructed based on the research conducted by Conway and Christiansen [2006]. Their study regarded modality-specific Artificial Grammar Learning task (AGL). The grammatical sequence that was used in the study presented here was based on an algorithm with a finite number of results. Two additional sets of ungrammatical sequences were generated in a random manner. One of them was used in the learning phase in the control group while the second one, in the classification phase, in both, control and experimental groups. The obtained results showed that participants performed classification task above the chance level. These findings supported the hypothesis, which stated that grammar learning would occur [Conway and Christiansen 2006; Reber 1989]. We did not observe any effect regarding the hypothesized accuracy enhancement in a multimodal learning condition.
 

Bibliografia

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Conway C.M., Christiansen M.H. (2006). Statistical learning within and between modalities pitting abstract against stimulus-specific representations. „Psychological Science”, 17 (10), pp. 905–912.
Conway, C. M., Christiansen, M. H. (2009). Seeing and hearing in space and time: Eff ects of modality and presentation rate on implicit statistical learning. „European Journal of Cognitive Psychology”, 21, pp. 561-580. 
Johansson T. (2009). Strengthening the case for stimulus-specifi city in Artifi cial Grammar Learning: No evidence for abstract representations with extended exposure. „Experimental Psychology” (formerly „Zeitschrift  für Experimentelle Psychologie”), 56 (3), pp. 188–197. 
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Pothos E.M., Bailey T.M. (2000). Th e role of similarity in artifi cial grammar learning. „Journal of Experimental Psychology: Learning, Memory, and Cognition”, 26 (4), p. 847. 
Reber A.S. (1989). Implicit learning and tacit knowledge. „Journal of Experimental Psychology: General”, 118 (3), p. 219. 
Werry C. (2007). Refl ections on language: Chomsky, linguistic discourse and the value of rhetorical self-consciousness. „Language Sciences”, 29 (1), pp. 66–87, http://doi.org/10.1016/j.langsci.2006.01.001.
 

Informacje

Informacje: Rocznik Kognitywistyczny, 2015, s. 91 - 98

Typ artykułu: Oryginalny artykuł naukowy

Tytuły:

Angielski:

The effect of multi-modal learning in Artificial Grammar Learning Task

Autorzy

https://orcid.org/0000-0001-8208-1761

Katarzyna Rączy
Instytut Psychologii, Uniwersytet Jagielloński w Krakowie, ul. Ingardena 6, 30-060 Kraków
https://orcid.org/0000-0001-8208-1761 Orcid
Wszystkie publikacje autora →

Instytut Psychologii, Uniwersytet Jagielloński w Krakowie, ul. Ingardena 6, 30-060 Kraków

Uniwersytet Jagielloński w Krakowie, Polska, ul. Gołębia 24, 31-007 Kraków

Uniwersytet Jagielloński w Krakowie, Polska, ul. Gołębia 24, 31-007 Kraków

Publikacja: 23.11.2015

Status artykułu: Otwarte __T_UNLOCK

Licencja: Żadna

Udział procentowy autorów:

Katarzyna Rączy (Autor) - 33%
Zuzanna Skóra (Autor) - 33%
Maciej J. Szul (Autor) - 34%

Korekty artykułu:

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Języki publikacji:

Polski

Liczba wyświetleń: 2136

Liczba pobrań: 1355