The effect of multi-modal learning in Artificial Grammar Learning Task
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RIS BIB ENDNOTEThe 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.14.009.4258Autorzy
The effect of multi-modal learning in Artificial Grammar Learning Task
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.
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Informacje: Rocznik Kognitywistyczny, 2015, Tom 8, s. 91-98
Typ artykułu: Oryginalny artykuł naukowy
Uniwersytet Jagielloński w Krakowie
Polska
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
Licencja: Żadna
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