Establishing a Learning Foundation in a Dynamically Changing World: Insights from Artificial Language Work
| dc.contributor.advisor | Gómez, Rebecca L. | en_US |
| dc.contributor.author | Gonzales, Kalim | |
| dc.creator | Gonzales, Kalim | en_US |
| dc.date.accessioned | 2013-12-20T22:22:22Z | en |
| dc.date.available | 2013-12-20T22:22:22Z | en |
| dc.date.issued | 2013 | en |
| dc.identifier.uri | http://hdl.handle.net/10150/308884 | en |
| dc.description.abstract | It is argued that infants build a foundation for learning about the world through their incidental acquisition of the spatial and temporal regularities surrounding them. A challenge is that learning occurs across multiple contexts whose statistics can greatly differ. Two artificial language studies with 12-month-olds demonstrate that infants come prepared to parse statistics across contexts using the temporal and perceptual features that distinguish one context from another. These results suggest that infants can organize their statistical input with a wider range of features that typically considered. Possible attention, decision making, and memory mechanisms are discussed. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | dynamic change | en_US |
| dc.subject | exemplar theory | en_US |
| dc.subject | statistical learning | en_US |
| dc.subject | Psychology | en_US |
| dc.subject | artificial language learning | en_US |
| dc.title | Establishing a Learning Foundation in a Dynamically Changing World: Insights from Artificial Language Work | en_US |
| dc.type | text | en_US |
| dc.type | Electronic Dissertation | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | doctoral | en_US |
| dc.contributor.committeemember | Gómez, Rebecca L. | en_US |
| dc.contributor.committeemember | Gerken, LouAnn | en_US |
| dc.contributor.committeemember | Lotto, Andrew J. | en_US |
| dc.description.release | Dissertation not available (per author's request) | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Psychology | en_US |
| thesis.degree.name | Ph.D. | en_US |
| dc.description.admin-note | Previously embargoed; permanent restriction added 12-Jun-2015 per author's request / kc | en_US |
| html.description.abstract | It is argued that infants build a foundation for learning about the world through their incidental acquisition of the spatial and temporal regularities surrounding them. A challenge is that learning occurs across multiple contexts whose statistics can greatly differ. Two artificial language studies with 12-month-olds demonstrate that infants come prepared to parse statistics across contexts using the temporal and perceptual features that distinguish one context from another. These results suggest that infants can organize their statistical input with a wider range of features that typically considered. Possible attention, decision making, and memory mechanisms are discussed. |
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