AuthorFICKLING, LOGAN JAMES
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PublisherThe University of Arizona.
RightsCopyright © 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.
AbstractWord learning occurs primarily through hippocampal activity or cortical activity. While hippocampal learning is characterized as capable of supporting rapid one-trial learning, a special form of cortical learning, fast-mapping, allows for rapid one-trial learning through inference by exclusion. The use of these hippocampal-independent forms of learning and their development are poorly understood. 19 2.5 year olds and 24 3 year olds participated in both a hippocampal learning, explicit encoding, word learning task and a cortical learning, fast mapping, word learning task. A computational model performed similarly to child participants’ fast-mapping learning performance and memory retention. There were no noticeable differences of age, though 2.5 year olds showed task-ordering effects suggestive of proactive interference, whereas 3 year olds did not.
Degree ProgramHonors College
Neuroscience and Cognitive Science