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The effect of repetition and similarity on sequence learning

Monaghan, Padraic and Rowson, Chris (2008) The effect of repetition and similarity on sequence learning. Memory and Cognition, 36 (8). pp. 1509-1514. ISSN 0090-502X

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Abstract

Repetition is a pervasive feature of children's environments, and may be an important contributor to learning such complex sequential structures as language. Endress, Dehaene-Lambertz, and Mehler (2007) found that repeated tone sequences were learned more easily than sequences containing ordinal relations, but there have been no direct comparisons of repeating sequences versus sequences that contain similar, but not identical, stimuli. In Experiment 1, we compared learning from repeating tone sequences to learning from tones that varied in similarity, and confirmed that repetition is a special case for learning. In Experiment 2 we showed that the learning distinction between repeated and similar elements is not affected by whether similarity is variable. We conclude by indicating that repetition provides an important constraint on learning, and we discuss the extent to which such constraints are consistent with general-purpose statistical learning mechanisms.

Item Type: Article
Journal or Publication Title: Memory and Cognition
Uncontrolled Keywords: SHORT-TERM-MEMORY ; NEURAL NETWORKS ; SPEECH ; CONSTRAINTS ; COMPUTATIONS ; INFANTS
Subjects:
Departments: Faculty of Science and Technology > Psychology
ID Code: 52752
Deposited By: ep_importer_pure
Deposited On: 23 Feb 2012 10:08
Refereed?: Yes
Published?: Published
Last Modified: 09 Apr 2014 23:07
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/52752

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