Phonological Concept Learning
Phonological Concept Learning
复制标题
语音概念学习
DOI：
--
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Katya Pertsova
中科院分区：
文献类型：
--
作者：
E. Moreton;Joe Pater;Katya Pertsova
语言和非语言模式学习已经分别研究，但我们主张比较的方法。类似的归纳问题出现在语音和视觉模式学习中。来自三个实验的证据表明，人类学习者可以以类似的方式解决这些问题，并且人类在这两种情况下的表现可以通过相同的模型来捕获。我们测试GMECS（渐进最大熵与连接约束模式），配置提示模型（Gluck & Bower，）在最大熵语音学习框架（Goldwater &约翰逊，; Hayes & Wilson，）与一个单一的自由参数，对替代假设，学习者寻求功能简单的代数规则（“规则寻求”）。我们研究了由谢泼德，霍夫兰和詹金斯（）（“SHJ”）介绍的模式的完整类型学，实例化为语音定位模式和视觉模拟，使用无监督训练。与SHJ不同，实验1和2发现，依赖于较少功能的语音和视觉模式可能比依赖于更多功能的模式更困难，正如GMECCS所预测的那样，但不是通过规则寻求。GMECCS还正确地预测了每个模式中刺激子类之间的性能差异。第三个实验尝试了监督训练（这可以促进视觉学习中的规则寻求），以引起简单的规则寻求声定向学习，但基于线索的行为持续存在。我们的结论是，类似的线索为基础的认知过程可用于语音和视觉概念的学习，因此，研究任何一种学习可以导致显着的见解。
Linguistic and non-linguistic pattern learning have been studied separately, but we argue for a comparative approach. Analogous inductive problems arise in phonological and visual pattern learning. Evidence from three experiments shows that human learners can solve them in analogous ways, and that human performance in both cases can be captured by the same models. We test GMECCS (Gradual Maximum Entropy with a Conjunctive Constraint Schema), an implementation of the Configural Cue Model (Gluck & Bower, ) in a Maximum Entropy phonotactic-learning framework (Goldwater & Johnson, ; Hayes & Wilson, ) with a single free parameter, against the alternative hypothesis that learners seek featurally simple algebraic rules ("rule-seeking"). We study the full typology of patterns introduced by Shepard, Hovland, and Jenkins () ("SHJ"), instantiated as both phonotactic patterns and visual analogs, using unsupervised training. Unlike SHJ, Experiments 1 and 2 found that both phonotactic and visual patterns that depended on fewer features could be more difficult than those that depended on more features, as predicted by GMECCS but not by rule-seeking. GMECCS also correctly predicted performance differences between stimulus subclasses within each pattern. A third experiment tried supervised training (which can facilitate rule-seeking in visual learning) to elicit simple rule-seeking phonotactic learning, but cue-based behavior persisted. We conclude that similar cue-based cognitive processes are available for phonological and visual concept learning, and hence that studying either kind of learning can lead to significant insights about the other.
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恒河猴的类别学习：对 Shepard、Hovland 和 Jenkins (1961) 任务的研究。
DOI：
10.1037/0096-3445.133.3.398
发表时间：
2004
期刊：
Journal of experimental psychology. General.
影响因子：
--
作者：
Smith,JDavid;Minda,JohnPaul;Washburn,DavidA
通讯作者：
Washburn,DavidA
影响因子：
5.4
作者：
Fific, Mario;Little, Daniel R.;Nosofsky, Robert M.
通讯作者：
Nosofsky, Robert M.
影响因子：
5.4
作者：
NOSOFSKY, RM;PALMERI, TJ;MCKINLEY, SC
通讯作者：
MCKINLEY, SC
影响因子：
4
作者：
Saffran, JR;Thiessen, ED
通讯作者：
Thiessen, ED