LEARNING POSITIONS OF WORDS RELATIVE TO A MARKER ELEMENT
LEARNING POSITIONS OF WORDS RELATIVE TO A MARKER ELEMENT
复制标题
DOI：
10.1037/h0023763
复制
发表时间：
1966-01-01
影响因子：
--
通讯作者：
BRAINE, MDS
中科院分区：
文献类型：
--
作者：
BRAINE, MDS
通过让孩子们听一个微型的、语义空白的”语言”的句子子集，研究了位置的条件定义的学习--“g后第一个”，“g后第二个”。“这包含两种短语类型，fA和gPQ，单独或以任何顺序出现。学生学习了结构，包括条件位置的定义。完成测试中的错误表明，在2个短语中混淆同源位置的倾向，特别是在学习早期。学习到的关系不能用有限状态图来合理地表示，一种包含下推存储的状态图似乎比另一种更合适。有人认为，有限状态图不捕捉关联的属性，特别是远程关联，并且关联可能更好地被视为将偶然项目与短期存储中的条目相关联的规则，或者，也许，作为上下文敏感的重写规则。（PsycINFO数据库记录（c）2016阿帕，保留所有权利）
The learning of conditional definitions of position—" 1st after g,"" 2nd after g"—was studied by exposing children to a subset of the sentences of a miniature, semantically empty," language." This contained 2 phrase types, fA and gPQ, occurring alone or in either order. Ss learned the structure, including the conditional positional definitions. Errors in sentence-completion test problems indicated a tendency to confuse homologous positions in the 2 phrases, particularly early in learning. The relationships learned could not reasonably be represented by a finite state diagram, and 1 kind of state diagram incorporating a push-down store seemed more appropriate than another. It was argued that finite state diagrams do not capture the properties of associations, particularly remote associations, and that an association might better be regarded as a rule relating contingent items to an entry in a short-term store, or, perhaps, as a context-sensitive rewrite rule.(PsycINFO Database Record (c) 2016 APA, all rights reserved)