Sequence Induction in Infancy: A systematic approach

描述(申请人提供)：13个实验调查了在连续输入中学习模式的能力的早期发展。这样的证据似乎很可能为我们了解婴儿如何识别具体和抽象的模式提供实质性的贡献，这是认知发展的一个基本方面。拟议的实验被组织成三个广泛的研究。在第一项研究中，我们将考察可能影响婴儿期序列学习的“辅助”因素。我们强调了任何多元素组或字符串中元素之间的两种关系的重要性：项的关系，具体实例之间的关系(例如，统计学习)，以及变量关系，代数占位符之间的关系(例如，抽象模式或规则学习)。我们认为，通向任何关于这类学习的程序性系列实验的第一步-必须包括对可能限制性能的处理限制的理解。在第二项研究中，我们将调查婴儿可能能够学习的不同类型的模式，使用过去和试点数据作为我们理论推导的指导。在最后一项研究中，我们将探索一种耐人寻味的可能性，即婴儿可能在任何一组输入中学习不止一种模式，这是一个经典的问题，在有关认知发展的文献中几乎没有得到经验上的关注。本提案的短期目标是阐明在检测抽象视觉和听觉结构的能力方面的基本发展机制。长期目标是阐明一个更大的问题，即知识是如何在人类中获得和构建的，感知技能如何影响知识的获取和构建，以及如何最好地描述早期发展。在未来，这样的理解可能有助于制定一些发育障碍的诊断和治疗方案。

DESCRIPTION (provided by applicant): Thirteen experiments investigate the early development of the ability to learn patterns in sequential input. Such evidence would seem likely to provide a substantial contribution to our knowledge of how infants identify both concrete and abstract patterns, a fundamental aspect of cognitive development. The proposed experiments are organized into three broad studies. In the first study, we will examine "ancillary" factors that may influence sequence learning in infancy. We emphasize the importance of two kinds of relations between elements in any multi-element group or string: itemwise relations, between specific instances (e.g., statistical learning), and variablewise relations, between algebraic placeholders (e.g., abstract pattern or rule learning). We argue that a first step toward any programmatic series of experiments on these kinds of learning-must involve an understanding of processing limitations that may constrain performance. In the second study, we will investigate the different kinds of patterns infants may be able to learn, using past and pilot data as a guide for our theorizing. In the final study, we will explore the intriguing possibility that infants may learn more than one pattern in any single set of inputs, a classic question that has received little empirical attention in the literature on cognitive development. The short-term objectives of the present proposal are to elucidate fundamental developmental mechanisms in the ability to detect abstract visual and auditory structure. The long-term goals are to shed light on the larger question of how knowledge is acquired and structured in the human, how perceptual skills impact knowledge acquisition and structure, and how to best characterize early development. In the future, such understanding may aid in the formulation of diagnostics and treatments for some developmental disorders.