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Rule- versus instance-based learning in speech-like behavior: An evaluation of transfer and motor class effects

机译:类似于语音的行为中基于规则和基于实例的学习:转移和运动类效果的评估

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摘要

Two information-processing theories of motor control have been postulated for motor learning.udRule-based learning theory predicts transfer when new, untrained stimuli or behaviors share theudsame set of rules. Instance-based learning theory predicts transfer when new, untrained stimuliudare similar in a specific way to the trained stimuli. The purpose of this study was to provideudinsight into the learning theory operating during nonword acquisition and transfer by evaluatingudreaction times during an old-new judgment task. Nonword stimuli were constructed to biasudfamiliarity judgments by systematically varying two parameters associated with each theory:udphonetic similarity (instance-based) and syllable stress pattern (rule-based).udTwenty-four participants (18-35 years of age) with normal hearing and speech productionudparticipated in a syllable stress training task and an old-new judgment task. During training,udparticipants articulated a series of nonword stimuli while producing a specific syllable stress pattern. Syllable stress accuracy was monitored by the examiner via perceptual judgments andudcustom software evaluating acoustic intensity of the articulated stressed syllable. Accurateudarticulation of nonwords was monitored with recognition probes throughout training. Participants met pre-established accuracy criteria for syllable stress and phonetic production of eachudexperimental nonword. Once criterion was met, participants were assumed to have a highlyaccurateudbaseline memory representation of the trained items that was judged against a variety ofuduntrained transfer stimuli varying in phonetic similarity and syllable stress pattern. Followingudtraining, an old-new judgment task was administered in which participants made familiarityudjudgments upon hearing a trained or untrained nonword; reaction times were collected via audresponse box.udReaction time results indicated participants responded faster to untrained nonwords withuddifferent phonemes than to untrained nonwords with similar phonemes. Syllable stress patternuddid not affect reaction time. These results are consistent with instance-based learning. However,udthe direction of the similarity effect was in the opposite direction as originally predicted for thisudtheory, i.e., positive transfer occurred when stimuli were dissimilar to one another. Future studiesudshould evaluate what parameters need to be manipulated along a similarity index, and how theudvariable of dissimilarity may affect overall transfer patterns.
机译:已经提出了两种关于运动控制的信息处理理论来进行运动学习。基于 udRule的学习理论可以预测当新的,未经训练的刺激或行为共享 udsame规则集时的转移。基于实例的学习理论可以预测新的,未经训练的刺激以特定方式与经过训练的刺激相似时的转移。这项研究的目的是通过评估新判断任务中的无反应时间来洞悉非单词获取和转移过程中的学习理论。通过系统地改变与每个理论相关的两个参数,构造了非单词刺激来偏向 udfamiliarity判断: udphonetic相似性(基于实例)和音节重音模式(基于规则)。 ud二十四名参与者(18-35岁)听力和言语能力正常参加了音节压力训练任务和新旧的判断任务。在训练过程中,参加者清楚地表达了一系列的非单词刺激,同时产生了特定的音节重音模式。考官通过知觉判断和评估铰接式重读音节的声强的 ucustom软件来监视音节重音的准确性。在整个训练过程中,都使用识别探针来监控非单词的准确发音。参与者符合每个非实验性非单词的音节重音和语音产生的预先确定的准确性标准。一旦满足标准,就假定参与者对受训项目具有高度准确的超基线记忆表示,并根据在语音相似性和音节重音模式上变化的各种未受训练的转移刺激来进行判断。训练后,执行了一项新的判断任务,其中,参与者在听到训练有素或未经训练的非单词时会做出熟悉/判断;响应时间是通过 udresponse框收集的。 ud反应时间结果表明,参与者对 ud不同音素的未经训练的非单词的响应比对具有相似音素的未经训练的非单词的响应更快。音节应力模式不影响反应时间。这些结果与基于实例的学习是一致的。但是,相似效果的方向与最初针对该理论所预测的方向相反,即,当刺激彼此不同时,发生正向转移。未来的研究应该评估需要沿着相似性指标操纵哪些参数,以及相似性的不变量如何影响整体转移模式。

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    Meigh Kimberly M.;

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