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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.

Learning the structure of artificial grammars : computer simulations and human experiments

Boucher, Luke January 1996 (has links)
No description available.

Artificial grammar learning and the transfer of sequential dependencies

Tunney, Richard John January 1999 (has links)
No description available.

The knowledge and processing underlying the structural mere exposure effect

Helman, Shaun January 2000 (has links)
No description available.

Conscience et apprentissage: une perspective dynamique

Cleeremans, Axel January 2001 (has links)
Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Implicit concept formation

Dienes, Zoltan Paul January 1990 (has links)
This thesis provides a conceptual and empirical analysis of implicit concept formation. A review of concept formation studies highlights the need for improving existing methodology in establish- ing the claim for implicit concept formation. Eight experiments are reported that address this aim. A review of theoretical issues highlights the need for computational modelling to elucidate the nature of implicit learning. Two chapters address the feasibility of different exemplar and Connectionist models in accounting for how subjects perform on tasks typically employed in the implicit learn- ing literature. The first five experiments use a concept formation task that involves classifying "computer people" as belonging to a particular town or income category. A number of manipulations are made of the underlying rule to be learned and of the cover task given subjects. In all cases, the knowledge underlying classification performance can be elicited both by free recall and by forced choice tasks. The final three experiments employ Reber's (e.g., 1989) grammar learning paradigm. More rigorous methods for eliciting the knowledge underlying classification performance are employed than have been used previously by Reber. The knowledge underlying clas- sification performance is not elicited by free recall, but is elicited by a forced-choice measure. The robustness of the learning in this paradigm is investigated by using a secondary task methodol- ogy. Concurrent random number generation interferes with all knowledge measures. A number of parameter-free Connectionist and exemplar models of artificial grammar learning are tested against the experimental data. The importance of different assumptions regarding the coding of features and the learning rule used is investigated by determin- ing the performance of the model with and without each assumption. Only one class of Connectionist model passes all the tests. Fur- ther, this class of model can simulate subject performance in a different task domain. The relevance of these empirical and theoretical results for understanding implicit learning is discussed, and suggestions are made for future research.

What is Implicit About Implicit Category Learning?

Murray, Matthew 01 May 2015 (has links)
The conscious or unconscious acquirement of knowledge in implicit category learning was examined in accordance with predictions made by the COVIS theory of categorization (Ashby & Maddox, 2011). COVIS assumes separate category learning systems. The explicit system relies on easily verbalized rules while the implicit system requires integration of more than one stimulus dimension. Participants in this experiment categorized lines varying in length and orientation as belonging to one of two categories; in the rule-based (RB) condition only length was relevant, while participants in the information integration (II) condition needed to integrate both dimensions. Corrective feedback was provided during training. In test phases, participants were asked to attribute their responses to one of four criteria (guess, intuition, memory, or rule), a measure adapted from Dienes and Scott (2005). Neural activity in dorsolateral prefrontal cortex (DLPFC) was recorded with a 20-optode fNIRS system. We found that in the implicit (II) learning condition, participants who reported guessing less than half the time were learning but were unconscious to the structures driving that learning, reflected by accuracy, attribution self-report and neural activation. Our results substantiate the claim that implicit category learning is mediated unconsciously and evidence the dual-system model of categorization postulated by COVIS, furthering our understanding of category learning and thus, the ways in which to improve it.

Evidence for implicit learning of color patterns and letter strings from a study of artificial grammar learning /

Liu, Kristina. January 2002 (has links)
Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 110-142).

Implicit and explicit learning of a serial reaction time task /

Healey, Rick M., January 2003 (has links)
Thesis (M.Sc.)--Memorial University of Newfoundland, 2003. / Bibliography: leaves 54-60. Also available online.

Effects of deep brain stimulation on implicit learning in patients with Parkinson's disease

Hebert, Karen Renee. Hackley, Steven Allen. January 2009 (has links)
The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 19, 2010). Thesis advisor: Dr. Steven A. Hackley. Includes bibliographical references.

Learning and memory in Parkinson's Disease

Chang, Grace Yu-Pay, January 2009 (has links)
Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references.

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