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Spreading activation in connectionist leader prototypes: The impact of crisisFischbein, Rebecca L. January 2005 (has links)
No description available.
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Connectionist models of catergorization : a dynamical approach to cognitionTijsseling, Adriaan Geroldus January 1998 (has links)
No description available.
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Computational analyses of spatial information processing using radial basis function networksMiddleton, Neil January 1997 (has links)
No description available.
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A connectionist, evidence accrual model of response times in symbolic comparison /Leth-Steensen, Craig. January 1997 (has links)
A cognitive process model is developed that predicts the 3 major symbolic comparison response time effects (distance, end, and semantic congruity) found in the results of the linear syllogistic reasoning task. The model assumes that people generate an ordering of a finite set of symbolic stimuli on the basis of information contained in the pairwise relations between adjacent stimulus items. The learning of this ordering is simulated within a simple connectionist framework. The decision-making component of the model utilizes 2 separate evidence accrual processes operating in parallel. One process accumulates information about the positional difference between the stimulus items being compared, and the other accumulates information about the endpoint status of each of those items. A response occurs whenever enough evidence favouring it has been accumulated within either of these processes. The model also assumes that the congruencies between the positions of the stimulus items within the ordering and the form of the comparative instruction can lead to either interfering or facilitating effects on the rate of evidence accumulation within each of these accrual processes. To test the model, data are obtained from the single-session performances of a group of 16 subjects and the multiple-session performances of an additional 2 subjects. The task is a variant of the one used by Trabasso, Riley, and Wilson (1975) and involves paired comparisons of ordered symbolic stimuli (three-letter names). Simulations of the model provide an excellent account of the group mean correct response times, as well as a very good account of the full set of data obtained from the 2 additional subjects (including percentage correct and response time distributional data).
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A connectionist investigation into the development of a theory of mindRudling, Philip James January 2000 (has links)
No description available.
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Connectionist modelling of category learning.Bartos, Paul D. January 2001 (has links)
Thesis (Ph. D.)--Open University.
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Factors that influence priming in young childrenGonzales, Valerie Anne 02 August 2018 (has links)
An empirical exploration of factors that facilitate priming
in young children was undertaken utilizing sequentially
degraded pictures (fragpix) developed by Snodgrass and her
colleagues. The identification of fragmented pictures was
studied by 288 children across four experiments. In the
first two experiments abbreviated sets of fragpix were
generated for use with young children. Experiments 3 and 4
manipulated five attributes of the priming stimulus to
measure their effect on direct and indirect tests of memory.
Experiment 3 was a scaling study that delineated age associated
identification thresholds for fragpix. It also
examined hypotheses regarding the impact of prior exposure
and perceptual closure on indirect and direct tests of
memory. During the exposure and test condition, 3-, 4-, 5-
and 8-year olds were shown fragpix in descending degrees of
fragmentation until they correctly named the picture.
Snodgrass proposed perceptual closure as an explanatory
mechanism for identification of incomplete pictures. To
explore this hypothesis, following identification of each
fragpic, half the children were shown the completed picture.
This manipulation had no facilitative effect on
identification or recall of fragmented pictures. Two
measures of prior exposure, priming and transfer, were also
computed. Age differences were found on picture
identification, free recall, and picture recognition
measures of discrimination and response bias. A linear
trend was revealed on measures of priming for picture
identification, and for picture recognition but
not for recall.
A similar method was used for each of the first three
experiments: Fragpix were presented in their most degraded
form with pictorial information systematically added until
the picture was named. Snodgrass and Feenan (1990)
suggested that priming might be equally effective if only
single levels of fragmentation were presented. They
reported that exposing adults to moderately fragmented
pictures promoted closure and was more beneficial for later
identification, than exposure to maximally-fragmented or
nearly completed pictures. Experiment 4 tested this
"optimal level" hypothesis with 5- and 8-year olds. Scores
from Experiment 3 were used to select age-specific levels of
fragmentation that made fragpix easy, moderately easy, or
difficult to identify.
Attributes of the priming stimulus were manipulated in
Experiment 4 to examine the differential impact of varying
exposure conditions on performance and on the magnitude of
priming. Three manipulations occurred: One varied number of
stimulus changes across levels of fragmentation, a second
varied order of difficulty, and a third varied the nature of
stimulus change (random or systematic). Manipulating the
priming stimulus influenced fragpix identification and
priming, but had little definitive impact on free recall.
For both ages stimuli presented in a systematic rather
than random order facilitated picture identification and the
magnitude of priming. In addition, developmental
differences emerged among systematic orders of presentation.
Five-year-olds demonstrated optimal performance in picture
identification and measures of picture recognition when
there were multiple changes in temporal contrast, while
order of difficulty (moderate to easy to hard) was more
facilitative for 8-year-olds. A finding for a quadratic
function for 8-year-olds on picture identification and
magnitude of priming supported a moderately fragmented
stimulus being an optimal prime, while for 5-year-olds, the
relationship was monotonic. This pattern was not observed
on the direct memory tests.
It is argued that both perceptual and cognitive
components of the task influence performance in an
integrative manner on indirect and direct memory tests. A
modified form of transfer appropriate processing is proposed
as a reasonable explanation of the findings. / Graduate
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Towards Connectionist Neuroimaging: Brain Connector Hubs for Expressive LanguageWilliamson, Brady January 2019 (has links)
No description available.
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A connectionist, evidence accrual model of response times in symbolic comparison /Leth-Steensen, Craig. January 1997 (has links)
No description available.
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Structural knowledge in simple recurrent network?Hong, Frank Shihong 01 January 1999 (has links) (PDF)
No description available.
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