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Redefining “Learning” in Statistical Learning: What Does an Online Measure Reveal About the Assimilation of Visual Regularities?
Author(s) -
Siegelman Noam,
Bogaerts Louisa,
Kronenfeld Ofer,
Frost Ram
Publication year - 2018
Publication title -
cognitive science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.498
H-Index - 114
eISSN - 1551-6709
pISSN - 0364-0213
DOI - 10.1111/cogs.12556
Subject(s) - perspective (graphical) , set (abstract data type) , statistical learning , computer science , context (archaeology) , object (grammar) , artificial intelligence , modality (human–computer interaction) , cognitive psychology , psychology , paleontology , biology , programming language
From a theoretical perspective, most discussions of statistical learning ( SL ) have focused on the possible “statistical” properties that are the object of learning. Much less attention has been given to defining what “learning” is in the context of “statistical learning.” One major difficulty is that SL research has been monitoring participants’ performance in laboratory settings with a strikingly narrow set of tasks, where learning is typically assessed offline, through a set of two‐alternative‐forced‐choice questions, which follow a brief visual or auditory familiarization stream. Is that all there is to characterizing SL abilities? Here we adopt a novel perspective for investigating the processing of regularities in the visual modality. By tracking online performance in a self‐paced SL paradigm, we focus on the trajectory of learning . In a set of three experiments we show that this paradigm provides a reliable and valid signature of SL performance, and it offers important insights for understanding how statistical regularities are perceived and assimilated in the visual modality. This demonstrates the promise of integrating different operational measures to our theory of SL.

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