By Stewart H. Hulse (auth.), Stephen B. Fountain, Michael D. Bunsey, Joseph H. Danks, Michael K. McBeath (eds.)
Animal Cognition and Sequential habit: Behavioral, organic, andComputational Perspectives brings jointly psychologists learning cognitive ability in animal and human topics, connectionist theorists, and neuroscientists who've a typical curiosity in knowing functionality and disorder within the realm of advanced cognitive habit. during this quantity, dialogue makes a speciality of behavioral, cognitive, psychobiological, and computational methods to knowing the mixing of ongoing habit, with specific consciousness to versions of timing and the association of sequential behavior.
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Additional info for Animal Cognition and Sequential Behavior: Behavioral, Biological, and Computational Perspectives
Bower and Winzenz, 1972; Johnson (1972), the spontaneous chaining paradigm provides none. Pauses serve a useful function in that they reduce the load on working memory during the execution of a list. Less attention is needed to prepare a relatively short sequence that, on average consists of 3-4 items, than 6-8 item. Another important feature of pauses is the variability of their location from trial to trial. Although pauses occurred mainly after the response to the 3rd or 4th items, the distribution of pause locations was broader.
4 .!!!. I W .. .. 1 0 -e- ... - . 1 2 -0- ' A·>B·>C·>D·>E - . - A·>B'·>C·>D'·>E -6- A·>B·>C'·>D·>E 3 4 POSITION IN SEQUENCE Figure 6. Average dwell time for each of the chunking and nonchunking groups. 8 vs. ). Curiously, these data appear to be the only data in the animal and human literatures on serial learning which show that chunked sequences are executed more rapidly than unchunked sequences (Terrace & Chen,199la). Figure 5 shows two components of the time needed to execute a simultaneous chain: latency and dwell times.
Group I mastered its derived list more rapidly than Group II. Indeed, Group II required as many trials to learn its derived list as a control group needed to learn a single list. The positive transfer shown by Group I provides compelling evidence that subjects acquired knowledge of the ordinal position of list items while learning List 1. Ebenholtz's test of ordinal knowledge was adopted for two monkeys (Franklin and Rutherford) who learned to produce 4-item lists on which all items were present from the start of training.
Animal Cognition and Sequential Behavior: Behavioral, Biological, and Computational Perspectives by Stewart H. Hulse (auth.), Stephen B. Fountain, Michael D. Bunsey, Joseph H. Danks, Michael K. McBeath (eds.)