The role of semantic knowledge on the cognitive estimation task

2004 ◽  
Vol 251 (2) ◽  
pp. 156-164 ◽  
Author(s):  
Sergio Della Sala ◽  
Sarah E. MacPherson ◽  
Louise H. Phillips ◽  
Leonardo Sacco ◽  
Hans Spinnler
Keyword(s):  
Semantic Knowledge ◽  
Estimation Task ◽  
Cognitive Estimation

scholarly journals Optimistic amnesia: how online and offline processing shape belief updating and memory biases in immediate and long-term optimism biases

2021 ◽  
Author(s):  
Ziqing Yao ◽  
Xuanyi Lin ◽  
Xiaoqing Hu
Keyword(s):  
Active Role ◽  
Prior Beliefs ◽  
Belief Updating ◽  
Estimation Task ◽  
Memory Biases ◽  
Brain Potentials ◽  
Adverse Life Event ◽  
Offline Processing

Abstract When people are confronted with feedback that counters their prior beliefs, they preferentially rely on desirable rather than undesirable feedback in belief updating, i.e. an optimism bias. In two pre-registered EEG studies employing an adverse life event probability estimation task, we investigated the neurocognitive processes that support the formation and the change of optimism biases in immediate and 24 h delayed tests. We found that optimistic belief updating biases not only emerged immediately but also became significantly larger after 24 h, suggesting an active role of valence-dependent offline consolidation processes in the change of optimism biases. Participants also showed optimistic memory biases: they were less accurate in remembering undesirable than desirable feedback probabilities, with inferior memories of undesirable feedback associated with lower belief updating in the delayed test. Examining event-related brain potentials (ERPs) revealed that desirability of feedback biased initial encoding: desirable feedback elicited larger P300s than undesirable feedback, with larger P300 amplitudes predicting both higher belief updating and memory accuracies. These results suggest that desirability of feedback could bias both online and offline memory-related processes such as encoding and consolidation, with both processes contributing to the formation and change of optimism biases.

scholarly journals The Role of Co‐Occurrence Statistics in Developing Semantic Knowledge

2020 ◽  
Vol 44 (9) ◽  
Author(s):  
Layla Unger ◽  
Catarina Vales ◽  
Anna V. Fisher
Keyword(s):  
Semantic Knowledge

scholarly journals Rapid, Experience-Related Changes in the Organization of Children’s Semantic Knowledge

2018 ◽  
Author(s):  
Layla Unger ◽  
Anna Fisher
Keyword(s):  
Learning Experiences ◽  
Semantic Knowledge ◽  
Knowledge Organization ◽  
Control School ◽  
School Based ◽  
Naturally Occurring ◽  
Rapid Changes ◽  
Taxonomic Organization ◽  
Post Test

The organization of knowledge according to relations between concepts is crucially important for many cognitive processes, and its emergence during childhood is a key focus of cognitive development research. Prior evidence about the role of learning and experience in the development of knowledge organization primarily comes from studies investigating naturally-occurring group differenes (such as children from rural vs. ubran settings, or children who own a pet vs. children who don’t). However, we know little about whether knowledge organization can be relatively rapidly molded by shorter-term learning experiences (e.g., on a time-scale of days vs. months and years). The present study investigated whether learning experiences can drive rapid, measurable changes in knowledge organization in children by investigating the effects of a week-long Zoo summer camp (compared to a control school-based camp) on the degree to which 4- to 9-year-old children’s knowledge about animals was organized according to taxonomic relations. Although there were no differences in taxonomic organization between the Zoo and the school-based camp at pre-test, only children who participated in the Zoo camp showed increases in taxonomic organization at post-test. These findings provide novel evidence that experiences can drive rapid changes in knowledge organization.

scholarly journals Rapid, Experience-Related Changes in the Organization of Children’s Semantic Knowledge

2019 ◽  
Author(s):  
Layla Unger ◽  
Anna Fisher
Keyword(s):  
Learning Experiences ◽  
Semantic Knowledge ◽  
Knowledge Organization ◽  
Control School ◽  
School Based ◽  
Naturally Occurring ◽  
Rapid Changes ◽  
Taxonomic Organization ◽  
Post Test

The organization of knowledge according to relations between concepts is crucially important for many cognitive processes, and its emergence during childhood is a key focus of cognitive development research. Prior evidence about the role of learning and experience in the development of knowledge organization primarily comes from studies investigating naturally-occurring group differenes (such as children from rural vs. ubran settings, or children who own a pet vs. children who don’t). However, we know little about whether knowledge organization can be relatively rapidly molded by shorter-term learning experiences (e.g., on a time-scale of days vs. months and years). The present study investigated whether learning experiences can drive rapid, measurable changes in knowledge organization in children by investigating the effects of a week-long Zoo summer camp (compared to a control school-based camp) on the degree to which 4- to 9-year-old children’s knowledge about animals was organized according to taxonomic relations. Although there were no differences in taxonomic organization between the Zoo and the school-based camp at pre-test, only children who participated in the Zoo camp showed increases in taxonomic organization at post-test. These findings provide novel evidence that experiences can drive rapid changes in knowledge organization.

scholarly journals Communication speeds up but impairs the consensus decision in a dyadic colour estimation task

2020 ◽  
Vol 7 (7) ◽  
pp. 191974
Author(s):  
Liutao Yu ◽  
Chundi Wang ◽  
Si Wu ◽  
Da-Hui Wang
Keyword(s):  
Decision Making ◽  
Group Decision ◽  
Daily Life ◽  
Consensus Formation ◽  
Exact Role ◽  
Estimation Task ◽  
Consensus Decision Making ◽  
Consensus Decision ◽  
Better Than

Communication plays an important role in consensus decision-making which pervades our daily life. However, the exact role of communication in consensus formation is not clear. Here, to study the effects of communication on consensus formation, we designed a dyadic colour estimation task, where a pair of isolated participants repeatedly estimated the colours of discs until they reached a consensus or completed eight estimations, either with or without communication. We show that participants’ estimates gradually approach each other, reaching towards a consensus, and these are enhanced with communication. We also show that dyadic consensus estimation is on average better than individual estimation. Surprisingly, consensus estimation without communication generally outperforms that with communication, indicating that communication impairs the improvement of consensus estimation. However, without communication, it takes longer to reach a consensus. Moreover, participants who partially cooperate with each other tend to result in better overall consensus. Taken together, we have identified the effect of communication on the dynamics of consensus formation, and the results may have implications on group decision-making in general.

The hierarchical organization of semantic knowledge in stroke aphasia: The role of feature sharedness and executive function

2013 ◽  
Vol 26 (5) ◽  
pp. 552-560 ◽  
Author(s):  
J. Frederico Marques ◽  
Inês Mares ◽  
Maria Eugénia Martins ◽  
Isabel Pavão Martins
Keyword(s):  
Executive Function ◽  
Semantic Knowledge ◽  
Hierarchical Organization

The Role of Repetition and Associative Interference in New Semantic Learning in Amnesia: A Case Experiment

1993 ◽  
Vol 5 (4) ◽  
pp. 375-389 ◽  
Author(s):  
C. A. Gordon Hayman ◽  
Carol A. Macdonald ◽  
Endel Tulving
Keyword(s):  
Semantic Information ◽  
Semantic Knowledge ◽  
Amnesic Patient ◽  
Factual Information ◽  
Associative Interference ◽  
Extensive Experiment ◽  
Semantic Learning ◽  
Control Subjects ◽  
Target Words

The question of whether globally amnesic subjects can learn new semantic (factual) information is controversial. Some students of amnesia believe that they can, others that they cannot. In this article we report an extensive experiment conducted with the amnesic patient K.C. in which we examined the role of repetition and associative interference in his learning of new semantic information. In the course of 8 study sessions distributed over 4 weeks, we taught K.C. novel, amusing definitions of 96 target words (e.g., “a talkative featherbrain—PARAKEET”). We varied systematically the degree of both pre-experimental and intraexperimental associative interference, as well as the amount of study. The results of the experiment showed that K.C. can learn new semantic knowledge, and retain it over a period as long as 30 months indistinguishably from control subjects. The results further showed that the efficacy of such learning depends critically on both repetition of the material and the absence, or minimization, of pre-experimental and intraexperimental associative interference. These findings suggest that the extent to which at least some amnesic patients can acquire and retain new semantic knowledge depends on the conditions under which learning occurs, and that unqualified statements regarding the deficiency or absence of such learning in amnesia are not justified.

The role of semantic knowledge in short-term memory

Neurocase ◽  
2002 ◽  
Vol 8 (1) ◽  
pp. 27-27
Author(s):  
E. M. E. Forde
Keyword(s):  
Short Term Memory ◽  
Semantic Knowledge ◽  
Short Term ◽  
Term Memory

Effects of Different Payoff Matrices on Arithmetical Estimation Tasks: An Attempt to Produce “Rationality”

1969 ◽  
Vol 29 (2) ◽  
pp. 467-473 ◽  
Author(s):  
Israel Lieblich ◽  
Amia Lieblich
Keyword(s):  
Payoff Matrix ◽  
Decision Time ◽  
Forced Choice ◽  
Estimation Task ◽  
Payoff Matrices

5 experiments were conducted in an attempt to produce a shift in the decision pattern in a forced-choice arithmetical estimation task. The expected shift was related to a change in the payoff matrix attached to the possible outcomes of the decision. The experiments varied in the amount of payoff, clarity of the explanation of the payoff matrix, difficulty of the task, feedback after decision and the length of decision time. None of these manipulations produced the expected rational shift. The role of payoff matrices in decisions in tasks involving skill is discussed.

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