How do adults and children process referentially ambiguous pronouns?

2004 ◽  
Vol 31 (1) ◽  
pp. 123-152 ◽  
Author(s):  
IRINA A. SEKERINA ◽  
KARIN STROMSWOLD ◽  
ARILD HESTVIK
Keyword(s):  
Eye Movements ◽  
Cognitive Development ◽  
Explicit Knowledge ◽  
Recent Literature ◽  
Reaction Times ◽  
Processing System ◽  
Selection Task ◽  
Adults And Children ◽  
On Line ◽  
Implicit And Explicit

In two eye-tracking experiments, we investigate adults' and children's on-line processing of referentially ambiguous English pronouns. Sixteen adults and 16 four-to-seven-year-olds listened to sentences with either an unambiguous reflexive (himself) or an ambiguous pronoun (him) and chose a picture with two characters that corresponded to those in the sentence. For adults, behavioural data, responses and reaction times indicate that pronouns are referentially ambiguous. Adults' eye movements show a competition between the looks to sentence-internal and -external referents for pronouns, but not for reflexives. Children overwhelmingly prefer the sentence-internal referent in the off-line picture selection task. However, their eye movements reveal implicit awareness of referential ambiguity that develops earlier than their explicit knowledge in the picture selection task. This discrepancy between performance on a looking measure and a pointing measure in the children's processing system is explained by a general dissociation between implicit and explicit knowledge proposed in recent literature on cognitive development.

A theory of implicit and explicit knowledge

1999 ◽  
Vol 22 (5) ◽  
pp. 735-808 ◽  
Author(s):  
Zoltan Dienes ◽  
Josef Perner
Keyword(s):  
Cognitive Development ◽  
Visual Perception ◽  
Explicit Knowledge ◽  
Artificial Grammar ◽  
Knowledge Representations ◽  
Research Areas ◽  
Knowing That ◽  
Grammar Learning ◽  
Implicit And Explicit ◽  
Indirect Tests

The implicit-explicit distinction is applied to knowledge representations. Knowledge is taken to be an attitude towards a proposition which is true. The proposition itself predicates a property to some entity. A number of ways in which knowledge can be implicit or explicit emerge. If a higher aspect is known explicitly then each lower one must also be known explicitly. This partial hierarchy reduces the number of ways in which knowledge can be explicit. In the most important type of implicit knowledge, representations merely reflect the property of objects or events without predicating them of any particular entity. The clearest cases of explicit knowledge of a fact are representations of one's own attitude of knowing that fact. These distinctions are discussed in their relationship to similar distinctions such as procedural-declarative, conscious-unconscious, verbalizable-nonverbalizable, direct-indirect tests, and automatic-voluntary control. This is followed by an outline of how these distinctions can be used to integrate and relate the often divergent uses of the implicit-explicit distinction in different research areas. We illustrate this for visual perception, memory, cognitive development, and artificial grammar learning.

Software pattern recognition applied to nanodiffraction patterns from a STEM instrument

1986 ◽  
Vol 44 ◽  
pp. 694-695
Author(s):  
G.Y. Fan ◽  
J.M. Cowley
Keyword(s):  
Image Processing ◽  
Pattern Recognition ◽  
Computer Software ◽  
Processing System ◽  
Light Level ◽  
Host Computer ◽  
Low Light ◽  
Image Processing System ◽  
Recent Developments ◽  
On Line

In recent developments, the ASU HB5 has been modified so that the timing, positioning, and scanning of the finely focused electron probe can be entirely controlled by a host computer. This made the asynchronized handshake possible between the HB5 STEM and the image processing system which consists of host computer (PDP 11/34), DeAnza image processor (IP 5000) which is interfaced with a low-light level TV camera, array processor (AP 400) and various peripheral devices. This greatly facilitates the pattern recognition technique initiated by Monosmith and Cowley. Software called NANHB5 is under development which, instead of employing a set of photo-diodes to detect strong spots on a TV screen, uses various software techniques including on-line fast Fourier transform (FFT) to recognize patterns of greater complexity, taking advantage of the sophistication of our image processing system and the flexibility of computer software.

Patterns of Implicit Learning Below the Level of Conscious Knowledge

2010 ◽  
Vol 24 (2) ◽  
pp. 91-101 ◽  
Author(s):  
Juliana Yordanova ◽  
Rolf Verleger ◽  
Ullrich Wagner ◽  
Vasil Kolev
Keyword(s):  
Implicit Learning ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Knowledge Generation ◽  
Sleep Stages ◽  
Implicit Processing ◽  
Implicit Processes ◽  
Late Night ◽  
On Line ◽  
On Line Learning

The objective of the present study was to evaluate patterns of implicit processing in a task where the acquisition of explicit and implicit knowledge occurs simultaneously. The number reduction task (NRT) was used as having two levels of organization, overt and covert, where the covert level of processing is associated with implicit associative and implicit procedural learning. One aim was to compare these two types of implicit processes in the NRT when sleep was or was not introduced between initial formation of task representations and subsequent NRT processing. To assess the effects of different sleep stages, two sleep groups (early- and late-night groups) were used where initial training of the task was separated from subsequent retest by 3 h full of predominantly slow wave sleep (SWS) or rapid eye movement (REM) sleep. In two no-sleep groups, no interval was introduced between initial and subsequent NRT performance. A second aim was to evaluate the interaction between procedural and associative implicit learning in the NRT. Implicit associative learning was measured by the difference between the speed of responses that could or could not be predicted by the covert abstract regularity of the task. Implicit procedural on-line learning was measured by the practice-based increased speed of performance with time on task. Major results indicated that late-night sleep produced a substantial facilitation of implicit associations without modifying individual ability for explicit knowledge generation or for procedural on-line learning. This was evidenced by the higher rate of subjects who gained implicit knowledge of abstract task structure in the late-night group relative to the early-night and no-sleep groups. Independently of sleep, gain of implicit associative knowledge was accompanied by a relative slowing of responses to unpredictable items suggesting reciprocal interactions between associative and motor procedural processes within the implicit system. These observations provide evidence for the separability and interactions of different patterns of processing within implicit memory.

Cognitive Processing of Film Cuts Among 4- to 8-Year-Old Children

2012 ◽  
Vol 17 (4) ◽  
pp. 257-265 ◽  
Author(s):  
Carmen Munk ◽  
Günter Daniel Rey ◽  
Anna Katharina Diergarten ◽  
Gerhild Nieding ◽  
Wolfgang Schneider ◽  
...  
Keyword(s):  
Eye Movements ◽  
Cognitive Processing ◽  
Media Literacy ◽  
Age Groups ◽  
Reaction Times ◽  
Time Span ◽  
Short Film ◽  
Calculation Formula ◽  
Eye Tracker ◽  
Chronological Sequence

An eye tracker experiment investigated 4-, 6-, and 8-year old children’s cognitive processing of film cuts. Nine short film sequences with or without editing errors were presented to 79 children. Eye movements up to 400 ms after the targeted film cuts were measured and analyzed using a new calculation formula based on Manhattan Metrics. No age effects were found for jump cuts (i.e., small movement discontinuities in a film). However, disturbances resulting from reversed-angle shots (i.e., a switch of the left-right position of actors in successive shots) led to increased reaction times between 6- and 8-year old children, whereas children of all age groups had difficulties coping with narrative discontinuity (i.e., the canonical chronological sequence of film actions is disrupted). Furthermore, 4-year old children showed a greater number of overall eye movements than 6- and 8-year old children. This indicates that some viewing skills are developed between 4 and 6 years of age. The results of the study provide evidence of a crucial time span of knowledge acquisition for television-based media literacy between 4 and 8 years.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

Can Saccadic Eye Movements (SIRE Effects) Enhance Implicit and Explicit Memory?

2018 ◽  
Author(s):  
Andrew Parker ◽  
Daniel Powell ◽  
Neil Dagnall
Keyword(s):  
Eye Movements ◽  
Explicit Memory ◽  
Saccadic Eye Movements ◽  
Implicit And Explicit Memory ◽  
Implicit And Explicit

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

2009 ◽  
Author(s):  
Hayo Reinders ◽  
Rosemary Erlam ◽  
JeneferVE Philp ◽  
Shawn Loewen ◽  
Catherine Elder
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Explicit Knowledge ◽  
Implicit And Explicit

On-line modification of saccadic eye movements by retinal signals

Neuroreport ◽  
2003 ◽  
Vol 14 (6) ◽  
pp. 875-878 ◽  
Author(s):  
Valérie Gaveau ◽  
Olivier Martin ◽  
Claude Prablanc ◽  
Denis Pélisson ◽  
Christian Urquizar ◽  
...  
Keyword(s):  
Eye Movements ◽  
Saccadic Eye Movements ◽  
On Line

Some suggested additions to the semantic cognition model

2008 ◽  
Vol 31 (6) ◽  
pp. 721-722
Author(s):  
Jean M. Mandler
Keyword(s):  
Concept Formation ◽  
Explicit Knowledge ◽  
Conceptual Learning ◽  
Attentional Biases ◽  
Semantic Cognition ◽  
Other Information ◽  
Direct Input ◽  
Cognition Model ◽  
Implicit And Explicit ◽  
Slow Learning

AbstractRogers & McClelland (R&M) present a powerful account of semantic (conceptual) learning. Their model admirably handles many characteristics of early concept formation, but it also needs to address attentional biases, and distinguish direct input from error-driven learning, and fast versus slow learning. Not distinguishing implicit and explicit knowledge means that the authors also cannot explain why some coherently varying information becomes accessible and other information does not.

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