Attention to Novel Objects during Verb Learning

2002 ◽  
Vol 73 (1) ◽  
pp. 93-109 ◽  
Author(s):  
Alan W. Kersten ◽  
Linda B. Smith
Keyword(s):  
Verb Learning ◽  
Novel Objects

Quantifying idiosyncratic and shared contributions to stimulus evaluations

2018 ◽  
Author(s):  
Joel Eduardo Martinez ◽  
Friederike Funk ◽  
Alexander Todorov
Keyword(s):  
Repeated Measures ◽  
Variance Component ◽  
Psychological Problem ◽  
Psychological Research ◽  
Large Variability ◽  
Four Dimensions ◽  
Stimulus Evaluation ◽  
Crossed Random Effects ◽  
Novel Objects ◽  
Variance Component Estimates

A fundamental psychological problem is identifying the idiosyncratic and shared contributions to stimulus evaluation. However, there is no established method for estimating these contributions and the existing methods have led to divergent estimates. Moreover, in many studies participants rate the stimuli only once, although at least two measurements are required to estimate idiosyncratic contributions. Here, participants rated faces or novel objects on four dimensions (beautiful, approachable, likeable, dangerous) for a total of ten blocks to better estimate the preferences of individual raters. First, we show that both intra-rater and inter-rater agreement – measures related to idiosyncratic and shared contributions, respectively – increase with repeated measures. Second, to find best practices, we compared estimates from correlation indices and variance component approaches on stimulus-generality, evaluation-generality, data preprocessing steps, and sensitivity to measurement error (a largely ignored issue). The correlation indices changed monotonically and nonlinearly with more repeated measures. Variance component analyses showed large variability in estimates from only two repeated measures, but stabilized with more measures. While there was general agreement among approaches, the correlation approach was problematic for certain stimulus types and evaluation dimensions. Our results suggest that variance component estimates are more reliable as long as one collects more than two repeated measures, which is not the current norm in psychological research, and can be implemented using mixed models with crossed random effects. Recommendations for analysis and interpretations are provided.

scholarly journals Individual behavioural traits not social context affects learning about novel objects in archerfish

2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Social Contexts ◽  
Negative Effects ◽  
Behavioural Phenotype ◽  
Social Species ◽  
The Social ◽  
Social Animals ◽  
Novel Objects ◽  
The Individual

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

scholarly journals Disfluencies signal reference to novel objects for adults but not children

2017 ◽  
Vol 45 (3) ◽  
pp. 581-609 ◽  
Author(s):  
Sarah J. OWENS ◽  
Justine M. THACKER ◽  
Susan A. GRAHAM
Keyword(s):  
Young Children ◽  
Spoken Language ◽  
The Novel ◽  
Novel Object ◽  
Filled Pauses ◽  
Novel Objects ◽  
Novel Targets ◽  
The Way ◽  
Familiar Objects

AbstractSpeech disfluencies can guide the ways in which listeners interpret spoken language. Here, we examined whether three-year-olds, five-year-olds, and adults use filled pauses to anticipate that a speaker is likely to refer to a novel object. Across three experiments, participants were presented with pairs of novel and familiar objects and heard a speaker refer to one of the objects using a fluent (“Look at the ball/lep!”) or disfluent (“Look at thee uh ball/lep!”) expression. The salience of the speaker's unfamiliarity with the novel referents, and the way in which the speaker referred to the novel referents (i.e., a noun vs. a description) varied across experiments. Three- and five-year-olds successfully identified familiar and novel targets, but only adults’ looking patterns reflected increased looks to novel objects in the presence of a disfluency. Together, these findings demonstrate that adults, but not young children, use filled pauses to anticipate reference to novel objects.

scholarly journals Early Verb Learning: How Do Children Learn How to Compare Events?

2015 ◽  
Vol 17 (1) ◽  
pp. 41-66 ◽  
Author(s):  
Jane B. Childers ◽  
Rebecca Parrish ◽  
Christina V. Olson ◽  
Clare Burch ◽  
Gavin Fung ◽  
...  
Keyword(s):  
Verb Learning

Attention enhances multi-voxel representation of novel objects in frontal, parietal and visual cortices

NeuroImage ◽  
2015 ◽  
Vol 109 ◽  
pp. 429-437 ◽  
Author(s):  
Alexandra Woolgar ◽  
Mark A. Williams ◽  
Anina N. Rich
Keyword(s):  
Novel Objects ◽  
Visual Cortices ◽  
Voxel Representation
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